Approach

2010

TRAINING IN PUBLIC
POLICY AND
MANAGEMENT-AN
OVERVIEW

By-Yatendra Kumar. The analysis is purely in
personal capacity and does not reflect views of the
Government

INDEX

Sl.No. Topic Page No.
1 Introduction 2
2 Expansion of Public Policy Training 3-7
Programmes in India
3 Participant profile and relevance of the 7-14
programmes
4 Findings of the review/evaluation 15-17
committees:-

5 Way forward 17-26

6 Comparative curriculum of PG Programmes in 26-32
IIMB, IIMA, TERI and MDI Gurgaon
7 Top Programmes in US and other Countries 33-35
8 Curriculum of some well known Public Policy 36-72
Programmes

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INTRODUCTION

1. Public Policy: Policy formulation is a multifaceted process with an intricate association of
numerous competing and collaborating groups which influence policy makers for advancing
their aims and objectives. Sound research and data can be used to educate the public as well as
policy makers for shielding against undue influences and thereby improving the public policy
process. This may not be feasible in absence of an institutionalised mechanism. The dynamics of
globalization and pressures for reforms have further created a demand for specialised Public
Policy courses. Over the past 30 years or more there was rapid expansion of MBA programs,
now, globally there is an equivalent increase of public policy programs. This is addressing the
growing demand for training mid-career and senior Civil Servants in policy formulation and
management principles. Indeed, Public Policy has emerged as one of the key areas in leading
academic Institutions.

1.1 International scenario:- China have embarked upon a major initiative in the area of in
Public Policy training. In fact, initiatives taken by China are rooted in a long term vision.
A major program for local government officials has also been launched in collaboration
with the State Council’s Development Research Center and the School of Public Policy
and Management, Tsinghua University, Beijing. London School of Economics, with its
global partners- Columbia University, New York, Sciences Po, Paris and Peking
University, Beijing has launched an annual Executive Public Policy Training
Programme (EPPTP) in Beijing. The area of Public Policy has also commanded
attention of other Asian countries like Singapore and Malaysia. In fact, Lee Kaun Yew
School of Public Policy (Singapore) established in 2004 has emerged as a premier
Institution of Public Policy in Asia. Besides, there are world class Institutions of Public
Policy in Australia- New Zealand, South Korea, US, Germany, Israel, and UK. Dubai
Government has also established Dubai School of Government (DSG) in 2005 under in
cooperation with the Harvard Kennedy School. DSG aims to promote good governance
through enhancing the region’s capacity for effective public policy..
1.2 Genesis of Public Policy Programmes in India:-

- Under the Mason Programme, every year 4 to 5 government officers were
trained in Public Administration and Public Policy at Harvard University.

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- UNDP was expressing concerns and reluctance in funding such type of long
term training programs.
- Considering the usefulness of Mason programme and funding constraints from
UNDP, need was felt to internalize Mason Programme in an appropriate
Institution in India. Idea was afloat for building our Training Institutions for
regular in service training for middle level officers. The essence was to put
together a training programme suitably adapted to conditions at home and to
reach out to a larger target group. It was also felt that with the same amount
of UNDP grant, large number of officers could be trained in a course which
is suitable to our requirement.
- The concept of setting up of an Executive Centre was first floated in 1992
through a joint GoI –UNDP Training Needs Analysis conducted for a limited
segment of higher Civil Service (Central Staffing Scheme and IAS officers in
few State Governments). The Centre was envisaged as an autonomous body that
could create synergy between management development and research and to
develop a critical mass of faculty. This concept was revived in 1994/95 and a
working group was set up for this purpose. In its report, the group shortlisted
IIM, Bangalore for running a programme similar to the Mason Programme..
The group suggested that participants should be officers from IAS/allied
Central Services and corresponding State Services.
- The efforts of GoI resulted in setting up a Centre for Public Policy at IIM,
Bangalore for:-
o Conducting training programmes in public policy.

o Carrying out research and consultancy.

o Conducting workshops, seminars and other training programmes.

2. Expansion of Training Programmes in India.
Training Division, Department of Personnel and Training is sponsoring candidates for the
following programmes in Public Policy:-

1. PGD in Public Policy and Management, IIM, Bangalore.
2. PGD in Public Management and Policy, IIM Ahmedabad.
3. PGD in Public Policy and Management, MDI Gurgaon.
4. MA in Public Policy and Sustainable Development, TERI, University

The programmes at IIMs and MDI are quite similar in nature with focus on Public policy and
core management principles. The programme at TERI University is more specialized in the
area of environment and sustainable development.

4

Relevant information on year of commencement of programme, duration, number of
courses conducted and number of participants trained is given in the Table below:-

Name of Institution/ Course offered Year of Number of
Organisation commenceme Participants
nt ( Course wise)

IIM, Bangalore PGD in Public Policy and 2002 2002-03 26
Management 2003-04 30
2004-05 33
2005-06 31
2006-07 28
2007-08 26
2008-09 29
2009-10 15
26

2010-2011

5

MDI Gurgaon PGD in Public Policy and 2006 2006-07 19
Management 2007-08 15
2008-09 22
2009-10 10
TERI /TERI University MA in Public Policy and 2006 2006-07 14
Sustainable Development 2007-08 21
2008-09 11
*2009-10 *

IIM Ahmedabad PGD in Public 2007 2007-08 10
Management and Policy 2008-09 20
2009-10 19

*-Programme not conducted.

2.1 Concerns Though the programmes have been successful in creating domain knowledge
and competencies in public policy, lower representation of officers from desired streams has
been of considerable concern. Certain changes are necessary for facilitating a higher
participation of officers who could bring more value addition to the policy processes. The
participation of IAS officers and those directly associated with policy formulation has been on
decline. The programme design needs to be revisited for attracting the right kind of clientele.
The selection process may need some modifications for synchronizing it with the overall
programme objectives. We need to build in safeguards so that a cohort from a particular
stream like engineering should not crowd out the others. The programme should focus on the
broad rubrics of public policy like social sector, public accountability, transparency,
sustainable development, etc. There is a need for diversification of the content in public policy
for addressing the emerging areas of concern.

2.2 Need for training in public policy and role of government:- Changing scenario at global
and national level mandate innovative and socially relevant approach to public policy. Unlike
the past, the Civil servants need appropriate skills to function in an information society.
Therefore, we need specialized training with a spotlight on governance, policy formulation and
public enterprise management.
2.3 Nurturing Public Policy training programmes:-Absence of experience and resources in
Government Training Institutions necessitated introduction of specialized programmes in Public
Policy. The partnership with IIM, Bangalore was for setting up a Centre for Public Policy , the
association with other Institutions, viz, MDI, Gurgaon; TERI, Delhi and IIM, Ahmedabad is
limited to sponsorship of the participants. Other than IIM, Bangalore, no assistance has been
provided in terms of infrastructure to any other training institution. Needless to mention that the
Government and organized state institutions comprise the major catchment for public policy
programmes. Compared to the regular management courses, revenue-generating potential of
Public Policy programmes is limited. As competing programmes using similar resources

6

generally have higher revenue-generation potential, there is an opportunity cost in running these
programmes. Revenue deficit programmes cannot be sustained without proactive intervention.
The Public Policy and Management courses are specialised programmes and the Institutions
running these courses invest in developing faculty positions. Further, there is a value addition
with each programme, especially when it is a new area of training and research. The momentum
gained by the initial success of Public Policy training programmes needs to be continued. A
mutually beneficial partnership with the premier institutions is in the overall interest of all the
stake holders. Most of the leading institutions in Public Policy globally have achieved
international acclaim as a result of government support at initial stages.

