调整菲律宾公共部门管理教育课程，以应对21世纪的需求

IF 0.2 Q4 PUBLIC ADMINISTRATION

Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues Pub Date : 2021-01-01 DOI:10.17323/1999-5431-2021-0-6-172-191

P. Aquino Jr., R. Jalagat Jr.

{"title":"调整菲律宾公共部门管理教育课程，以应对21世纪的需求","authors":"P. Aquino Jr., R. Jalagat Jr.","doi":"10.17323/1999-5431-2021-0-6-172-191","DOIUrl":null,"url":null,"abstract":"The UNESCO World Conference on Higher Education, held in Paris, France in October 1998, adopted a universal declaration on the need for a new vision and paradigm in higher education responsive to the challenges of the 21st century. This study is an effort to answer this call but only in the limited field of public sector management education curriculum at the Master’s level. This study attempted an evaluation of existing curricula in terms of the responsive objectives in knowledge, skills, and values as well as the perceived gap between theory and practice. Further, it sought to identify any differences among school administrators, faculty, and students including practitioners in their perceptions regarding these objectives. The study used a three-staged survey to surface data as basics for the proposed curriculum. The first stage was a request for printed materials of the Master in Public Administration/counterpart courses from 66 educational institutions. The second stage was a questionnaire to which 69/132 (52%) school administrators, 112/198 (56.5%) faculty, 188/330 (56.9%) students, and 76/76 (100%) are practitioners, representing an overall 60.4 percent retrieval rate. The questionnaires sought answers to the specific sub-problems of the study. The third questionnaire was sent to all respondents who replied to the second questionnaire; their opinion on the proposed objectives and courses/subjects were sought. Based on the findings, the researchers developed the proposed curriculum. This curriculum in conformity with the Commission on Higher Education standards consists of the following: 1. Core/Professional Orientation (12 units), Theory and Practice of Governance (3 units), Human Behavior in Organization (3 units), Leadership and Organization Change (3 units), Administrative Laws (3 units); 2. Research and Evaluation (6 units), Quantitative Methods of Management and Statistics (3 units), Research Techniques (3 units); 3. Major Subjects (15 units) on any of the following: Economic Development (3 units), Development Administration (3 units), Communication and Information Management (3 units), Public Management Issues (3 units), Ethics and Accountability in the Public Service (3 units), Environmental Management (3 units); 4. Thesis Writing (6 units). This study will be useful to schools or will offer a public sector management education course at the Master’s level as well as to the Commission on Higher Education for standard setting.","PeriodicalId":43338,"journal":{"name":"Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"GEARING PUBLIC SECTOR MANAGEMENT EDUCATION CURRICULUM IN THE PHILIPPINES IN RESPONSE TO 21ST CENTURY NEEDS\",\"authors\":\"P. Aquino Jr., R. Jalagat Jr.\",\"doi\":\"10.17323/1999-5431-2021-0-6-172-191\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The UNESCO World Conference on Higher Education, held in Paris, France in October 1998, adopted a universal declaration on the need for a new vision and paradigm in higher education responsive to the challenges of the 21st century. This study is an effort to answer this call but only in the limited field of public sector management education curriculum at the Master’s level. This study attempted an evaluation of existing curricula in terms of the responsive objectives in knowledge, skills, and values as well as the perceived gap between theory and practice. Further, it sought to identify any differences among school administrators, faculty, and students including practitioners in their perceptions regarding these objectives. The study used a three-staged survey to surface data as basics for the proposed curriculum. The first stage was a request for printed materials of the Master in Public Administration/counterpart courses from 66 educational institutions. The second stage was a questionnaire to which 69/132 (52%) school administrators, 112/198 (56.5%) faculty, 188/330 (56.9%) students, and 76/76 (100%) are practitioners, representing an overall 60.4 percent retrieval rate. The questionnaires sought answers to the specific sub-problems of the study. The third questionnaire was sent to all respondents who replied to the second questionnaire; their opinion on the proposed objectives and courses/subjects were sought. Based on the findings, the researchers developed the proposed curriculum. This curriculum in conformity with the Commission on Higher Education standards consists of the following: 1. Core/Professional Orientation (12 units), Theory and Practice of Governance (3 units), Human Behavior in Organization (3 units), Leadership and Organization Change (3 units), Administrative Laws (3 units); 2. Research and Evaluation (6 units), Quantitative Methods of Management and Statistics (3 units), Research Techniques (3 units); 3. Major Subjects (15 units) on any of the following: Economic Development (3 units), Development Administration (3 units), Communication and Information Management (3 units), Public Management Issues (3 units), Ethics and Accountability in the Public Service (3 units), Environmental Management (3 units); 4. Thesis Writing (6 units). This study will be useful to schools or will offer a public sector management education course at the Master’s level as well as to the Commission on Higher Education for standard setting.\",\"PeriodicalId\":43338,\"journal\":{\"name\":\"Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17323/1999-5431-2021-0-6-172-191\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PUBLIC ADMINISTRATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17323/1999-5431-2021-0-6-172-191","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PUBLIC ADMINISTRATION","Score":null,"Total":0}

