Bacha Kebede Debela

2 Publications in AERD

Author Publications

Factors affecting learning outcomes achievement of public administration bachelor students in Ethiopia

By Bacha Kebede Debela

Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students (n = 91) and faculty members (n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation. © The Author(s) 2023.

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Rethinking African-European Scientific Cooperation: The Case of the Platform for African-European Studies

By Bacha Kebede Debela

African universities rely on teaching traditions and scientific theories based on Western epistemologies and ontologies. Interactions between European and African scholars too tend to focus on the deficits in African experiences, knowledge, research and teaching methodologies and the poor economic environments in which they operate that are characterized by inadequate infrastructure and budgets. This essay discusses an emerging opportunity in science diplomacy within African-European Union (EU) interactions in higher education and argues that a fundamental revision of the imbalances in African-European scholarly relationships is possible. The essay uses the case of the emerging Platform for African–European Studies, which involves 22 universities (including 14 in Africa and eight in Europe) and underscores the importance of science diplomacy, knowledge co-creation and co-production to correct hegemonic knowledge about Africa. It explores the origins of the programme, its attempt to follow a critical global and decolonized approach in addressing the revision of curricula both in Europe and in Africa and the co-design of research. It concludes by highlighting some of the obstacles to disrupting the status-quo. © (2023). All Rights Reserved.

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