2.4 Rationale of having a partnership with Management Institutions for running Public
Policy Programmes: - Prior to commencement of Public Policy and Management programmes,
thrust of the Management institutions was on Business Management. Though the premier
institutions like IIM and MDI have a mandate for developing human resource in “management”,
the focus remained skewed. It could be corrected by incentivizing the public policy programmes.
This could leverage the strengths of management institutions.
2.5 Models of partnership:- We need to evolve a mutually acceptable framework of a long-term
partnership with Management Institutions. This is essential for sustaining stake holders interest
in public policy training programmes. Some of the alternatives which could be examined are
listed below:

Alternatives Implications/outcomes

Alt-I This approach may be administratively convenient,
commensurate benefits and.
One time grant for setting up
Centres of Public Policy followed by Quality of training programmes could largely depend on
limited assistance for course fee the initiatives of the Centres/Institutes.
every year.
With initial investment converted as sunk cost,
government could be tempted to continue the
programmes which, in some cases, may be at the cost of
the quality of inputs.

Alt-II More flexibility in conducting training programmes
within the overall framework of the MoU.
Long term MoU with a commitment
to provide realistic if not generous Government could have more occasion for positive
support to public policy training influence on the training programmes.
programmes by bearing the
expenses/course fee of the It is healthier to reward high quality by periodic
participants. reviews of the programmes.

Encourage the institutions to capture
open market candidates including
PSUs. Financially viable

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associations with State Governments
and Central Ministries for conduting
studies and research.

Alt-III Absence of realistic financial model could fail to
attract the apex Management Institutions ehich
Government only encourages the work on a self sustainable model .
participants to attend the training
without any financial support. Even if the government is able to impress upon the apex
institutes to play a role in public policy training, the
quality of programmes may remain average. This could
effectively defeat the purpose of having public policy
training programme in the first place.

The Alt-II above leads to a fine balance between the social responsibility of management
institutions and requirement of the government. This also makes the programme more
sustainable.

2.6. Balance between Public Policy and Management: - Public policy processes are not applied in
isolation. Fine blending of policy process and management principles is critical to formulation of
effectual programmes and policies. In fact, all the major Institutions in US/UK/China/South
Korea/Australia are offering executive development courses covering both, Public Policy and
Management principles. Diluting any of the two components may constrict the utility, effectiveness
and appeal of the course. However, we may ensure that the balance is tilted more towards Public Policy
And the curricula covers a range of public policy issues, including analytical skills in planning and
implementing public economic policy.
2.7. Cost of the Programme- The first programme of this kind was started in IIM Bangalore in 2002
by setting up a Centre for Public Policy as an outcome of UNDP Scheme. Infrastructure and other
capital costs for this programme were borne out of GoI budget and UNDP grant. The running cost was
met by tuition/course fee. The course fee for 30 participants was suggested as:-

In country training fee for 30 participants $ 160,000.00
Overseas Module-
Course fee $ 54,000.00
Travel expenses and living charges $ 208,210.00
Total $ 422,210.00

Cost-Benefit:-If we compare the cost of PGP PPM at Bangalore and similar programme under
Mason at Harvard, the cost per participant is about one fourth.

8

2.8 Cross Subsidisation of the programme cost: Public Policy courses at IIMs/MDI/TERI are also
open to those working in private sector/ public sector/NGOs and have requisite qualification. This opens
the possibility of spreading the programme cost to a larger group of participants and thereby rationalize
the course fee. Some of the areas covered in Public Policy and Management programme are also
relevant to other coexisting courses. This also helps in rationalising the course fee.

3. Participant profile and relevance of the programmes:-. To a large extent, job outline of the
participants has a bearing on the outcome of the specialized programmes . The following points are
broadly indicative of the utility of PMP/PPM programmes to different sets of officers:-

≈ Category-I: Those working in Ministries under the Central Staffing scheme, derive maximum
benefit out of such programmes.

≈ Category-II: Officers who are subsequently posted in the Ministries are in position to use the
training inputs in policy making at a latter stage.

≈ Category-III: Those who may not work in the Ministries, could still be benefitted in the area of
policy implementation/evaluation and management skills.
The broad structure of such training programmes is rooted in “policy issues” and
“management principles” . The richness and diversity of the curriculum makes it relevant for
all the officers. However, the government could derive maximum benefit by sponsoring the first
two categories.
3.1. Trends in participants profile:-We may analyse the participants mix for appreciating the
demand of the course by various categories. The graphs below are indicative of trends in
participants mix :-.

A. PGD in Public Policy and Management,IIM Bangalore:-
(i) Cumulative number of participants for 7 courses (excluding the current course of 2009)
run by IIM, Bangalore.

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Total % share of IAS, Engineering and others for 7 courses.

(ii) Participation of IAS Officers in different courses:-

(iii) Percentage of officers from technical ( engineering) stream:-

10

B. PGD in Public Management and Policy,IIM Ahmedabad
(i) Cumulative number of participants for 3 courses ( including the current course of 2009)
run by IIM, Ahmedabad.


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12

C. MA in Public Policy and Sustainable Development:-
(i) Cumulative number of participants for 3 courses( 2009 course not yet started) run by,
TERI.

13


(ii)Participation of IAS Officers in different courses:-


D. PGD in Public Policy and Management, MDI Gurgaon:-

14

(i) Cumulative number of participants for 3 courses (2009 course not yet started) run by
MDI, Gurgaon.


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(iii) Percentage of officers from technical ( engineering) stream in MDI:-

As could appear, there has been steady rise number of participants from technical streams.
Further, participation of IAS officers has been on decline. Though the programmes have a wide
coverage in terms of utility, precipitous decrease in the participants from IAS and other services,
which are vital players in policy processes, has necessitated a rethinking of eligibility criteria.

4. Findings of the review/evaluation committees:-
Initially a review was taken up for IIM, Bangalore. Later, a comprehensive review was also
commissioned for the programmes at IIM (Ahmedabad), MDI Gurgaon and TERI. The reviews
were basically to identify critical gaps and usefulness of the programmes. The Table below
highlights some of the vital recommendations:-

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Name of Course offered Major Recommendations
Institution/Org
anisation

IIM, Bangalore PGD in Public > Setting up of Centre for Public Policy (CPP) at IIM-
Policy and Bangalore was a bold and imaginative initiative
Management towards enhancement of public policy training
capacity in India.
( Centre for Public > The five-year-old CPP has succeeded in creating the
Policy) basic edifice for a teaching-cum-research-cum-training
institution, which has the promise of becoming a
public think tank in due course of time.
> The CPP has already come up as a strong centre for
public policy debate and if adequately nursed, has the
potential for expanding the network of its activities.
> The teaching and training components have already
gained sufficient strength and recognition even while
continuous improvements are sought to be effected,
almost on a year-to-year basis. The success of CPP
experiment at IIM Bangalore has triggered the process
of establishing a few more institutes/centres elsewhere
in the country.

MDI Gurgaon PGD in Public > “MDI is running an excellent course: at least that is
Policy and what I found from my interactions with the participants
Management of current and previous batches”
> The current batch was confident that the course could
benefit them.
> There is certainly a need for a detailed review of the
Course as well as to bring about a common core in
similar courses conducted in other institutes by DoPT.
> “Among the more important issues to be addressed are
those of suitable placement for participants after the
Course, improvement in food and recreation facility and
review of the fee being paid so as to eliminate any
feeling of disparity between the institutions”.
> The course may be continued for another three years and
a review under taken at that stage.

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TERI /TERI MA in Public > TERI should be developed as an important resource
University Policy and centre for public policy in the area of natural resource
Sustainable management and environment. The present
Development programme in Master of Arts in Public policy and
Sustainable development should continue .

> The present level of enrolment is sub-optimal. It should be
increased by giving wider publicity among specific
groups of civil servants such as the IFS as well as
personnel in Pollution Control Boards, environmental
NGO’s, etc.

> TERI must provide residential accommodation including
family accommodation to outstation participants.

> Syllabus should be under continuous review from the
view point of relevancy and significance to students of
public policy and sustainable development.

