Abstract
The status of teaching and research on public administration in Africa countries, in many respects, remains a vestige of the colonial era and this is reflected in the epistemologies that underpin the design of the curricula and pedagogies adopted. They have been further shaped by the injunctions of neoliberalism and conditionalities of donor aid which promote normative northern models of public administration. Recognising this reality African scholars and others have, for some time, advocated for transformative models of policy formulation and governance which more accurately reflect African contexts. Commencing with an analysis of the historical factors that shaped state formation and administrative practices in post-colonial Africa, this article broadly examines how public policy and governance are taught and researched in African institutions. It also reflects on the challenges which confront African academics in developing curricula and in conducting research which is relevant to their national contexts. In so doing, it considers ways in which scholars might retain the essence of key theoretical precepts whilst adapting them to local contexts. It also argues for a stronger pan-African focus in the development of teaching materials and in conducting research which traverses linguistic and geographic boundaries.