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TRAINING AND EDUCATION FOR DEVELOPMENT

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Case Studies. Correlation between Human Development and Economic Growth ... Formal training methods: lectures, case studies, simulations, and films. ... – PowerPoint PPT presentation

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Title: TRAINING AND EDUCATION FOR DEVELOPMENT


1
TRAINING AND EDUCATION FOR DEVELOPMENT
  • Ph. D. Panel Discussion
  • PIA 2501
  • By Yongfei Zhao

2
Outline
  • Background
  • A Conceptual Framework
  • Management Training Approaches
  • Formal Training
  • On-the-Job Training
  • Action Training
  • Non-Formal Training
  • Case Studies
  • Correlation between Human Development and
    Economic Growth

3
Background Rationales for Public Management
Training
  • Developmental needs
  • Lack adequate educational system
  • Inadequate public personnel system and policies
  • The absence of national training policies
  • Insufficient effort in human resource planning
  • Insufficient salaries and low compensation levels
  • Managerial brain drain from the public sector
  • The administrative culture of governments lacks
    appropriate incentives
  • The existing training programs are ineffective
    and problematic

4
A Conceptual Framework
5
Management Training Approaches
  • Formal training methods lectures, case studies,
    simulations, and films.
  • On-the-job training methods, coaching, job
    rotation, mentoring, and secondment.
  • Action training methods Often including formal
    training methods following such needs-analysis
    methods as problem census and field analysis.
  • Non-formal training methods including support
    groups, professional associations, and study
    circles.

6
Case Studies
  • Botswana Case (1980s-1990s)
  • China Case (Since Mid 1990s)

7
Botswana Case
  • Four Alternative Training Programs
  • On-the-Job Training
  • In-Country Training
  • Training Programs in the Southern African region
  • Oversea Training Opportunities for Post-Graduate
    Masters Degree Training

8
Major Training Requirements
  • Senior District Officer (5)
  • District OfficerAdministrative
  • District Officer (Administration) (17)
  • District Officer (Development) (11)
  • District Officer (Lands) (12)
  • District Assistant (9)
  • Clerical (68)
  • (1983-1984)

9
On-the-Job Training
  • Models
  • The introduction course arranged by the
    Directorate of Personnel (Central)
  • Ministry organized seminars for District
    Administrator sub-cadres
  • Annual Special Council Planning Officer/DO(D)
    seminars
  • Land Board Seminars held to support key personnel
    in the land use area
  • One week National District Development Conference
    in December each year

10
On-the-Job Training
  • Problems replacement of expatriates in DO(D) and
    DO(L) and localize sub-cadre of these offices
  • Program development steps
  • An adequate overlap of at least three months as
    new graduates assume the position of DO(D)
  • A one year overlap between departing expatriate
    DO(L) and in-coming graduates donor support for
    both existing expatriate DO(L) and new entry
    graduates
  • Short-term operational expert arrangements to
    provide follow-up OJT for DO(D) and DO(L).

11
In-Country Training
  • Eight-week post-graduate certificate program in
    district development administrationdonor
    supported
  • Purpose to provide training tailored to the
    specific needs of District Officers and
    prerequisite for further oversea training at
    either the Diploma or Degree level.

12
In-Country Training
  • Modules
  • General module Eight weeks at two hours of
    lecture per day
  • Sub-Cadre Specific Modules tutorial level
    courses and meet for two hours per day for eight
    weeks

13
Regional Training Programs
  • Nine-month post-graduate diploma training within
    the Southern African region
  • Purpose designed for officers with less
    education background and do not reach a Masters
    degree level
  • Two candidates per year for a post-graduate
    diploma level training in the Southern African
    region
  • Hosts nine months diploma course in Rural
    Development Planning at the University of
    Zimbabwe in Harare
  • Introduction to program identification in rural
    development at the district level
  • Resources and production
  • Human organization and mobilization
  • Development practice

14
Post-graduate Degree Training
  • Should be a means to an end, but not be an end in
    and of itself nor only for a mechanism for
    promotion or career advancement
  • Procedures and qualifications
  • Restricted Masters degree specialization
  • The Botswana post-graduate training program for
    DA should be considered a pre-requisite for entry
    to graduate degree programs (overseas).
  • Finish the General Module Training (first group
    in September 1984)
  • The USAID contractor should identify US
    institutions which can provide course work and
    the instructors for post graduate degree level
    training.
  • Six to eight weeks summer institute.

15
Non-Graduate Training in the District
Administration
  • Training for the old but not very well educated
    personnel
  • Strategies
  • On-the-Job Training
  • Institutionalized training three administrators
    a year through one of three courses offered at
    the Botswana Institute of Administration and
    Commerce
  • Basic Clerical Administration/Records Management
  • Basic Supplies Management
  • Basic Supervision and Management
  • Certificate Level Training

16
Botswana Development Index
17
China Case
  • Employee training and career development are
    essential for the purposes of maintaining
    employee morale, improving managerial skills,
    changing employee outlook, and enhancing career
    advancement opportunities.
  • In June 1996, the Ministry of Personnel of the
    PRC issued the Provisional Regulations for
    National Public Servant Training (PRNPST), which
    formalized the objectives, classifications,
    subjects, institutions, and management of public
    servants training programs (MOP, 1996).