> The second year of the programme which is spent off-
campus should be better structured. As participants cannot
be spared from their duties for two consecutive years, this
year could be There is a need for flexible structuring of
this part of the programme so that those who have not
read specific subjects are given basic grounding to enable
them to follow the course better, while those who are
proficient are offered other courses to fruitfully utilize
their time.

> A module on administrative law, while it is useful to civil
servants, has little relevance to a programme of this
nature. On the other hand, it could be useful to have a
course on communications.

> Foreign training should be limited to one university as the
duration is only six weeks.

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IIM Ahmadabad PGD in > Further continuation of this programme provided the number
Public of sponsored seats remain same to maintain the quality and in
Management the interest of economy.
and Policy > Duration of the programme is optimal and does not require any
change.
> Participants may be taken to one or two short field visits which
may provide a first-hand experience of current happenings in
the field as also a practical exposure to what is being taught in
the class rooms.
> To adopt the cost plus principle bearing in mind IIMA also
carries a social mandate

4.1 Summary of the conclusions arrived at by the review Committees.

 Participants have derived benefit from the training programmes.
 Further continuation of the Programmes. However, there is a need to review the
curriculum.
 The duration of programmes is optimal and there is no need for any change.

 More emphasis is required on practical exposure.

 The training programmes should also cover India specific case studies.

 International attachment should remain as integral part of the programme.

 A good family residential accommodation is essential for such programmes.

4.2 Concerns of the Institutes:-
 The course fee for the initial courses was kept low as the programme was promotional in
nature. The existing fee pattern is not reflective of the resources deployed for the
programme. As a matter of policy, the Management Institutions has gradually shifted
towards self financing mode. This has mandated revision of fee for the public policy
programmes.

 Some of the inputs provided in PGP, PMP are at par with those provided in the
Phase-V Programme.

 The PG Programmes have been quite successful and we need to take the initiative
forward. The Government should invest in building capacity of Institutions within the
country. This is also essential for sustained delivery of high quality programmes adapted
to local conditions. With the current fee structure it could be difficult to continue the

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programme. Therefore, either the course fee may be up-scaled or provision may be kept
for block grant. Failure to find a financially viable model may result in the programmes
getting aborted.

5. Way forward:-

5.1 Long term vision and strategy in Public Policy Training: Complexities in socio-economic
aspirations and changing political landscape necessitate a paradigm shift in public policy
processes. This requires an astute understanding of complexities in multi-sectoral linkages. A
good policy design not only hinges on the skills and expertise but also on the collaboration and
receptivity of the major players. For this, Public policy schools should serve as a platform for
cross-fertilizing ideas and thoughts of all the stake holders. There is also a need for periodic
reviews of the programme structure. A mutually beneficial partnership with training institutions
should be the focal point of our long-term vision. We should encourage the public policy
schools to emerge as think tanks and centres of excellence with a global outlook. The centres
should not only play a leading role in building public policy management capability but also
produce research that directly contributes to the pressing policy debates in the country. For this,
we should encourage institutions to develop praxis oriented approach by active collaboration
with Central Ministries and the State Governments. The institutions should also strive for inter-
sectoral and multi level collaboration and partnerships for bringing a deeper insight into policy
issues. Constitution of Thematic Public Policy Groups with area experts, professionals, public
institutions and government agencies should be an integral part of our long term strategy. The
policy Groups could analyze and devise thematic policy solutions across a range of issues
--economics, security, health, poverty alleviation, infrastructure, environment, governance, and
technology among others. They may organise seminars and public events, publish articles and
information material, and often communicate actively modern networking tools. Public Policy
programmes run by Indian institutions/centres should be capable of attracting international
faculty and participants. Each Institution should focus on the following:-

 Research in Public Policy and building a brand image :-There is a need to
develop strong linkages between policy making and research outcomes.
Besides yielding rich inputs and monographs, it could also provide
recognition and add value to the research efforts in Public Policy. In the
long run, the programme will get enriched and develop a brand image.
Towards this end, the Government may keep a budgetary provision for
funding the research efforts of partner institutions.
 Core areas of specialization:-In the current setting, each of the partner-
Institutions is following its syllabus. In addition to the compulsory inputs,
wide choice of electives on different thrust areas of governance is also
available to the participants. The institutions have also developed expertise
in three to four identified sectors. However, due to limited resources, the
existing arrangement is not geared to achieve the depth and insight
required for building specialized knowledge in all the thrust areas of

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governance. The terms of partnership may be further extended for
supporting research in three to four core areas in each Institution.
 Sharing of resources and knowledge: The participants may be encouraged
to opt for the elective courses cutting across institutional barriers. We may
encourage seamless sharing of resources for fulfilling the larger objective
of developing proficiency in thrust areas of governance.
 Attracting managers of public enterprises, NGOs; and executives of
private sector firms engaged in public management for making the training
programme more broad based and financially sustainable.
 Building synergy between Ministries and Public Policy Institutions for
developing training modules on policy formulation in the priority areas.

5.2. Revisiting the intake criteria/eligibility:-
As per our existing terms and conditions, the programmes are open to officers of AIS, Central
Services-organised and non organised, technical and non technical, faculty members of State ATIs
and members of State Civil Services. Minimum service requirement for Group-A service is 7 years,
whereas for State Civil Services it is 9 years. Officers attending the training are required to execute
bond for a period of 5 years, failing which the officer has to pay all charges and expenses.
Over the years, the programmes on Public Policy have attracted a much wider spectrum of
services. Representation of Central Services has also increased. There has been a steady rise in
number of participants from Technical stream. Central Services have a reasonably good share in
different Ministries of Government of India under Central Staffing Scheme. Besides the Civil
Services, Technical services like Central Engineering Service, Railway Engineering Service, etc. are
also eligible for Central Staffing Scheme. The matrix below gives a broad classification in terms of
relevance of the course for various services:-

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Sl. Service/Category Utility
No.
Immediate/ Short Long -term
term
Policy Managem Policy Managemen
Tools ent Tools t principles
Principles
1 IAS /State Civil    
Services/faculty in State
ATIs
2 Civil Services other than    
IAS
3 Engineering Services  
(purely technical)
services) when confined
to parent department
4 Engineering Services   
(purely technical
services) Who may also
be ,in future, posted
under central staffing
scheme
5 Engineering services  
officers who are likely to
be confined in PSUs-
example ITS
Though such programmes have a wide coverage in terms of utility, precipitous decrease in
participants from IAS and other services has been a cause of concern. A revised criteria for eligibility
as sponsored candidate may addresses some of the concerns related to relevance of programme and
participants profile. While there is a need to keep the programme more broad based with healthy mix
of participants, this should not place undue financial implication on the government. We may limit
the sponsorship to the following officers/services below:-
A. Officers of Indian Administrative Service when working under a State Govt with minimum of 7
years of service in IAS
B. Officers of Indian Administrative who are on deputation as Director / Deputy Secretary with two
years tenure in Central Staffing Scheme before commencement of the training programme.
C. State Civil Service Officers and faculty in ATI with minimum 9 years of service in Group-A
post(s).
D. Officers of Group-A Central Services/ Indian Police Service/ Indian Forest Service when not
under Central Staffing Scheme. with minimum 7 years of service in IPS/IFS/Group-A as the
case may be.
E. Officers of Gr-A Central Services/ Indian Police Service/ Indian Forest Service when under
Central Staffing Scheme with two years tenure in Central Staffing Scheme before
commencement of the training programme.

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5.3. Suggested funding pattern:-
There could be various alternatives for funding the domestic and international component
of the Course, some of them are listed below

Sl.No. Options Implications/advantages/disadvantages

1 The entire cost to be Though it may result in better control over the
borne by DoPT programme, it could result in enhancement of
Budget Provision.

2 The entire cost may be It may result in inequitable representation from
sponsored by respective some Cadres (CCAs)
CCAs.

