Bridging the competency chasm: An experiential learning and competency-based model for revitalising South African public sector service delivery

This paper addresses the critical issue of eroding service delivery by the South African public and local government. One of the primary arguments presented is that a significant contributory factor is the theory-practice gap endemic to public servants. Drawing on a vivid analogy used by the Indian Supreme Court's outrage at the appointment of judicial officers without on-the-job experience, this paper contends that theoretical proficiency alone is not adequate for complex, high-stakes professional work. Through a qualitative, descriptive, and analytical literature review, the study is grounded on conceptual analysis highlighting the inadequacies of academic training devoid of real-world practice. A theoretical framework is then developed by bringing together Kolb's Experiential Learning Theory (ELT) and Competency-Based Education (CBE), demonstrating how these pedagogical frameworks can bridge the knowledge-practice divide. Contextual critique assesses the South African public sector setting based on secondary data sources including government reports, academic studies, and public policy briefs. Failures in governance, financial mismanagement, political meddling, and a systematic lack of practical competencies are revealed by the analysis to be underlying factors of the defects in service delivery in the country. The article proposes an integrated "Competency-Driven Public Service" model on such a basis that integrates experiential learning and skills development within public administration. This conceptualisation model aims to foster ethical leadership, induce a culture of continuous organisational learning, and enhance practical competency at all levels of public administration. The article concludes with practical suggestions made particularly for policymakers and leaders in public administration. These aim to reboot public service provision through education reform and organizational capacity building. Overall, the article contributes to the debate around public sector reform through the provision of theoretically informed, practically useful analysis of a significant issue of governance. Key Words:Theory-Practice Gap, Public Service Delivery, Experiential Learning Theory (ELT), Competency-Based Education (CBE), Public Sector Reform.