18
Training Types
  • Pre-service Formal Training
  • In-Service Training
  • Leadership Development Trainings

19
Pre-service Formal Training
  • Time after being recruited by the government and
    before finalizing a career position in offices
  • Strategies
  • Systematic training in Public Administration
    related courses
  • Pre-service internship program one or two years
    in rural or local government as a probation
    position

20
In-Service Training
  • Strategies
  • Formal Education in Public Administration MPA
    programs
  • On-the-Job Training specialized training, such
    as Quality Circle training programs
  • Continuing Education/Refresh Training EMBA
    programs, certificate programs such as English
    and economics.
  • Inter-Agency Personnel Exchange (Secondment)
  • To upper or lower level government agencies to
    serve in a similar position
  • Exchanged officials title and status remains the
    same as in ones original office
  • A promotion training process
  • Problems such as corruption, malpractice, and
    incapability

21
Leadership Development Trainings
  • Role of the National School of Administration and
    Communist Party School
  • Purpose for job promotion
  • National School of Administration (NSA) system
  • Established by Chinese central government in
    Beijing in 1994 as a think tank and public policy
    research center
  • Offering graduate level courses to higher ranking
    officials and analyzing public policies for the
    State Council
  • Offering both Masters and doctoral degree
    programs
  • More than 30 local Schools of Administration
  • The students are administrative personnel from
    various government agencies at various levels of
    the government.

22
Leadership Development Trainings
  • Chinese Communist Party School (CCPS) system
  • The highest level of training school for the
    national, provincial, and local political leaders
  • Educate and train the political cadres on the
    role of the Communist Party
  • Three departments advance training, continuing
    education, and graduate studies
  • Advanced training and continuing education are
    short-term theoretical training programs designed
    for those individuals who are encouraged to seek
    promotions.
  • The graduate school in the CCPS offers both
    Masters and doctoral degrees with the
    concentration in Communist theory studies and
    history.
  • The training programs in the CCPS weight even
    more than those in other non-party schools.

23
Oversea Training Programs
  • Purpose to organize public service education and
    improve the quality of public service leadership
    in China, develop executive talent, build
    administrative skills, and broaden the mental
    horizon of in-career civil servants as well as
    political leaders

24
Programs
  • China Public Policy Program (CPPP) cooperation
    between the Chinese government and the J. F.
    Kennedy School of Government at Harvard
  • In the late 1990s and with a 2.3 million annual
    budget
  • Training initiatives Strategic Policy Dialogue
    Initiatives and Research Program, Degree and
    Executive Program, Targeted Executive and
    Capacity Strengthening Program, and Chinas
    Leaders in Development Program

25
Programs
  • Chinas Leaders in Development Program (1)
  • Co-founded by the Development Research Center of
    the State Council of the PRC, J. F. Kennedy
    School of Government, and the School of Public
    Management and Policy at Tsinghua University,
    China
  • The participants in the program are high ranking
    officials from the central or local government.
  • The program will remain active for five terms
    until the end of 2007, with the duration of each
    term extending over a period of three months,
    including the enrollment of 60 Chinese officials
    per year.

26
Programs
  • Chinas Leaders in Development Program (2)
  • Two sections the first section lasts for three
    weeks and is held at Tsinghua University in
    Beijing, China, and the second section is held at
    Harvard University in Cambridge, Massachusetts
  • This program is carried out in the format of
    seminars in which Chinese officials choose
    specific topics or projects as their
    concentration.
  • By the end of the program, Chinese officials are
    expected to acquire practical skills in public
    administration and policy analysis

27
China Development Index
28
The Priority of Human Developmentby Gustav
Ranis Frances Stewart
  • Presented in the first annual International Forum
    for Development in 2004 and also in the forum
    proceeding The Development Imperative Toward a
    People-Centered Approach.
  • Ranis is Director of the Center for Research on
    Inequality, Human Security and Ethnicity at the
    University of Oxford
  • Stewart is Professor of International Economics
    at Yale Universitys Economic Growth Center

29
Themes
  • The Chain Relations between Economic Growth (EG)
    and Human Development (HD)
  • Define HD the health and education of its people
  • Conclusion An economy may be on a mutually
    reinforcing upward spiral, with high levels of HD
    leading to high EG and high EG in turn further
    promoting HD. Vice versa.

30
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31
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32
Findings
  • A strong regional pattern
  • With East Asia heavily represented in the
    virtuous cycle case.
  • The sub-Saharan African countries and Latin
    American countries are in the vicious cycle.
  • Some Latin American countries are in HD-lopsided
    (Strong HD/Weak EG).
  • It is not possible to reach the ideal of a
    virtuous cycle by first generating improved EG
    while neglecting HD, since any EG attained in
    this way will not be sustained.

33
Problems
  • Chicken or egg?
  • No clear identification of which one should go
    first.
  • Is there any improvement? Really?
  • Only five out of 69 countries moved from
    HD-lopsided to the virtuous most countries
    remain unchanged for the past four decades.
  • How about other things?
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