3 Domestic component is This pattern is followed in APPA programme for
met by DoPT and foreign the reason that it suits the operational mechanism of
component is met by providing maintenance grant to APPA.
CCAs.
The disadvantage of this option is that it could
require a separate budget head or substantial
enhancement of existing Budget

4 Foreign component is met This option could lead to least difficulties in terms
by DoPT and domestic of DoPT’s budget.
component is met by
CCAs. The cost of foreign component could be met out of
annual provisions DoPT is getting under the
scheme of funding of foreign training.

At present the following funding pattern is in vogue:-
A. Cost of domestic component to be borne by CCAs
B. Cost of external(foreign ) component to be borne by DoPT.
For IAS Officers, DoPT meets the cost of both foreign and domestic component

Suggested funding pattern:- . Funding pattern and course fee:-. The programme has a cost for
both domestic and international components. The duration of training is treated on duty and the
participants are eligible for salary and other allowances. The sponsoring authorities/CCAs
absorb a substantial financial burden on this account. To maintain a reasonable balance, the
course expenditure may be shared by the sponsoring authority/CCAs and DoPT. Accordingly,
the following formulation is suggested:-

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Service Funding agency for domestic Funding agency for
fee international
component
All India Services For IAS-DoPT, Under DFFT scheme
For IPS-MHA operated by DoPT.
For IFS-MOEF
Group-A Central Services Cadre Controlling
Authority/Sponsoring agency
SCS Officers and faculty of DoPT
ATI,
Faculty of CTIs, Cadre Controlling Authority

It is also suggested that for the officers are on deputation to a PSU, the entire cost of training
(including the international attachment) should be borne by the concerned undertaking. The
applications of such participants should be accepted by the institution concerned only when a
commitment has been made by the PSU for bearing the entire course fee.

5.4. The duration of the course:-
Current status-The table below shows the programme duration at IIM(B),IIM(A),MDI and
TERI:-

Name of Course offered Duration of course
Institution/Organisation

IIM, Bangalore PGD in Public 2 years( one year at the Institution and balance
Policy and period at respective workplace)
Management
MDI Gurgaon PGD in Public One year at the Institute followed by three
Policy and months at the work place for taking up
Management dissertation.
TERI /TERI University MA in Public 2 years( one year at the Institution and balance
Policy and period at respective workplace)
Sustainable
Development
IIM Ahmedabad PGD in Public One year
Management and
Policy

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5.5 The ideal course duration :-
The programmes are suitable for midcareer civil servants who are on the threshold of assuming
the role of policy makers. The programmes have a wide and exhaustive curriculum and the
participants are expected to understand and apply relevant concepts; develop skills to define and
resolve issues in public policy and management; and construct concepts by blending theory and
practice. As the programme needs rigorous inputs, the total duration of the course at the Institute
could be one year. This may be followed by upto 12 months for dissertation /project work which
could be undertaken at the respective work places (place of posting). However, after reporting
back, at the conclusion of campus based training, the officers may be required to make two to
three visits to the Training Institution for completing the dissertation work. The Cadre
Controlling authorities/sponsoring authorities may permit the participants to undertake upto three
visits to the Training Institute in the second year. The cumulative duration of these visits may be
for two to three weeks.
5.6 Need for review and feedback:-.

Current Status Suggested arrangement

As per the previous MoUs, the following We may continue to have in house
arrangement was in place for review of the arrangements like PAC and PCC with
course- representation from Training Division for
respective Institutions .
We may also consider evolving a formal
institutional arrangement for overall
coordination of the programmes/courses in the
domain of Public Policy.
DoPT may sponsor and play a nodal role in the
suggested arrangement. For this we may have
biennial review meetings with
Directors/Programme coordinators of four
Institutions. The review meetings may be
chaired by Secretary(P). The mandate of such
reviews could be to have a shared policy goals
and reaffirm whether the programmes are
headed in right direction.
Besides, there may be annual conference .
DoPT may spearhead the annual conference by
active partnership with Management
Institutions/TERI. The conference may be held
by rotation in each of the participating
institutions. The following areas may be focal

25

point of the Convention:-
(i) Evolving a common basic core
curriculum for all the four courses.
(ii) Sharing of resources in the area of
Public Policy.
(iii) Sharing of ideas and innovations
pertaining to the curriculum.
(iv) Sharing of best practices in Public
Policy.
(v) Sharing of international experience
and knowledge on reforms and
trends in public policy.
(vi) Networking with various
Departments of GoI and State
Governments for playing an advisory
role in new policy initiatives and
reforms.
(vii) Measures for constant improvement
in the course content.
(viii) Create synergy for converting these
institutions as Centres of excellence
in Public Policy and research.

26

IIM,
Ahmedaba
d
Programme
Advisory
Committee(
PAC) for
providing
guidance
and advise
on matters
concerning
the
programme
.
IIM
Ahmedaba
d shall
provide an
annual
report to
the
advisory
committee.
Executive
Committee
administers
the
programme
and also
has
responsibili
ty covering
programme
design,
execution,
admission
and related
matters.
Both these
committees
have
representat
ion of

27

Mechanism for obtaining feedback from the participants

Current Status Suggested arrangement

At present, respective Institutions are DoPT may obtain online feedback from the
obtaining feedback on course content. There participants at three stages of the course, viz,-
is no structured mechanism for obtaining
feedback . A. At the time of commencement of the
Course. This could focus on the
expectations of the participants from the
course.
B. After first semester/middle of first year.
This could focus on the content and
delivery with suggestions for
improvement.
C. After completion of the course. This
could be a comprehensive review of the
course.
Training Division may obtain this feedback
online.
Following protocol may be followed for
sharing of feedback-
a. Full content of the feedback
obtained at the beginning of the
course.
b. Suggestions for improvement as
obtained during the course.
c. Final feedback could be used for
review of the course after
completion of term of MoU which
could be three years. Crucial inputs
on essential changes suggested by
the participants could also be made
available to the Institutes for
providing necessary guidance.
Draft format has already been prepared.

28

5.7. Extension of period of Central deputation:-For the officers working under Central Staffing
Scheme , one year training period may not be counted against total tenure under Central Deputation.
Such officers may be automatically eligible for one-year extension. This could allow a reasonable term
in central deputation after one year’s training. A good number of officers from Central Staffing Scheme
also join the above programmes; this is however after completing two (2) years at the Centre. At present,
other than APPA course at IIPA, the duration/period of training is counted within the tenure of central
deputation, this effectively results in curtailed tenure in Central Ministry. Barring APPA course at IIPA,
the officers joining Public Policy Programmes are not given an additional matching tenure in the Central
Staffing Scheme. Training Division has, in the past, requested similar arrangement for the other four
Programmes. In this connection, it is felt that, if the officer opting for a long term programme is in the
middle of his/her tenure, extension of tenure would give five years tenure in the Ministry to the officer
concerned. It will also benefit the Central Ministry as it paves way for seamless transfer of the
knowledge and skill on completion of one year training at the Institute.

Further, Public Policy Programmes are specifically oriented towards improving policy
formulation skills of the officials. Thus, it is necessary that the officers attending these programmes
contribute back substantially in the Central Government.Needless to highlight that the complexities in
socio-economic landscape, changing aspirations and emerging political economy necessitate a paradigm
shift in public policy processes. This requires an astute understanding of the complexities in multi-
sectoral linkages. A good policy design largely hinges on the skills and expertise of the major players. It
is imperative that more and more officers are encouraged to participate in such programmes. We may,
therefore, create enabling conditions to encourage more officers to take up specialised course and develop
domain expertise which is essential in the changing scenario. This would entail a more proactive role of
the Cadres at the State and Central level. It is, therefore, felt that the period of long term domestic training
programmes is matched with an extended tenure in Central Staffing Scheme. This effectively excludes
the duration of training from the 5 years tenure under Central Staffing Scheme.

