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Public Affairs Education and Training in the 21st Century最新文献

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Violent Extremism and the Politics of Education in Pakistan 巴基斯坦的暴力极端主义与教育政治
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch017
Z. Ullah
{"title":"Violent Extremism and the Politics of Education in Pakistan","authors":"Z. Ullah","doi":"10.4018/978-1-7998-8243-5.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch017","url":null,"abstract":"Pakistan is depicted as a victim as well as a sponsor of terrorism. The reason behind this characterisation is that Pakistan, since its inception in 1947, has experienced multifaceted violence, ranging from ethnic insurgencies to sectarian violence. At the same time, it has been blamed for fomenting violence in its neighbours. On the one hand, there have been anti-terrorism laws in place since the late 1990s; on the other, there is an Islamised public sphere that provides fecund soil for violent extremists to thrive. The questions to be addressed here are: What kinds of anti-terrorism laws exist in Pakistan and how effective are they against terrorism? What is the role of the state-managed curriculum in providing a conducive environment for the growth of violent extremism? This research appeals to the “garrison state” theory, which explains how “the specialists on violence” control every aspect of the state, complemented by the concept of “fragmented hegemony,” which explains how the seemingly corrupt multiple sites of power help the state maintain its hegemony over society.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116811176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Importance of Ethics Education in Public Administration Within the Context of Global Challenges 全球挑战背景下公共行政伦理教育的重要性
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch018
Mısra Ciğeroğlu Öztepe, Hakan Akca
{"title":"The Importance of Ethics Education in Public Administration Within the Context of Global Challenges","authors":"Mısra Ciğeroğlu Öztepe, Hakan Akca","doi":"10.4018/978-1-7998-8243-5.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch018","url":null,"abstract":"The issue of “ethics,” which is frequently emphasized in the development and transformation processes of public administration (PA) and stands out in the context of combating problems, crises, and corruption in the discipline, is becoming more important in today's global world. In parallel, studies on the place and importance of ethics education in PA have been increasing in recent years, especially with the emphasis on the ability of ethics to provide solutions to these problems. In this context, this study addresses the place and importance of ethics education in PA education and training in the world and in Turkey. In this framework, firstly, the relationship between PA and ethics and the importance of ethics education in PA are examined. After that, the examples of educational institutions providing ethics education in the world and in Turkey and their educational contents are analyzed. The study ends by making a comparison concerning the subject in the world and Turkey and making various suggestions.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131374276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Can New Education Policy 2020 Serve as a Paradigm Shift to the Employability Gap in India? 2020年新教育政策能否成为印度就业能力差距的典范转变?
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch009
S. Chaturvedi, S. Purohit, Meenakshi Verma
{"title":"Can New Education Policy 2020 Serve as a Paradigm Shift to the Employability Gap in India?","authors":"S. Chaturvedi, S. Purohit, Meenakshi Verma","doi":"10.4018/978-1-7998-8243-5.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch009","url":null,"abstract":"Employment and employability have lately surfaced as a significant concern for India that stands as the world's second central higher education system. The post-COVID-19 era further demanded a comprehensive policy at the national level. The Indian government approved the new education policy (NEP), bringing changes to higher education in the country on 29th July 2020. After an exhaustive reading of all education policies published in Indian literature, the authors present this viewpoint chapter, contributing to the extant literature on education policies in the following three ways. The first purpose is to evaluate and compare the current NEP 2020 to the last two educational policies of 1968 and 1986 to understand how far each policy could realize the goal of employability. The second purpose is to adumbrate the gaps between industry and academia in the proposed NEP 2020 to propose some transformative steps to fill the outlined gap. Thirdly, the main findings are depicted through a graphical representation to give some directions for future policy and research in employability.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"429 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122726643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Educational Quality of the Doctoral Programs in Public Affairs 公共事务专业博士点的教育质量
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch001
Tiangeng Lu, Göktuğ Morçöl
{"title":"The Educational Quality of the Doctoral Programs in Public Affairs","authors":"Tiangeng Lu, Göktuğ Morçöl","doi":"10.4018/978-1-7998-8243-5.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch001","url":null,"abstract":"Public affairs scholars have been concerned about the quality of education in their field for some decades. To assess the program quality, the authors analyzed the National Research Council's most recent data. In the comparative analyses between the public affairs programs and the programs in other social science disciplines, they found that public affairs doctoral programs were behind their peer fields on most of the input-based metrics (students fully funded in their first year of education, median quantitative GRE scores, and percentage of international students in programs) but ahead of them in student-faculty ratios. The results of the outcome-based metrics were mixed. Public affairs students graduated earlier on average, but smaller percentages of them had plans for employment in academic positions. Also, the faculty productivity was lower in public affairs programs compared to the other social science disciplines. Among the subfields of public affairs, public management and public policy had more favorable input- and outcome-based results compared to public administration.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128829874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Propensity Score Matching to Improve Validity in Public Administration Research 运用倾向得分匹配提高公共管理研究的效度
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch003
Michael Howell-Moroney
{"title":"Using Propensity Score Matching to Improve Validity in Public Administration Research","authors":"Michael Howell-Moroney","doi":"10.4018/978-1-7998-8243-5.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch003","url":null,"abstract":"Randomized clinical trials have a longstanding status as the gold standard in detecting causal effects. In the social sciences, randomized clinical trials are rare because of their attendant logistical and cost burdens. Most social science research makes use of observational data. The empirical challenge posed by observational data is that treatment assignment is no longer random. This challenge continues to spur innovation across many disciplines toward more sophisticated techniques for estimating causal relationships. Scholars have developed a common theoretical framework for estimating causal effects, often called the potential outcomes or counterfactual framework. This chapter demonstrates the propensity score matching methodology as a way to estimate causal effects using observational data. Throughout, an example from public administration research, the effect of government employment on volunteerism, is used to illustrate the concepts. Empirical estimates of the treatment effects show that there may be a causal effect of government employment on volunteerism.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127467005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Incorporating the International Perspective Into Public Administration Education 将国际视野纳入公共行政教育
