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Course Description

Shqip | Srpski

COURSE DYNAMICS FOR COHORT 7

The program faculty will begin delivering the intensive training in the Fall 2018 with a total of 60 candidates.

Training will be delivered at RIT Kosovo (A.U.K). Candidates will meet twice a week for four hours.

The language of instruction will be in English, Albanian and Serbian. The language of the written proposal and presentation will be determined by the student's ability or native language.


COURSE DESCRIPTION:

Public Policy Development and Leadership (PPDL) offers the following modules:

The training in Module 1 will introduce participants to the foundations of public policy development and analysis, techniques of effective leadership, and respect for diversity. This module will provide participants with an intensive course on the policy cycle (from agenda setting to implementation and policy evaluation). In addition, participants will learn strategies for effective stakeholder engagement in the policy process. Key tools that the participants will practice include applying cost benefit analysis and other evaluation techniques to policy evaluation, developing strategies for writing effective policy memos, and using evidence in decision making.

Module 2 will build on the general foundation from Module 1, providing an overview of competencies common to all agencies in the country and then giving participants individualized instruction focusing on specific challenges and opportunities in policymaking targeted at their individual organizations or offices in Kosovo. Module 2 will begin with four weeks of specialized training on Diplomacy and Rule of Law, Economic Development, Energy Policy, Social Policy, Rural, Urban, and Regional Planning. The specialized training will be used to reinforce program goals, build stronger connections among participants, and broaden the scope of the participants' knowledge base. This training will supplement the participant’s group project (developed around a current project or problem from their personal work) in developing a policy proposal in their field that they can take back to their home institution upon completion of the program.

Preliminary Syllabus includes (please note that you will be delivered the final version of the syllabus on the day the training commences):

 

Module 1 Subjects

Hours

Objectives

 

Week   1:
a.) Introduction / Public Policy Cycle

 

 

 

 

 

b.) Policy Memos
and Witten Argumentation

 

1.5

 

 

 

 

 

.5

1.5

 

General Introduction to the course format, expectations, text, and an overview of the public policy making process. Students will be presented with a general outline of the public policy development process and their critical role in shaping policy. A model of the policy cycle (Agenda Setting, Policy Formulation, Policy Implementation, and Evaluation) will be introduced. Individual aspects of the process will be explored in greater detail as the course proceeds.

Outcome Measures: Students should have a general understanding of the course, of the policy process, and of their important role in shaping and evaluating public policy in Kosovo.

Break

Clear, concise written communication in the form of Policy Memos is a key skill for every government worker or public policy advocate. Using a standard format presented in this course, students will learn techniques for writing a concise and effective argument. The use of evidence to support policy claims will be emphasized, and this writing format will be used throughout the course.

Outcome Measures: Students should be able to make a well documented written argument for a policy position of their choice using the standard format presented in the course.

 

Week   2:
a.) Agenda Setting Models

 

 

 

 

 

b.) Policy Development:
Collaboration and Developing an Inclusive Approach to Policy Formulation
 

 

1.5

 

 

 

 

 

.5

1.5

 

Using examples from Kosovo and abroad, students will explore how policy issues and goals have come to the attention of the public and policy decision-makers. Students will focus on understanding their crucial constituent service role in becoming aware of issues that have gained public attention.

Outcome Measures: Students should be able to explain, using an agenda setting example from their personal experience, how a problem came to their attention or to the attention of their department, agency, or coworkers.

Break

Once a problem has reached the public agenda, the process of developing possible solutions is considered. Policy options typically range from doing nothing, to making incremental adjustments to current practices, and to sweeping changes in current policy depending on public demand, budgets, and the range of possible solutions to a particular problem. Special attention will be paid to collaboration and including diverse communities in the policy development process.

Outcome Measures: Students should be able to articulate reasons for collaboration and inclusive policy development.