5.8 Long term partnership with IIMs/MDI and TERI University:-The Public Policy and
Management courses are specialized programmes and the Institutions running these courses invest
substantially for developing faculty strength and courseware. Further, the institutions also invest in
infrastructure resources and build partnership with foreign institutions for running these programmes.
Such programmes could be more effective and viable when a long term there is a long-term commitment.
Considering that there is a substantial degree of value addition to these programmes especially in the
initial years, we need to have a long-term partnership with these institutions. A joint initiative of both the
institutions and the Department is necessary for positioning the public policy programmes at global
level. Therefore, the duration of the MoUs should be for five years, with a provision for a mid-term
review after three years.

29

6. Comparative Curriculum of the PGP in IIMA, IIMB, TERI and MDI Gurgaon

Name of Indian Institute of Management, Ahmedabad
Institution:
Course Post Graduate Programme in Public Management and Policy
Course The programme has three modules – a core management (CM) module
content that would be equivalent to a similar module in any leading international
one-year executive management programme, a core public management
and policy (CPMP) module, and electives leading to concentration in a
number of areas. In addition, an international attachment/exchange
module would provide the necessary exposure to working at senior levels
in public policy and management. The years of experience of IIMA in
research and consulting for governments, regulatory bodies, and the public
sector are being brought to bear upon to offer this unique executive
programme. The programme’s core management module is similar to the
‘building blocks’ of the Post-Graduate Programme in Management for
Executives (PGPX) of the Institute. Courses in the Core Management
Module

30

Areas

Courses

Business Policy

Competitive Strategies

Management
Communications-I
Management
Communications-II

Strategic Management of IT

Firms and Markets
Open Economy
Macroeconomics

Costing and Management
Control Systems
Financial Reporting and
Analysis
Financial Management-I
Financial Management-II

Customer Management I
Customer Management II

Leadership in Organizations
Organizational Behaviour

Human Resource
Management for
Organizations

Data Analysis
Operations Management
Quantitative Approaches to
Decision Making

Communication

31

Name of Indian Institute of Management, Bangalore
Institution:
Course Post Graduate Programme in Public policy and Management
Course Term 1: June – July (8 Weeks) (15 Credits)
content • Policy Process and Analysis
• Decision Analysis
• Micro and Institutional Economics
• States, Markets and Globalization
• Social Marketing
• Financial Accounting
Term 2: August – September (Co-terminus with PGP Term 1) (8 Credits)
(15 Credits)
• Managing People and Performance
• Macroeconomics
• Strategy and Organizations
• Corporate Finance
• Research Methods
• Legal & Institutional Dynamics
Term 3: October-December – Maxwell/Gothenburg/Internship (8 Weeks)
(8 Credits)
Maxwell School of Citizenship and Public Affairs, Syracuse University,
USA
• Public Administration and Policy in International Comparative
Perspective
• Or
• Internship/Alternative Overseas Component
Term 4: (December- February middle) (Synchronized with E-PGP Term
5)
(6 weeks) (6 credits)
• Open Electives – E-PGP
Term 5 (Mid February to April end) (7 Weeks) (8 credits)
• Public Finance
• Indian Social and Human Development
• Designing Projects and Programmes
• Electives
A SERIES OF PUBLIC POLICY SEMINARS WILL BE ORGANISED
THROUGHOUT THE ACADEMIC YEAR

Name of TERI University, New Delhi
Institution:
Course MA in Public Policy & Sustainable Development
Course First Year

32

content 1st Semester
- 5 core courses of 4 credits each (18 weeks)
Summer semester
- Select modules on public policy of 3 credits (6 weeks at Universities in
USA)
2nd Semester
- 1 core course
- 4 elective courses (3 credits each)
- 1 minor project
Second Year
- Major Project (About 3 weeks at the TERI and the rest at participants
workplace)
________________________________________________________________
Semester I
Core courses (4 credits each)
- Basic statistics
- Public policy processes and institutions
- Principles of economics
- Public finance and international trade
- Challenges for sustainable development and policy-making
Semester 2
Core course (4 credits)
- Research methods
Elective courses (3 credits each comprising policy areas of concentration)
Environmental science, policy and management
- Resource and environmental economics
- Environmental law and policy
- Natural resources policy and management
- Ecology and biodiversity
- Environmental pollution, impacts and control
Social policies: development challenges and key initiatives
- Population, gender and development
- Public health, nutrition, food security and development
- Human resources development and education
- Social security and development
- Poverty and development
Governance aspects of public policy
- Federalism and the changing patterns of governance
- Issues in local government administration (including decentralized
development and local governance)
- Administration of public and non-profit organizations
- Administrative law
- Public budgeting systems

33

Name of Management Development Institute, Gurgaon
Institution:
Course Post Graduate Diploma Programme in Public Policy and Management
Course Micro-economics Macro-economics
content Comparative Governance Paradigms Socio-political trends
Dimensions of Policy Disinvestment
Policies for national competitiveness Managing collectivities
Public finance and budgeting Project Management
Policy and programme evaluation Contracts management
Designing citizen-centric organizations WTO and its implications
Communication for advocacy Principles of social Marketing
Decision-making techniques Ethics and Governance
ICT and e-governance Managing social conflict
Essential of strategic thinking Indian Securities markets
Quantitative and scientific methods Leadership
Logistics management Organizational culture and
change
Technology and Law Talent and performance
Management

7The top programs in the United States

U.S. News & World Report provides rankings of Public Affairs (Master's) schools, as of 2008,
via a peer reviewed process. The top 25 schools are:[1]

• 1) Maxwell School of Citizenship and Public Affairs at Syracuse University
• 2) John F. Kennedy School of Government at Harvard University
• 2) School of Public and Environmental Affairs at Indiana University Bloomington
• 4) Woodrow Wilson School of Public and International Affairs at Princeton University
• 4) School of Public and International Affairs at the University of Georgia
• 6) Goldman School of Public Policy at the University of California, Berkeley
• 7) University of Kansas Department of Public Administration at the University of Kansas
• 7) Gerald R. Ford School of Public Policy at the University of Michigan
• 7) School of Policy, Planning, and Development at the University of Southern California
• 10) H. John Heinz III College, School of Public Policy & Management at Carnegie
Mellon University
• 10) Sanford School of Public Policy at Duke University

34

• 10) Robert F. Wagner Graduate School of Public Service at New York University
• 10) Harris School of Public Policy Studies at the University of Chicago
• 14) School of Public Affairs at American University
• 14) School of International and Public Affairs at Columbia University
• 14) Trachtenberg School of Public Policy and Public Administration at The George
Washington University
• 14) Public Policy Institute at Georgetown University
• 14) Rockefeller College of Public Affairs and Policy at the University at Albany, SUNY
• 14) School of Public Affairs at the University of California, Los Angeles
• 14) Hubert H. Humphrey Institute of Public Affairs at the University of Minnesota
• 14) University of North Carolina School of Government at the University of North
Carolina at Chapel Hill
• 14) Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin
• 14) Daniel J. Evans School of Public Affairs at the University of Washington
• 14) Robert M. La Follette School of Public Affairs at the University of Wisconsin-
Madison
• 25) School of Public Affairs at Arizona State University
• 25) School of Public Policy at the University of Maryland, College Park
• 27) Askew School of Public Administration and Policy at Florida State University

7.1Top programmes in other Countries

Australia

• Crawford School of Economics and Government at the Australian National University
• Discipline of Government and International Relations at The University of Sydney

Canada

• School of Public and International Affairs at the Glendon College York University
• School of Public Policy and Administration at York University
• Queen's School of Policy Studies at Queen's University
• MA Public Policy and Administration, Department of Political Science at the University
of Guelph
• School of Public Policy and Governance at the University of Toronto
• Faculty of Public Affairs at Carleton University

China, P.R.

