Transcript Yongfei Zhao - Dr. Louis A. Picard Web Site

TRAINING AND EDUCATION
FOR DEVELOPMENT
Ph. D. Panel Discussion
PIA 2501
By Yongfei Zhao
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
Background: Rationales for Public
Management Training
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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
A Conceptual Framework
Term
Definition
Management
Development
A long-term disjointed learning process that
results from an individual participating in
management education and training
activities throughout one’s career.
Management
Education
Classroom-orientated instruction
emphasizing cognitive learning and
knowledge acquisition not immediately
applicable or directly linked to one’s
specific organizational context.
Management
Training
Job-specific and organizationally related
learning activities aimed at increasing an
individual’s job related knowledge.
Management Training Approaches
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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.
Case Studies
 Botswana Case (1980s-1990s)
 China Case (Since Mid 1990s)
Botswana Case

Four Alternative Training Programs
 On-the-Job Training
 In-Country Training
 Training Programs in the Southern African
region
 Oversea Training Opportunities for PostGraduate Master’s Degree Training
Major Training Requirements
 Senior District Officer (5)
 District Officer—Administrative
 District Officer (Administration) (17)
 District Officer (Development) (11)
 District Officer (Lands) (12)
 District Assistant (9)
 Clerical (68)
(1983-1984)
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
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).
In-Country Training
 Eight-week post-graduate certificate
program in district development
administration—donor 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.
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
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 Master’s 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
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 Master’s 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 instructor’s for
post graduate degree level training.
 Six to eight weeks summer institute.
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
Botswana Development Index
10000000000
4500
9000000000
4000
8000000000
3500
7000000000
3000
6000000000
2500
5000000000
2000
4000000000
1500
3000000000
2000000000
1000
1000000000
500
0
0
1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 200 2003
GDP (current US$)
GDP per capita (constant 2000 US$)
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).
Training Types
 Pre-service Formal Training
 In-Service Training
 Leadership Development Trainings
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
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 official’s title and status remains the same as in
one’s original office
 A promotion training process
 Problems such as corruption, malpractice, and incapability
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 Master’s 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.
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 Master’s 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.
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
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 $2.3 million annual
budget
 Training initiatives: Strategic Policy Dialogue
Initiatives and Research Program, Degree and
Executive Program, Targeted Executive and
Capacity Strengthening Program, and China’s
Leaders in Development Program
Programs
 China’s Leaders in Development Program (1)
 Co-founded by the Development Research Center of
the State Council of the PRC, J. F. Kennedy School of
Government, and the School of Public Management and
Policy at Tsinghua University, China
 The participants in the program are high ranking officials
from the central or local government.
 The program will remain active for five terms until the
end of 2007, with the duration of each term extending
over a period of three months, including the enrollment
of 60 Chinese officials per year.
Programs
 China’s Leaders in Development Program (2)
 Two sections: the first section lasts for three weeks and
is held at Tsinghua University in Beijing, China, and the
second section is held at Harvard University in
Cambridge, Massachusetts
 This program is carried out in the format of seminars in
which Chinese officials choose specific topics or
projects as their concentration.
 By the end of the program, Chinese officials are
expected to acquire practical skills in public
administration and policy analysis
China Development Index
2.5E+12
1600
1400
2E+12
1200
1000
1.5E+12
800
1E+12
600
400
5E+11
200
0
19
60
19
62
19
64
19
66
19
68
19
70
19
72
19
74
19
76
19
78
19
80
19
82
19
84
19
86
19
88
19
90
19
92
19
94
19
96
19
98
20
00
20
02
20
04
0
GDP ( current US$)
GDP per capita ( constant 2000 US$)
The Priority of
Human Development
by 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 University’s Economic Growth Center
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.
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 HDlopsided (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.
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 HDlopsided to the virtuous; most countries remain
unchanged for the past four decades.
 How about other things?