 

Week   3:
a.) Policy Development:
Evidence-Based Policy Formulation

 

 

 

 

b.) Team building and Leadership

 

1.5

 

 

 

 

 

.5

1.5

 

Developing a set of policy goals and programmatic alternatives is the first step in choosing the most productive action in a particular situation. Students will improve their ability to read research in order to develop policy alternatives and will explore the use of evidence in developing policy alternatives and proposals.

Outcome Measures: Students should be able to read basic quantitative and qualitative data, understand the strengths and weaknesses of each kind of data (numbers vs. values), and articulate reasons for using different kinds of evidence to support policy claims.

Break

In this course we take a positive normative approach to building and leading collaborative public policy in an inclusive environment. Leaders should see themselves more as facilitators of a process than as dictators whose whims should be followed. By including diverse stakeholders, policy workers should expect a bumpy road in the policy development process. However, including and working through the interests of all parties in the development process should make it easier to implement policies and programs because of stakeholder buy-in. This process takes leadership and a commitment to team building. Therefore, developing skills at facilitating and leading teams is a critical skill for policy workers. Students will engage in a process of team building for organizational results including how to handle mistakes, build a commitment to continuous improvement, and celebrate the successes of the team. Each student will participate in leading a team, developing a message that will engage their team, and in creating team structures that support their vision in a particular organizational context (In course cohorts from the same parent organization this exercise should focus on their home institution. In mixed cohorts groups will be assembled and develop a plan based on group consensus.).

 

Week   4:
a.) Team building and Leadership, Cont.

 

 

 

 

b.) Developing Metrics for Decision-Making & Evaluation

 

1.5

 

 

 

 

.5

1.5

 

Building on week 3, students will continue to develop their leadership and team building skills while exploring policy alternatives.

Outcome Measures: Students should be able to articulate the key attributes of team leadership and team building. Students should understand the symptoms of dysfunctional groups. Students whould understand why leaders need to be skilled facilitators who operate in an open, transparent, inclusive, and yet effective style.

Break

Criteria-based decision-making is critical to fair and transparent public policy development. Students will acquire skills in developing and using decision metrics that align with policy or program goals. Students will develop skills in applying cost/benefit analysis incorporating qualitative and quantitative data in their decision process. A key factor in this process is developing measurable metrics that can be compared.

 

Week   5:
a.) Developing Metrics for Decision-Making & Evaluation, Cont.

 

 

 

b.) Program Implementation

 

1.5

 

 

 

 

.5

1.5

 

Building on Week 4, students will participate in an exercise designed to teach strategies for increasing stakeholder involvement and incorporating minority opinions in the decision-making process.

Outcome Measures: Students should be able to develop a decision matrix using measurable variables and use the economic technique of cost / benefit analysis to make an unbiased and transparent decision based on their identified set of criteria and analysis. 

Break

After decision-makers have made a choice from among the available policy or program options that might meet their goals, the policy initiatives need to be presented to the public and implemented. Program implementation is a key phase in the policy cycle requiring aligning the work of potentially diverse stakeholder groups and gaining the buy-in of people with varying interests. Once a specific course of action has been decided upon, the critical next step is bringing everyone together to get the work done. In this activity students will develop an implementation plan for a proposed project.

Outcome Measures: Students should be able develop a written implementation plan for a proposed program or activity.

 

Week   6:
a.) Monitoring & Evaluating

 

 

 

 

b.) Stakeholder / Public Involvement

 

 

1.5

 

 

 

 

.5

1.5

 

Policy makers have a duty to ensure that policy initiatives are monitored and evaluated for success based on measurable criteria and established goals. Students will gain an understanding of required data gathering, policy and program evaluation techniques, and developing a mindset for constant quality and program improvement.

Outcome Measures: Students should be able to articulate a basic monitoring plan and to develop rubrics for evaluating measurable successes for a particular program or policy.

Break

Stakeholder involvement is one of the key distinctions between public service institutions and private businesses. A business serves customers for profit and are therefore motivated to provide the best possible service for the highest profits. Things are different in the public sector and no individual worker typically gains directly from the quality of their work. The clients, the public, are the ones who gain when public workers provide high quality service. Therefore in this exercise we will be exploring ways to motivate public sector workers toward excellent service.