• Zhou Enlai School of Government, Nankai University

35

• School of Public Policy and Management, Tsinghua University
• School of Government, Peking University

Colombia

• Escuela de Gobierno, Universidad de los Andes
• FIGRI, Universidad Externado de Colombia

France

• Master of Public Affairs, Sciences Po Paris

Germany

• Hertie School of Governance, Berlin
• Erfurt School of Public Policy
• NRW School of Governance
• Department of Public Management and Governance, Zeppelin University

Hungary

• Department of Public Policy, Central European University

Italy

• Master of Public Policy Analysis, COREP, Turin, Italy
• Institute for Public Administration and Health Care Management (IPAS), Milan, Italy
• Master of Public Management, Bocconi University, Milan, Italy

Iran

• Faculty of Law and Political Science at the University of Tehran

Israel

• The Federmann School of Public Policy and Government at the Hebrew University

Japan

• Osaka School of International Public Policy at Osaka University
• National Graduate Institute for Policy Studies (GRIPS)

Netherlands

• Maastricht Graduate School of Governance [2] at Maastricht University [3],
• Faculty of Technology, Policy and Management at the Delft University of Technology

36

Philippines

• Ateneo School of Government at the Ateneo de Manila University
• National College of Public Administration and Governance at University of the
Philippines, Diliman

Singapore

• Lee Kuan Yew School of Public Policy at National University of Singapore

United Kingdom

• MPA Programme at the London School of Economics
• MPA Programme at the University of Liverpool
• Manchester Business School MPA at the University of Manchester
• School of Sociology & Social Policy MPA at the University of Nottingham
• School of Public Policy at the University College London
• Warwick Business School MPA at the University of Warwick
• Department of Politics at the University of York

Brazil

• Public Policy Management at the University of São Paulo

8.Curriculum of Some of the apex Programmes in Public Policy

8.1 Carnegie Mellon Heinz College Australia
Duration-21 months
Courses
• Policy Analysis
• Applied Economic Analysis I
• Applied Economic Analysis II
• Empirical Methods for Public Policy and Management
• Policy Analysis I
• Policy Analysis II
• Policy Seminar
• Convocation
• Program Evaluation
Management
• Organizational Management

37

• Decision Making Under Uncertainty
• Cost Benefit Analysis
• Strategic Planning
Technology & Management
• Information Technology for Public Policy and Management
Finance
• Financial Analysis

Project Application
• Systems Synthesis (Project Course)

Electives

* Electives vary by semester. Consult the schedule for specific semester offerings.
• Project Management
• Ethics and Public Policy
• Introduction to Geographic Information System

8.2 London School of Economics

MPA Public Policy and Management

This stream focuses on understanding decision making and management in the public sector and
budgetary processes. Students receive a core training in political science, economics and
quantitative methods in the first year, which is complemented by compulsory courses in public
management and public budgeting and financial management and further option courses. This
stream particularly equips students to pursue careers in public management, public sector
consulting, and governance related work in international organisations or think tanks.

Year 1:
• Political Science and Public Policy
• Micro and Macro Economics (for Public Policy)
• Quantitative Approaches and Policy Analysis
• Public Management – Strategy, Innovation and Delivery
• Public Budgeting and Financial Management †

† may be postponed to year 2 and replaced by a course from the MPA options list below.

Year 2:
• Group Working and Leadership*
• Capstone (see below)

38

• Dissertation
• Plus two and a half units from the MPA options list below

8.3 Goldman School of Public Policy, Berkeley

The MPP degree is earned in a two-year, full-time program consisting of a core curriculum, a
policy internship in the summer after completion of the first year, a second-year policy analysis
project, and elective courses chosen from those available on the campus (including but not
limited to those offered by the School).

The program emphasizes practical and applied dimensions of policy-making and
implementation, encouraging students to develop skills in:
 Defining policy issues to make them more intelligible to officials in the public or private
sector
 Providing a broader perspective for assessing policy alternatives
 Examining techniques for developing policy options and evaluating their social
consequences
 Developing strategies for the successful implementation of public policies once they have
been adopted

Given the relatively small class size, the School's approach to teaching emphasizes teamwork,
cooperation, and interaction among students and with the faculty. Students work, either as

39

individuals or in small groups, on real policy problems for real “clients” under close faculty
supervision.

More specifically, the curriculum is designed to enable students to achieve the following:
 Skill in written communication and in verbal reporting
 An understanding of political institutions and processes, strategies, and skills associated
with policy creation and adoption
 Knowledge of the organizational and bureaucratic structures involved in program
development and implementation
 Skill in application of economic analysis to questions of economic trade-off and policy
choice and efficiency
 Familiarity with cost-benefit analysis and other applications of quantitative analysis and
modeling, as well as the use of statistical software
 An understanding of social science methodologies for dealing with problems of data
collection, analysis, and program evaluation
 The ability to apply legal analysis where appropriate to the creation and implementation of
public policy and to recognize the role of courts and administrative law in program
development and implementation

Course Structure for the MPP

First Year
Fall Spring
PP220 PP200
Law and Public Policy Introduction to Policy Analysis
PP210A PP210B
The Economics of Public Policy Analysis The Economics of Public Policy Analysis
PP250 Elective Course
Political and Agency Management Aspects of
Public Policy
PP240A PP240B
Decision Analysis, Modeling, and Decision Analysis, Modeling, and
Quantitative Methods Quantitative Methods
Summer Policy Internship (required)
Second Year
Fall Spring
PP260 PP205
Leadership & Strategy Advanced Policy Analysis (Thesis Seminar)

40

Elective Course PP299
Advanced Policy Analysis (Thesis
Independent Study)
Elective Course Elective Course

The Core Curriculum
First-Year Core Courses

The core courses emphasize practical applications of analytical skills and encourage students to
“learn by doing” through numerous exercises and projects conducted in teams and individually.
Fieldwork activities are also a part of the core curriculum, involving real clients, a written report,
and oral briefings on the report. In addition, colloquia with outside speakers are frequently held
that further examine some of the policy issues treated in the core courses.
Introduction to Policy Analysis. (PP200)

Students bring together the skills learned in other core courses working in teams to solve real-life
problems for off-campus clients.
The 48-Hour Project:
Each year, first-year students write an “issue memo” to a postulated, but real, “client” about
some issue they know little or nothing about and do so on a 48-hour deadline. Topics are
developed by the faculty and assigned to students randomly. The exercise is intended to simulate
a real-life work environment in which rapid-response and “land-on-your-feet” skills are at a
premium. Designed by Professor Eugene Bardach of the GSPP faculty, the 48-hour project is an
annual rite of passage signaling the beginning of the students’ second semester.
The Economics of Public Policy Analysis (PP210A-210B)

Concepts of microeconomic behavior of producers, consumers, and government agencies are
applied to specific policy areas. The effects of policy alternatives are assessed by such criteria as
the efficiency and equity of resource allocation, impact on income distribution, and effectiveness
in achieving policy goals.
Law and Public Policy (PP220)

Materials including court decisions, legislation, and administrative regulations are used to
examine important legal aspects of public policy. Legal research, interpretation and
draftsmanship skills are developed. Relationships among lawmaking agencies and between law
and policy are explored through specific cases.

41

Decision Analysis, Modeling, and Quantitative Methods (PP240A-240B)

Students learn and apply quantitative methods including cost-benefit analysis; statistical and
econometric analysis of policy-relevant data; survey design and interpretation; and formal policy
models based on decision theory.
Political and Agency Management Aspects of Public Policy (PP250)

Political and organizational factors involved in developing new policies, choosing among
alternatives, gaining acceptance, assuring implementation, and coping with unanticipated
consequences. Includes case studies, theoretical, empirical, and interpretative works from several
disciplines.
Summer Policy Internship

Students are required to complete a policy internship during the summer between the first and
second year of study. Students choose positions as apprentices to policy practitioners in
international, federal, state, or local government agencies; non-profit organizations; or private
sector corporations and consulting firms; in the United States and abroad. Students enrolled in
concurrent degrees with Public Health and Law are exempt from this requirement, since they are
already required to do a summer internship with their concurrent degree program.
Student Internships, Summer 2008:
Public Sector 45%
Federal Government 46%
State Government 11%
Local Government 37%
International Governmental Organizations 6%
Non-Profit Sector 42%
Domestic Non-Profits 56%
International Non-Profits 44%
Private Sector 13%

The Core Curriculum
Second-Year Core Courses
Leadership & Strategy (PP260)

This course is designed to acquaint students with the basic principles and practices of leadership
– defined as the ability to focus an organization's or a public's attention on common problems

42

and to mobilize necessary energy and resources to solve or ameliorate them. The course is also
designed to help students develop their own capacities for leadership. We will be examining
public agencies and not-for-profit organizations, advocacy groups, and individual “change
agents,” all seeking either to improve service delivery, institute new policies, or empower those
who need more voice.
Advanced Policy Analysis (PP205, PP299)

The second year comprises two required courses, Advanced Policy Analysis (APA) and Political
and Organizational Aspects of Public Policy Analysis, plus a number of electives.

