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The year 2020 is an epochal moment for governance and public administration. The outbreak of the COVID-19 pandemic has upset social and economic life, including the delivery of public services, and eroded domestic and international politics. It comes in an era of uncertainty resulting from the end of the New Public Management boom and a looming breakdown of the contemporary US-defined international order. Against such a sea change, we can hardly take business as usual. Change breeds indeterminacy but also induces reimagining. Any renewal and renaissance of public management has to address the ‘what’ and ‘how’ questions of governance in a low-trust and high-risk society. Both the capacity and legitimacy of the state need to be re-empowered, but no longer through the market. The dual failure of democratic politics and bureaucratic excellence in many countries has rendered the Wilsonian politics-administration dichotomy redundant. Amid the rise of East Asia, there are growing contentions over the conceptualization of meritocracy as alternative systems of governance and public service models seem to be delivering effective rivals. Governance performance may not be predetermined by regime types within a poly-polar world. We need to search for new reconnections, new leadership, a new basis for trust and consensus, and a new public service bargain to avoid getting bogged down in old wine in re-labelled bottle, or another singular universalist paradigm.

Investments in gender training for agricultural researchers have not attained expected outcomes, bringing into question the efficacy of training approaches used. New approaches for transformative gender training need to draw on lessons learned from previous courses. This chapter analyses short gender training courses identified using a scoping methodology. Selected courses offered between 2005 and 2015 for scientists in Eastern Africa were critiqued against a theoretical framework for transformative gender training. Also shared is a training model (Gender Responsive Researchers Equipped for Agricultural Transformation course) that addresses gaps in previous courses. The chapter identifies critical lessons for facilitating transformative gender training for non-gender research practitioners which include the need for inter-disciplinary grounding in the disciplines of gender and agriculture, having a phased course delivery and the value of continuous technical support during and after training. Gender training models should also allow for the deepening of gender awareness and consciousness by providing safe spaces for personal reflections on the root causes of gender inequalities and for the questioning of the internalized norms and biases.