Abstract
The paper focuses on the comparative analysis of professional competences development in public management and administration university programmes and the possibilities of implementation of international experience in Ukraine. Using the methods of comparative and system-functional analysis, synthesis and generalisation, the authors concentrate on the features of curriculums in public administration field taking into account the current realities of social development. The most common methods of training in the field of public administration and their practical focus are analysed. Particular attention is paid to the methods of problem-based learning in public administration, including case studies, case scenarios, and simulation games as part of the education gamification. The authors carried out an essential comparison of competences adopted in the European public administration training and those defined in the Ukrainian Standard of Higher Education in this area and revealed that the Ukrainian Standard lacks a pool of competencies related to the development and analysis of public policy.
Highlights
The last few decades have been a turning period in transforming of basic approaches to the management of social processes and systems in the global and regional contexts
Results of the Tuning-PA research project of European Association for Public Administration Accreditation (EAPAA) in collaboration with the European Group for Public Administration (EGPA) and the Network of Institutes and Schools of Public Administration in Central and Eastern Europe (NISPAcee) on identifying and assessing competences relevant for academic degree programmes in Public Administration throughout Europe could be useful for adapting Ukrainian standards of PA education according to world’s best practices
Since the knowledge of international and national standards in the field of professional activity is extremely important (Akimova, Melnychenko 2018), in our study we made an attempt to compare sets of PA competencies defined by Reichard and van der Krogt (2014) and those contained in the Ukrainian Standard of Higher Education in this specialty (see Table 1, where we put “+” against those competences in Reichard and van der Krogt (2014) set which are present in the Ukrainian higher education standard, “–“ against those which are absent there and “+/–“against those which are presented in the Standard of Higher Education partially)
Summary
The last few decades have been a turning period in transforming of basic approaches to the management of social processes and systems in the global and regional contexts This has led to an increase in requirements to the level of knowledge, skills and abilities of specialists authorised to perform state functions. At present, according to the State Electronic Education Database, in Ukraine, there are more than 60 institutions of higher education which provide Bachelor’s Degree Programmes and 70 institutions which provide Master’s Degree Programmes in Public Management and Administration. Such a big number of institutions may ensure the country’s need for qualified public management specialists. The aim of the research is to carry out a comparative analysis of competencies development in the field of public administration and public management in European, American and Ukrainian universities in order to outline possibilities of implementing foreign educational practices in Ukraine
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