The APA project is an intensive study of a significant policy issue of the student’s choice. The
project is often done for a specific client in a public or private policy organization, and
sometimes the student is paid for the work. For some students, the project is an outgrowth of the
summer internship or may lead to a post graduation position with the client organization.

Students conduct their projects as members of an APA seminar, which provides them with a
faculty supervisor and a peer group able to supply constructive suggestions. When the completed
analysis is found satisfactory by the faculty, it then serves as the student’s required thesis.
Frequently, the specific policy recommendations made in these analyses have been adopted by
the student’s client.

The Following List of APA Titles, Drawn From Projects Completed During Recent Years,
Illustrates the Range and Variety of Suitable Projects:
 Countering Joe Camel and the Marlboro Man: The relative Efficacy of Anti-Smoking Ads
 Cracking Down on Identity Theft: new Challenges for Law Enforcement Agencies
 Designing Local Welfare-to-Work Systems: Federal Funding Options
 Pros and Cons of Privatizing Solid Waste Collection Services in Mexico
 The Costs and Benefits of Job Training in the Elder Care Market
 Analysis of Frequent Winners in Small Business: A Case Study of Californian Firms
 Health Information and the Internet: Protecting Consumer Privacy Online
 Poverty Alleviation in Rural Nicaragua
 Ensuring Contraceptive Supply in Ethiopia and Sudan: The Role of the Packard Foundation
Population Program
 Reducing Waiting Time in Public Hospitals in Hong kong: Private Insurance Approach
 Controlling Street Prostitution in Oakland: What the Oakland Police Department Can Do to
Improve Current Law Enforcement Policies
 Supporting California’s Wildlife: An Evaluation of Funding Alternatives for California's
Department of Fish and Game.
 Raising Low Pay in a High Income Economy: The Economics of a San Francisco Municipal
Minimum Wage

43

 Re-examining the Property Tax reassessment for Commercial Properties
 Children of Arrested Parents: Strategies to Ensure Their Safety and Well-Being
 Russia’s regional nuclear Warhead Storage Facilities: Problems and Solutions
 Safe Routes to School: Where exactly are we going?
 Delinquency Risk Assessment: Improving the Performance of Home Mortgages
 Addressing California's Overcrowded Schools: Equity in the State’s Distribution of Funds
for School Construction
 Fuel-Efficient replacement Tires: Guidelines for Transforming the Marketplace
 Housing voucher Portability in Alameda County: A Caseload Analysis of Clients and Cost
Pressures
 Estimating the External Costs of Driving in San Francisco
 The Emergency Food Assistance Program in California: Opportunities for Reform

Elective Courses

Most of the students’ second-year program consists of elective courses of individual choice
relevant to the study of public policy. The School provides students with information on course
possibilities around the campus, and each student determines a set of courses in consultation with
a faculty adviser.

Students can choose electives from the full array of courses offered by Berkeley’s academic
departments and professional schools and colleges, as well as courses taught by GSPP faculty.
With nearly 300 degree programs, Berkeley offers opportunities for advanced study in a vast
range of fields.

The following list, far from exhaustive, indicates some of the courses of particular relevance for
public policy students:
 Energy and Resources Group: Energy and Society; The Politics of Energy and
Environmental Policy; Energy Economics.
 Department of Economics: Economics of Public Enterprises; Public Finance.
 Department of Political Science: Public Organization Theory; Public Policy and Decision
Theory; The Politics of Taxation; Science and Politics.
 Department of City and Regional Planning: The Urban Planning Process; Planning and
Governmental Decision-Making; Introduction to Housing Analysis; Community
Development Theory and Practice; Policy Analysis and Program Evaluation for Social
Planning.
 School of Education: Education Policy Analysis; Education and the Law; Organizational
Aspects of Planning and Regulation; Economics of Education; Education, Politics and
Government.

44

 School of Public Health: New Boundaries for Health Policy and Planning; Legislation and
Organization for Health and Social Services; Organization Theory and Health Institutions.
 School of Social Welfare: Social Policy and Social Welfare; Development of Social Service
Programs; Processes of Community Planning and Organizing; The Management Cycle in
Social Welfare Administration.
 School of Business Administration: Business and Public Policy; Management in the Public
and Not-for-Profit Sectors; Labor-Management Relations in the Public and Nonprofit
Sectors; Collective Bargaining; The Interaction of Business and Government.
 Public and Nonprofit Management: Various colleges and schools on campus offer courses in
this area such as: Public Sector Accounting; Financial Management; Managers and
Management; Techniques of Management Control; Organizational Understanding for
Managers; Advanced Seminar in Public and Nonprofit Management; Applied
Microeconomics; Technology, Tasks and Politics; Organizational Skills for Managers;
Information Resource Management; Management of Professionals in Organizations. For
more information, call the GSPP Admissions Office at (510) 642-1940.
 GSPP Elective courses offered by GSPP also provide opportunities for focused study in
specific policy fields. Most courses are taught by regular GSPP faculty and some by visiting
faculty, often policy practitioners. See the section on graduate electives for details.

8.4 Kennedy School
Master in Public Policy

The two-year Master in Public Policy (MPP) program provides future public leaders with the
conceptual framework and practical skills necessary to succeed in public service.

The MPP core requirements are built upon strong foundations in three methodological areas:
analysis, management, and leadership. These requirements are designed to help students solve
complicated and unfamiliar challenges — by asking the right questions, determining the nature
and dimensions of the problem at hand, exploring the range of possible solutions, and assessing
the capacity of public institutions to implement one or more of these solutions.

Through the MPP core, students sharpen their powers of analysis and their knowledge base.
They build the confidence and judgment needed to weigh competing demands and choose the
most appropriate action. They become skilled at shaping effective and practical solutions and
building consensus and ownership in support of those solutions. They learn to marshal resources

45

within and outside of an organization, monitor and fine tune innovative policy solutions, and
provide the transformational leadership that generates success.

Prospective students interested in the MPP program are encouraged to review the prerequisites
for academic and work experience prior to applying
One credit hour of class contact time per week equals on credit for the semester. If a course is
listed a a three credit course, that means it will meet for three hours per week for the semester.
This however, is for a college or university that operates on a regular two semester academic
years. If you look at this in total hours for the semester, it is approximately 48 hours of class
contact time for a three credit course for the semester.
Curriculum
MPP Requirements

The MPP program requires two years (four terms) of full-time study in residence at Harvard
Kennedy School. MPP candidates complete eighteen units of academic credit, eight of which are
required courses. MPP candidates also need to complete a distribution requirements in Financial
Management. Of the remaining ten credits, two must be earned in a specific Policy Area of
Concentration. Please note, IGA concentrators must earn six credits and SUP concentrators must
earn four credits.

