Paper/Speech Details of Conference Program for the 14th NISPAcee Annual Conference Program Overview VIII. Working Group on Degree Programmes of Public Admin... Author(s) Juraj Nemec Masaryk University Brno Czech Republic Title EAPAA peer review accreditation and its potential to strengthen PA education: The case of CEE countries File Paper files are available only for conference participants, please login first. Presenter Abstract There is and there must be a diversity of PA programmes across the countries. PA programmes should differ in their content, mission, disciplinary orientation, pedagogy, relation to practice, as PA is very specific discipline, but also should converge to some extend (also because of Bologna requirements). Traditional “old type” compliance accreditation of PA programmes that still prevails in CEE region has limited chance to guarantee and improve the quality, but also to promote necessary diversity of PA programmes in our region. Could EAPAA “peer review” and “mission based” accreditation be a better tool? In our paper we will focus on the basic principles and advantages of “peer review” and “mission based” versus traditional accreditation. We will also highlight main principles and approaches of EAPAA accreditation in main target areas: • Multi-discipline approach in PA curricula • Core components of PA • Developing a mission statement and/or an educational philosophy of a programme • PA programmes and the practice of public administration– their relationship, gaining individual competencies to working for public organizations through PA education • PA schools and their environment: i.e. how the requirements of entry to civil service are taking into account in developing PA educational programmes? • Ways of assessing the performance of the students as an answer to changes in the larger environment • The position and role of practical placement and internship of students in the curricula • The position and role of doing empirical and theoretical research in a PA school (faculty, department) • Composition of the faculty of PA programmes • The position and role of innovation (substantial and/or pedagogical) and quality improvement in PA programmes