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch004
I. Maiga
{"title":"Incorporating the International Perspective Into Public Administration Education","authors":"I. Maiga","doi":"10.4018/978-1-7998-8243-5.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch004","url":null,"abstract":"This chapter provides an overview of the importance of incorporating an international perspective into the public administration classroom. This includes a discussion on international comparative public administration, why it is essential for the MPA classroom, and how it can best be incorporated into a program's curriculum. The discussion includes the introduction of recommended course objectives for adoption in an MPA program that align with the various courses traditionally found in MPA programs. Included with the course objective is the introduction of reading and assignments that can be used to help meet these objectives.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132705972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Professional Education and Training in Indonesia 印度尼西亚的专业教育和培训
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch008
R. Komalasari, N. Nurhayati, C. Mustafa
{"title":"Professional Education and Training in Indonesia","authors":"R. Komalasari, N. Nurhayati, C. Mustafa","doi":"10.4018/978-1-7998-8243-5.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch008","url":null,"abstract":"The professional training of the judges may influence their interpretation of justice. In terms of the training of judges, the influence of training may shape the judicial interpretation of justice. Despite the absence in the literature on the formation of the professional identity of the judiciary in Indonesia, Indonesian judges develop their professional identity through a training process which enables them to consider ‘justice' in their sentencing. The authors found that trainee judges learn the three most important forms of justice: legal justice, moral justice, and social justice. Concerning sentencing, the primary aim of training is to raise awareness of some of the tensions between those three forms of justice when sentencing. The judge will also learn from training that judges would be required to reconcile the often-competing forms of justice. In this chapter, the authors furtherconsider the way the judges reconcile the often-competing forms of justice.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134376593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Public Education Policies in Turkey in the COVID-19 Crisis 2019冠状病毒病危机中土耳其的公共教育政策
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch013
H. Karasoy
{"title":"Public Education Policies in Turkey in the COVID-19 Crisis","authors":"H. Karasoy","doi":"10.4018/978-1-7998-8243-5.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch013","url":null,"abstract":"COVID-19 was declared a pandemic on March 11, 2020. With the COVID-19 crisis, new problem areas have appeared in many areas such as business, trade, social life, education, and the health sector in countries where it is effective. One of the areas where this limitation and new problems arise is the field of education. States have imposed restrictions in education and training to reduce the rate of the pandemic's spread and have suspended face-to-face education. Firstly, Turkey closed the schools for a while and then the government announced “distance learning” efforts. However, distance education has not been fully settled in both the learners and teachers. This study aims to handle education policies in Turkey during the COVID-19 pandemic and try to examine possible solutions for problem areas, which existed because of the pandemic. For this purpose, with a descriptive method, the subject was examined. Because of the changing spirit of the pandemic, this study focused on the education policy from March 1, 2020 to March 1, 2021.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128423887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Revisiting the Public Administration Education 重新审视公共行政教育
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch010
Onur Kulaç
{"title":"Revisiting the Public Administration Education","authors":"Onur Kulaç","doi":"10.4018/978-1-7998-8243-5.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch010","url":null,"abstract":"Political and economic developments in the 20th century affected the forms and preferences of public service delivery. In addition, the increasing demands and expectations of citizens, the development in information and communication technologies and, finally, international crises, and in particular, COVID-19 pandemic lead to differences on the idea of public administration (PA) discipline and education. South Korea has become one of the prominent countries in the field of PA with its great transformation and change in the historical process. The foremost aim of this study is to scrutinize the PA of South Korea, which has successes in many policy areas in the past 50 years, from the perspective of education and discipline development. To this end, the emergence and the development of the discipline and education of PA in South Korea will be discussed. In addition, the discipline of PA in South Korea will be examined in terms of internationalization and global engagement. Finally, policy recommendations regarding the South Korean PA education and discipline will be presented.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115569850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching of Foreign Language in the Educational Process of Public Administration Personnel in Ukraine 乌克兰公共管理人员教育过程中的外语教学
Public Affairs Education and Training in the 21st Century Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8243-5.ch019
N. Lebedeva
{"title":"Teaching of Foreign Language in the Educational Process of Public Administration Personnel in Ukraine","authors":"N. Lebedeva","doi":"10.4018/978-1-7998-8243-5.ch019","DOIUrl":"https://doi.org/10.4018/978-1-7998-8243-5.ch019","url":null,"abstract":"The main aim of this chapter is to describe the organizational and methodological foundations of professional education for public servants using modern educational methods. Its scientific novelty is in the description of teaching a foreign language to students of specialities in public administration. It has a character of theoretical representation of the existing methods of teaching a foreign language to students specializing in public administration in Ukraine. It is concluded that foreign language teaching in the process of training public servants is not a key subject, but it does not solve the problem of the need to master it. In this connection, teachers have to highlight certain aspects in the methodology so that professional training coincides with the native language. It is necessary to pay attention to the general language training, and only then introduce professional vocabulary. The relevance of this research is to share an existing experience with colleagues from other countries.","PeriodicalId":318923,"journal":{"name":"Public Affairs Education and Training in the 21st Century","volume":"71 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132330399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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