Conference Agenda

Problem Statement and Purpose

The purpose of this research is to investigate the theory and methods of public policy education. To this end, we first aimed to obtain suggestions regarding reference standards, policies, curricula, educational practices, quality assurance that organically connects learning and growth in public policy education at universities and institutes. (1) The first goal is to understand the actual state of learning and growth of public policy education.

(2)　Second is to identify the features of public policy education to be realized by making use of the unique characteristics.

(3) Third is to identify the education method that creates such learning outcome and growth.

(4) Then, we will clarify the conditions and build a systematic public policy education model.

(5) Based on this, it becomes possible to systemize and redefine public policy theory based on educational practices, which is the ultimate purpose of this research.

Methodology

(1) We conduct a survey on the admission policies, curriculum policies, and diploma policies of universities and institutes in Japan, US and EU.

(2) In addition to these three policies, we conduct a curriculum survey at universities and institutes, and clarify the relationship between reference standards, policies, and curriculum based on the results of each university's and institutes’ survey.

(3) We conduct a survey of the current state of practice, focusing on PBL education as active learning, which is a characteristic of public policy education.

Findings

Based on the knowledge obtained from the results of these surveys and analyses, we develop the unique characteristics of public policy studies, such as “problem discovery, problem solving, and policy thinking,'' and “practical skills.'' Furthermore, we systematize "active learning and PBL" as distinctive curriculum and educational methods aimed at mastering these as theories and methods of public policy education, as well as rebuild and redefine the identity of public policy education and research.

Proposals

By conducting this research in an integrated manner, we believe that it will not only contribute to future curriculum reforms and class improvements for undergraduate departments in the field of public policy, but also open new horizons in public policy education. The goal of this research is to derive research possibilities from the analysis of education.

References

Public Policy and Higher Education: Reframing Strategies for Preparation, Access, and Success (Core Concepts in Higher Education) 1st Edition, Springer 2018

by Edward P. St. John (Author), Nathan Daun-Barnett (Author), Karen M. Moronski-Chapman (Author)

Teaching Public Policy: Theory, Research, and Practice, Praeger 1991

by Peter J. Bergerson

Problem Statement and Purpose

Undoubtedly, China has achieved a lot in the education and training of public administrators , but The education and training of public administrators face new challenges, such as the proposal of life behavior management issues, international public management cooperation issues, innovation in public management services from the perspective of administrative ethics, implementation of manager responsibility mechanisms in public services, and the elements that managers should possess in response to sudden public events.

Faced with new environments and challenges, the education and training of public administrators should receive greater attention and reform. This article aims to summarize the successful experience of China public administration education and training, practical challenges , and specific solutions.

Methodology

This article summarizes the successful experience of China in the education and training of public administrators, and provides Chinese wisdom and solutions for the education and training of international public administrators. Although we face common challenges in educating and training management personnel, sharing China's experience can enhance the awareness and insight of public management personnel around the world.

Findings

China's experience in public management education highlights key strategies: prioritizing people-centric values, defining training goals by hierarchy, tailoring content, using diverse training methods, and instituting norms for effective training. China emphasizes reputation mechanisms, AI, and spiritual governance in training, yielding positive outcomes. Challenges persist in timely diverse training, integrating AI, and evaluating quality.

Proposals

By strengthening the education and training of public management personnel, continuously improving the quality of education and training for public management personnel, better adapting to new requirements and changes in public management, providing better and higher quality public services, and realizing public value concepts.

References

Polya Katsamunska;Allan Rosenbaum.2019.Strengthening Governmental Effectiveness Through Improved Public Administration Education And Training: The United Nations/ IASIA Task Force And The Creation Of The International Commission On Public Administration Education And Training. Transylvanian Review of Administrative Sciences.57（15）：21-33.

Badu Antwi-BoasiakoKwame.2015.The (Un)identical twins: Public administration and public management toward improving education and training for effective governance in Ghana. Journal of African Studies and Development.7（6）：148-161.

Kroukamp Hendri.2014.Towards Excellence in Public Administration Education and Training: an African and South African Experience. Central European Public Administration Review. 8（4）.

Problem Statement and Purpose

Problem statement

Twenty-first-century public servants must constantly and seamlessly adapt to disruption and a complex environment. This requires resourcefulness and adeptness to adjust their behavior to meet workplace demands, for instance, increased cooperation with various societal sectors in strengthening alternative service delivery and societal responsiveness. It demands a proficiency of employees to be agile, flexible and versatile, as well as an adroitness to reinvent themselves. This context emphasises the need for a resilient, committed and adaptable workforce that have mastered competencies exceeding functional knowledge. Subsequently, Higher Education Institutions (HEIs) have a responsibility to prepare students in Public Administration to be full-rounded graduates that possess essential competencies to assume leadership roles in their workplace and communities. This could be accomplished through pedagogical approaches that will yield the required results for well-rounded graduates that suit public service challenges.

Purpose

The purpose of this paper is to explore the suitability of Bildung education to develop self-directed and well-rounded graduates that will seek innovative solutions to alternative service delivery and societal responsiveness. Bildung education combines philosophy with education with the aims of self-growth, self-development, personal autonomy and moral and emotional maturity to flourish personally and in a social context (EAEA, 2021). Bildung education is centred on “what constitutes an educated or cultivated human being” (Biesta, 2019:24). Thus, it has a broader focus than traditional knowledge-based education as its intent is transformative learning in all human dimensions. Bildung education also relates to the cultivation of a sense of responsibility and civic empowerment (EAEA, 2021).

Methodology

A qualitative research approach and a descriptive and exploratory research design, imbedded in a constructivist ontology allowed for the analysis of Bildung education in its ontic expression and the construction of a theoretical construct. An interpretivist epistemological approach was followed through which theory could be unravelled to inform the suitability of Bildung education and its usefulness for self-directed and well-rounded graduates that can effectively take up their public service and societal roles.

Findings

This research embraced Wolfgang Klafki’s Categorical Bildung due to its inclusivity of both content knowledge and competency development. The approach of content knowledge favours the objective side over the subjective, whereas competency development prioritises the subjective side over the objective (Sjöström & Eiliks, 2020). The main findings of the research revealed that both content knowledge (objective) and competency development (subjective) are necessary for the full-rounded development of a graduate.

Proposals

It is envisaged that pedagogical approaches based on Bildung education can significantly assist in the development of well-rounded graduates that are likely to become resilient, committed and adaptable public servants who will use their competencies to contribute to alternative service delivery and societal responsiveness that will benefit society at large.

References

Biesta, G. 2019. How general can Bildung be? Reflections on the future of a modern educational ideal, in Obstinate Education: Reconnecting school and society, edited by G Biesta. Leiden: Brill (pp. 23 – 38).

EAEA (European Association for the Education of Adults). 2021. What is Billdung? And how does it relate to ALE?

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://eaea.org/wp- content/uploads/2021/09/What-is-bildung.pdf. Accessed on: 11 May 2024.

Sjöström, J. & Eiliks, I. 2020. The Bildung Theory – From von Humboldt to Klafki and Beyond, in Science Education in Theory and Practice: An introductory guide to learning theory, edited by B. Akpan & T.J. Kenndy. Cham, Switzerland: Springer (pp. 55 – 67).