Anticipatory governance in developing countries toward a bottom-up approach in reforming the education sector: Egypt as a case study | ||||
| المجلة العربية للإدارة | ||||
| Articles in Press, Accepted Manuscript, Available Online from 28 December 2022 PDF (223.42 K) | ||||
| Document Type: بØوث باللغة الإنجلیزیة | ||||
| DOI: 10.21608/aja.2022.169792.1338 | ||||
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| Author | ||||
شيماء ماجد 
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| كلية الاقتصاد والعلوم السياسية جامعة. القاهرة | ||||
| Abstract | ||||
| This paper introduces anticipatory governance as a bottom-up approach for development in developing countries. Doing so, it contends that unlike governments’ top-down approaches in decision-making, the New Public Administration School suggests a mission-oriented and open-minded alternative for reconsidering policy-making toward improving service delivery to citizens. Relying on a qualitative research method based on the text analysis of different official documents on the Ministry of Education's website addressing Egypt’s electronic and distance learning policy during the COVID-19 pandemic, this study asserts that decentralization, the driving principle of anticipatory governance, is the most suitable alternative for overcoming structural and logistical deficiencies in the educational sector. Through the inclusion of stakeholders, notably teachers, students, and administrative staff, in designing policy options, the government would be able to foresee potential challenges and prevent their destabilizing consequences on students' learning process based on the development of participatory and sustainable policies in response to public needs. | ||||
| Keywords | ||||
| Anticipatory Government; New Public Administration; E-learning; top-down vs. bottom-up approaches | ||||
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