Outcome Measures: Students should recognize that they are servants of their constituents and that public service institutions are required to demonstrate measurable results to the people of Kosovo. Students should be able to articulate a personal commitment to public service and to ongoing improvement in the quality of their work.


In Module 2 we will introduce a team project to be completed over a period of eight weeks, tailored to each student or group of students in the cohort based on individual interests or departmental needs. In addition to the project, Module 2 will include training in a variety of policy areas that are important across all ministries and to the people of Kosovo.

Module 2
Subjects

Hours

 Objectives

 

Week   7:
a.) Policy Development Project Introduction

 

 

 

 

 

 

 

b.) Policy Development Project, Cont.

 

1.5

 

 

 

 

 

 

 

.5

1.5

 

The Policy Development project is a practical exercise that will begin Week 7 and continue on the through final week of the course. The intent of this project is for each student and team to develop a proposal for a policy item that is relevant to his or her work. While the project will be developed and ultimately presented in a group, each student will write up the proposal individually. Teams may be made up of people from the same office or from a mix of offices to gain a more varied perspective at the instructor's and group's discretion. Students will be organized into teams of about five (depending on the cohort, and their workplace). The instructions for the final group project will be presented and students will begin to get organized as a team.

Outcome Measures: The students should be organized into project teams based upon mutual interests or departments.

Break

Students will begin to identify a topic for a final Policy Proposal relevant to their specific fields or one that is interesting to the members of the group. It is important that the work take on a practical aspect that can be carried back to students' home institutions. The first stage will be writing a policy memo (as a group) identifying a relevant issue or problem that they will address in their final proposal. The problem statement discussed in the memo should follow the work from Module 1 and be as clearly defined and measurable as possible. The project will progress in stages over the course of the term.

 

Week   8:
a.) Policy Development Project, Cont.
Presentation / Discussion of Group Project Proposals,

 

b.) Presentation / Discussion of Group Project Proposals,
Cont.

 

1.5

 

 

 

.5

1.5

 

Each Group will briefly present their Policy Memo on the group’s proposal topic for class discussion. Class comments should be focused on helping everyone clearly define and refine their problem statements. Students will begin to explore solutions and potential alternative plans based on their problem statements with the aid of the instructor over the next four class meetings.

Break

Class presentations will continue until completed.

Outcome Measures: In this task the students will be evaluated as a group. The policy memo will be scored based on five criteria as specified in the guide to writing policy memos presented in the first week of Module 1 (Completing the task according to the instructions, a clear thesis in the first paragraph, use of appropriate evidence, balance and fairness, and grammar, punctuation and style).  The final group project will be based on this proposal.

 

Week   9:
a.) Topic: Rule of Law

 

 

 

b.) Topic: Diplomacy

 

1.5

 

 

 

.5

1.5

 

In Kosovo, crime and corruption have been identified as the greatest threats to civil society. We will explore the Rule of Law and the importance of everyone working to combat corruption and enforce the rule of law at all levels of society.

Outcome Measures: Students should be able to express their commitment to combatting corruption and aiding all agencies in Kosovo in supporting the rule of law.

Break

The role of the EU, the USA, and other foreign relations are critical to the future of Kosovo. In this respect it is important for everyone in and working around the government to have a basic understanding to the role of diplomacy in the region and broader world. In this task, students will gain an understanding of the basic factors that affect diplomatic relations among nations in the Balkan region, the EU, the USA and beyond.

Outcome Measures: Students should be able to explain the basic relationships among the various international actors in Kosovo and their role in supporting the diplomatic efforts of Kosovo’s government through the work of their offices, peers and themselves.

