TRAINING AND EDUCATION FOR DEVELOPMENT

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TRAINING AND EDUCATION FOR DEVELOPMENT

• Ph. D. Panel Discussion
• PIA 2501
• By Yongfei Zhao

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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

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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

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A Conceptual Framework
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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.

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Case Studies

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

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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

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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)

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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

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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).

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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.

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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

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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

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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.

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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

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Botswana Development Index
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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).

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Training Types

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

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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

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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

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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.

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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.

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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

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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

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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.

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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

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China Development Index
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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

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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.

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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.

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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?