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The puzzle

“ Internal versus external oriented quality control mecanisms in public administration training and education programmes: Lessons drawn from the french Ecole nationale d’administration” Dr. Fabrice Larat Director, Research centre on public administration

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The puzzle

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  1. “Internal versus external oriented quality control mecanisms in public administration training and education programmes: Lessons drawn from the french Ecole nationale d’administration” Dr. Fabrice Larat Director, Research centre on public administration Ecole nationale d’administration,France fabrice.larat@ena.fr

  2. The puzzle • Starting point : Link between performing public administration and well trained public servants • Need to develop training programmes preparing to a performing administration • Which kind of performance measurement and quality control in public administration training programmes? • How to combine performance achievement and a high level of quality?

  3. Paper outline Quality improvement and performance in public management education and training Quality improvement and performance: what are we exactly talking about ? Quality control system and performance measurement at ENA The challenge of combining both quality and performance improvement

  4. 2. The four sources of information available for performance evaluation and quality control in public administration training and education Assessment by the end users of the public administration programme How to combine the different possible sources together? External oriented evaluation Future employers Public administration programme Assessment by the experts in charge of teaching Students Teaching staff Assessment by the direct benificiaries of the programme Standards and best practices Self-centred evaluation Orientation towards internationally acknowledged criteria of excellence as well as benchmarking Essential The quality control strategy to follow for the programme, must be chosen in accordance with its priorities and objectives and depending on the mission of the institute or school in charge of conducting it

  5. Results The triangle of performanceanalysis Objectives Effectiveness Relevance Means Efficiency

  6. 4. Striving for coherence : The three steps of the evaluation process • a) Collect of information • Available and accessible data • Reliability and representativeness • Comparability • Meaningful • b)Analysis of quality and of performance indicators • Combining different kinds and sources of information to make a contradictory analysis • Taking the context into account • The assessment of performance must be coherent with regard to the programme’s objectives • c)Reaction (= Undertaking necessary measures to improve quality and performance)‏ • Justified • Relevant • Appropriate • Feasible • Efficient

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