Policy capacity matters for capacity development: Comparing teacher in-service training and career advancement in basic education systems of India and china
By: Yan, Yifei and Saguin, Kidjie
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Material type: 
BookPublisher: International Review of Administrative Sciences Description: 87(2), Jun, 2021: p.294-310.Subject(s): Basic education, Capacity development, China, India, Policy capacity
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International Review of Administrative SciencesSummary: Capacity development is central to the study and practice of public policy and administration, but ensuring its effectiveness requires a substantial amount of policy capacity from government agencies tasked to design and implement it. Identifying the right mix of policy capacity that governments should possess has been made difficult due to conceptual and operational problems. This article addresses the gap by developing a framework that conceptualizes policy capacity as the ability of governments to perform analytical, operational, and political functions. Drawing on the results of an original teacher survey and complementary sources, the article shows that variations on different dimensions of policy capacity have led to significant differences in the effectiveness of capacity development initiatives, especially as perceived by teachers. Therefore, without understanding and catering to the needs of the targets whose capacity is supposedly being developed, capacity development initiatives meant to be supportive are likely to be dissatisfying and disappointing instead. – Reproduced
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Articles
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Indian Institute of Public Administration | 87(2), Jun, 2021: p.294-310 | Available | AR125610 |
Capacity development is central to the study and practice of public policy and administration, but ensuring its effectiveness requires a substantial amount of policy capacity from government agencies tasked to design and implement it. Identifying the right mix of policy capacity that governments should possess has been made difficult due to conceptual and operational problems. This article addresses the gap by developing a framework that conceptualizes policy capacity as the ability of governments to perform analytical, operational, and political functions. Drawing on the results of an original teacher survey and complementary sources, the article shows that variations on different dimensions of policy capacity have led to significant differences in the effectiveness of capacity development initiatives, especially as perceived by teachers. Therefore, without understanding and catering to the needs of the targets whose capacity is supposedly being developed, capacity development initiatives meant to be supportive are likely to be dissatisfying and disappointing instead. – Reproduced
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