Our required course work builds a broad perspective and sharpens specific skills. First-year
required courses develop the following core skills to prepare our students for public service:
• Economics
• Quantitative analysis
• Politics and advocacy
• Financial management
• Strategic management
• Ethics
• Leadership

Additional requirements of the program such as Spring Exercise, selection of a PAC, the PAC
Seminar, and the Policy Analysis Exercise (PAE) are described below.
Spring Exercise

During the last two weeks of the spring semester, all first-year MPP students participate in
Spring Exercise. This simulation provides practice in integrating the skills of the core by
requiring students to develop and present a professional simulation of a real policy problem.
Selecting a PAC

In most cases, students select a Policy Area of Concentration (PAC) by selecting an introductory
survey course in their first term from the list of HKS Policy Areas. They develop the
concentration further in the second year through the required PAC seminar focusing on advanced

46

topics and related methods in their chosen PAC. Beyond these electives, the choice of courses
is entirely up to the individual.
Policy Analysis Exercise

In the second year, all MPP students engage in the Policy Analysis Exercise (PAE) in which they
examine an existing public or nonprofit sector problem presented by a real-life client
organization. The PAE is a professional product, usually around 40 pages in length, where
second-year MPP students have the opportunity to integrate the technical skills and specialized
knowledge they have gained primarily from the MPP core (required) curriculum.

Each student serves as an unpaid consultant to the client organization where, through working
with the client, the student defines the problem, designs a strategy to address the problem,
gathers data, formulates and evaluates options, and finally, makes recommendations to the client
to solve the problem. The PAE is carried out within each student’s chosen policy area of
concentration.
Additional MPP/UP Requirements

Students in the MPP/UP program are required to participate in a two-week preparatory module at
the Graduate School of Design in September before starting their second year of coursework.
The additional course requirements include a studio design course, two courses from an
approved list, and two or more other courses with special relevance to urban planning.

MPP/UP candidates write their Policy Analysis Exercise (PAE) on an urban planning topic.

Please note, the MPP/UP degree is available only to students who enrolled in the MPP program
in the fall of 2009 or earlier. Students who enroll after fall 2009 can apply for concurrent MPP
and MUP degrees. This concurrent degree program requires separate admission by the Graduate
School of Design (GSD) and the Harvard Kennedy School and takes three years.

Joint and Concurrent Degrees

Students in the MPP program frequently pursue joint or concurrent degrees allowing them to
work toward two degrees simultaneously.

Harvard Kennedy School Curriculum
Teaching and Learning at HKS
Classes at the Harvard Kennedy School are taught by the case method, the more traditional
lecture format, or a mixture of both. Students work together in small groups on projects and will
have assistance from course assistants, teaching fellows, and faculty members in a collaborative
and non-competitive working environment.

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Methodological Areas at HKS
The HKS curriculum is built around the concept that future leaders and policy makers need to be
adept in analytical, management, and leadership skills in order to serve the public good. The
three foundational methodological areas at HKS are:
• Quantitative Analysis
• Strategic Management
• Leadership and Advocacy
Whether as distribution requirements for graduation or as part of a core curriculum, these three
areas are the foundation upon which the HKS education is built. No matter what policy area
students focus on while studying, HKS graduates depart the school with a powerful complement
of skill to increase their effectiveness in working in their chosen field.
Policy Areas at HKS

Teaching and research at HKS are organized around a framework of policy areas that reflect the
evolving research of the HKS faculty, the needs of policy makers, and the interests of the HKS
student body. Please see HKS Policy Areas for listing.

Core Curriculum Required Courses (First Year)

Markets and Market Failure (1 credit)
Economic Analysis of Public Policy (1 credit)
Quantitative Analysis and Empirical Methods (1 credit)
Empirical Methods II (1 credit)
X Spring Exercise (0.5 credit)
Mobilizing for Political Action - American Politics & Comparative Politics (1 credit)
The Responsibilities of Public Action (1 credit)
The Strategic Management of Public Organizations (1 credit)
Public Service Retreat
Both fourth year and fifth year students will participate in a required public service retreat
immediately before classes begin in the fall. The retreat will feature small group interactions
with prominent public leaders, debriefings by fifth year students' on their summer internships,
and workshops on the challenges and opportunities of public service. View pictures from the
2008 Public Service Retreat.-Univ of Virginia.
Core Curriculum for strong analytical foundations

Five core public policy courses are required in the fifth year

Research Methods and Data Analysis (II); Policy History; Legal and Moral Reasoning for Public
Policy; Economic Analysis of Public Policy (II); and the Advanced Policy Analysis seminar.

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Electives and Specialized Fields of Concentration

Students will be given the opportunity to develop substantive knowledge about their areas of
interest. Students are free to take electives in any Arts and Sciences Department as well as in
selected other university departments and schools. Concentration fields include international
relations, development policy, health policy, education policy, and environmental policy.
The Curriculum comprises of course work and dissertation. The course work is spread over 6
terms during the first year. Core courses are supplemented by electives, which will be offered
during the fourth and fifth terms. On successful completion of these courses, participants could
work on their dissertations.
Term 1: June – July (8 Weeks) (15 Credits)
• Policy Process and Analysis
• Decision Analysis
• Micro and Institutional Economics
• States, Markets and Globalization
• Social Marketing
• Financial Accounting
Term 2: August – September (Co-terminus with PGP Term 1) (8 Credits) (15 Credits)
• Managing People and Performance
• Macroeconomics
• Strategy and Organizations
• Corporate Finance
Term 3: October-December – Maxwell/Gothenburg/Internship (8 Weeks) (8 Credits)
Maxwell School of Citizenship and Public Affairs, Syracuse University, USA
• Public Administration and Policy in International Comparative Perspective
Or
• Internship/Alternative Overseas Component
Term 4: (December- February middle) (Synchronized with E-PGP Term 5) (6 weeks) (6
credits)
• Open Electives – E-PGP
Term 5 (Mid February to April end) (7 Weeks) (8 credits)
• Public Finance
• Indian Social and Human Development
• Designing Projects and Programmes on
• Electives
A SERIES OF PUBLIC POLICY SEMINARS WILL BE ORGANISED THROUGHOUT
THE ACADEMIC YEAR
42 credits-one year

49

8.5 Stony Brooke University-
The program's core required courses teach skills in political, economic, quantitative and
organizational analysis, with a practical focus on the solutions to complex public policy
problems. With this foundation, students take one or more courses in a specialized concentration
and a related internship or research assignment. The entire program of 30 credit hours can be
completed in one calendar year by full-time students, and within two years by those attending
part-time.
Required Core Courses (3 credits each):
Public Policy Analysis and Evaluation
Introduction to Statistics for Public policy
Intermediate Statistics for Public policy
Administrative Law for Policy Analysts
Advanced Policy Courses (3 credits each):
Public Budgeting and Finance
Public Management and Organizational Behavior
Personnel Systems for Public Policy

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Data applications in Public Policy
Survey Research for Public Policy
Possible Concentrations (3 credits each):
Regional Planning
Environmental Politics and Planning
Health Policy (offered by the School of Health Technology and Management)
Concentration elective (with program approval)
Capstone Experience (6 credits):
Internship in Public Policy or
Master's Paper
Directed Policy Research (6 credits)
This course entails a student research paper prepared under supervision of faculty member on a
significant public policy issue. Approval of program director required.
Master's Paper in Public Policy (6 credits)
For a student already employed in a related field, in lieu of internship, this course requires a
policy paper applying theory and methods to a specific issue possibly related to, but going
beyond, their normal employment duties. Approval of program director required.
Master's Thesis
This course entails a student thesis paper under supervision of faculty member on a research
project related to public policy. Approval of program director required.

8.6 George Washington University-
Ability to think clearly and analytically about social and economic problems and public policy.
Students not only learn the basic analytical and methodological tools to engage in policy
analysis; they also develop an understanding of the political processes through which policy is
made and the social, economic and historical context in which problems arise and are addressed.
Each student chooses a policy field that serves as an area in which he/she can apply these skills
and gain substantive knowledge. However, the program is generalist rather than highly
specialized; it provides students with the ability to quickly and successfully come to grips with
policy problems across a wide range of issues.
The MPP program is interdisciplinary; the course of studies focuses on problems, policy
alternatives, and solutions rather than on methodologies and approaches that are associated with
a single academic discipline. Students have the opportunity to combine academic training with a

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