引用次数: 0

摘要

1998年10月在法国巴黎举行的联合国教科文组织世界高等教育大会通过了一项关于高等教育需要新愿景和新范式以应对21世纪挑战的全球宣言。本研究是为了回应这一呼吁，但仅在有限的公共部门管理教育硕士课程领域。本研究试图根据知识、技能和价值观的响应目标以及理论与实践之间的感知差距对现有课程进行评估。此外，它还试图确定学校管理人员、教师和学生(包括从业人员)对这些目标的看法之间的任何差异。这项研究采用了三个阶段的调查，将数据作为拟议课程的基础。第一阶段是要求66个教育机构提供公共行政硕士/相应课程的印刷材料。第二阶段是问卷调查，其中69/132(52%)的学校管理人员、112/198(56.5%)的教师、188/330(56.9%)的学生和76/76(100%)的从业人员参与问卷调查，总体回收率为60.4%。这些问卷是为了寻找研究中具体子问题的答案。第三份问卷发给所有回答了第二份问卷的受访者;我们征求了他们对拟议目标和课程/科目的意见。基于这些发现，研究人员制定了拟议的课程。该课程符合高等教育委员会的标准，包括以下内容:核心/专业方向(12学分)、治理理论与实践(3学分)、组织中的人的行为(3学分)、领导与组织变革(3学分)、行政法(3学分);2. 研究与评价(6个单元)、管理与统计定量方法(3个单元)、研究技术(3个单元);3.主修课程(15个学分):经济发展(3个学分)、发展管理(3个学分)、传播与信息管理(3个学分)、公共管理问题(3个学分)、公共服务中的道德与责任(3个学分)、环境管理(3个学分);4. 论文写作(6个单元)。这项研究将对学校或提供公共部门管理教育硕士课程，以及高等教育委员会制定标准有帮助。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

GEARING PUBLIC SECTOR MANAGEMENT EDUCATION CURRICULUM IN THE PHILIPPINES IN RESPONSE TO 21ST CENTURY NEEDS

The UNESCO World Conference on Higher Education, held in Paris, France in October 1998, adopted a universal declaration on the need for a new vision and paradigm in higher education responsive to the challenges of the 21st century. This study is an effort to answer this call but only in the limited field of public sector management education curriculum at the Master’s level. This study attempted an evaluation of existing curricula in terms of the responsive objectives in knowledge, skills, and values as well as the perceived gap between theory and practice. Further, it sought to identify any differences among school administrators, faculty, and students including practitioners in their perceptions regarding these objectives. The study used a three-staged survey to surface data as basics for the proposed curriculum. The first stage was a request for printed materials of the Master in Public Administration/counterpart courses from 66 educational institutions. The second stage was a questionnaire to which 69/132 (52%) school administrators, 112/198 (56.5%) faculty, 188/330 (56.9%) students, and 76/76 (100%) are practitioners, representing an overall 60.4 percent retrieval rate. The questionnaires sought answers to the specific sub-problems of the study. The third questionnaire was sent to all respondents who replied to the second questionnaire; their opinion on the proposed objectives and courses/subjects were sought. Based on the findings, the researchers developed the proposed curriculum. This curriculum in conformity with the Commission on Higher Education standards consists of the following: 1. Core/Professional Orientation (12 units), Theory and Practice of Governance (3 units), Human Behavior in Organization (3 units), Leadership and Organization Change (3 units), Administrative Laws (3 units); 2. Research and Evaluation (6 units), Quantitative Methods of Management and Statistics (3 units), Research Techniques (3 units); 3. Major Subjects (15 units) on any of the following: Economic Development (3 units), Development Administration (3 units), Communication and Information Management (3 units), Public Management Issues (3 units), Ethics and Accountability in the Public Service (3 units), Environmental Management (3 units); 4. Thesis Writing (6 units). This study will be useful to schools or will offer a public sector management education course at the Master’s level as well as to the Commission on Higher Education for standard setting.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Voprosy Gosudarstvennogo i Munitsipalnogo Upravleniya-Public Administration Issues PUBLIC ADMINISTRATION-

CiteScore

1.10

自引率

33.30%

发文量

期刊介绍： PUBLIC ADMINISTRATION ISSUES is a scientific peer-reviewed journal published by the National Research University High School of Economics (NRU HSE).The journal is published quarterly in Russian, and contains original articles by Russian and foreign authors. In addition, a special English language issue containing original articles by Russian and foreign authors has been published since 2014. The editorial board consists of leading Russian and foreign scientists in the field of public administration as well as prominent practitioners. The journal is indexed in the international databases: Scopus, RePEc, EBSCOand the Russian Science Citation Index (RSCI) on the platform of Web of Science. In addition, the journal is on the list of key peer-reviewed scientific journals and publications that the Higher Certification (Attestation) Commission in the RF Education Ministry recommends for publishing the main scientific results of theses for PhD and doctoral degrees in Economics, Sociology and Law. The journal focuses on the following subject areas: − Current theories of public administration. − Theoretical fundamentals of economic and social policy − Factors and Assessment of efficiency in public and municipal administration. − Innovations in the system of public and municipal administration. − Planning and forecasting in the system of public and municipal administration. − Staff of the state and municipal service. Management of personnel in public and municipal bodies and in organizations of the public sectors. − Financial, logistical and information resources of the state and municipalities. − Public service. − Functional features of public sector organizations. − Partnership of the state and municipalities with nongovernmental nonprofit organizations. Economic and administrative challenges facing “third sector.” - Development of education programs on public administration.