 

Week 10:
a.) Topic: Sustainability, Environmentalism and Social and Cultural Values

 

 

 

 

 

 

b.) Infrastructure, Agriculture and Forestry, Land Use, Regional and Urban Planning

 

1.5

 

 

 

 

 

 

 

.5

1.5

 

Determining how to provide for the needs of future generations even as we meet the needs of our current generation is a critical task for everyone in positions of power in Kosovo. In this exercise we will explore what kind of future we want. Sustainability is more than simply providing some amount of wealth to the next generation. Important decisions will need to be made about what things are of sufficient value to protect for the future. Questions of how we can provide a clean and safe environment and a society that values and protects social and cultural diversity into the future will be explored. 

Outcome Measures: Students should be able to articulate their role and the role of their office in facilitating or participating in protecting social, cultural and environmental resources based on core values and respect for others.

Break

Over the next several decades, as Kosovo continues to develop, the country will face numerous challenges in how to use and allocate limited resources including, most importantly, the land. How well Kosovo’s institutions coordinate the competing uses for land resources will decide future of the country. The importance and role of land use and infrastructure planning in Kosovo will be explored in the next two sessions.

 

Week 11:
a.) Topic: Infrastructure, Agriculture, Land Use, Regional and Urban Planning, Cont.

 

 

b.) Policy Development Project

 

1.5

 

 

 

 

.5

1.5

 

Exploration of tradeoffs in land and resource use will continue.

Outcome Measures: Students should have gained and understanding of Kosovo Planning Law and the challenges and importance of land use planning for infrastructure development, agricultural use, and for rural and urban development. Students should be able to explain in written form their agency’s role in planning or providing information to those tasked with making planning decisions.

Break

Students will receive individualized and peer help with the development of a set of policy options relevant to their identified problem. Later, these options will be evaluated and a choice will be made as to which one is most likely to meet with success. A key feature of developing the set of policy options will be using sufficiently precise language such that there is little ambiguity about what should happen in response to the actions taken from the proposal.

Outcome Measures: Students should have identified a range of options that might be used to address their problem. 

 

Week 12:
a.) Topic: Economic Development

 

 

 

 

 

b.) Policy Development Project

 

1.5

 

 

 

 

 

.5

1.5

 

Economic development is one of the greatest challenges facing the Republic of Kosovo. No single group or Ministry is solely responsible for this daunting task. In this exercise we will explore the need and strategies for economic development in Kosovo and the role of administrators at all levels and from all ministries in driving economic development through the work of their institution.

Outcome Measures: Students should be able to articulate a clear message about their role in driving economic development in Kosovo (both as individuals and as members of their respective organizations).  

Break

Students will develop and use a set of evaluation metrics to identify the strongest of their policy alternatives for their final proposal. Students will receive individualized and peer help with the development of a final proposal relevant to their specific field. Students will be prepared to present their work at the end of the term.

Outcome Measures: Using a group-derived set of evaluation metrics, each group will identify a policy solution for inclusion in their final proposal. The decision should be arrived at through the use of an unbiased set of metrics and should have the support of all member of the group.

 

Week 13:
a.) Policy Development Project – 4

 

 

 

 

b.) Presentations

 

1.5

 

 

 

 

.5

1.5

 

Students will receive individualized and peer help with developing a final presentation of the proposal relevant to their specific field. Students will be prepared to present their work as a group in the following sessions (Depending on the timing, some of the presentations may start during this period.).

Outcome Measures: Students should be prepared to submit their individually written proposals and to present their group proposal.

Break

Oral Presentation of the Group Proposal / Submitting Individualized Written Policy Proposals

Outcome Measures: Students will be scored as a group for their team presentation. A presentation evaluation rubric will be used to evaluate the quality and completeness of each proposal.

 

Week 14: Final
a.) Presentations

 

b.) Presentations

 

1.5

 

.5

1.5

 

Oral Presentation of the Group Proposal / Submitting Individualized Written Policy Proposals, Cont.

Break

Oral Presentation of the Group Proposal / Submitting Individualized Written Policy Proposals, Cont.

Outcome Measures: Students should have presented their group's proposal (as a group) and competed and turned in an individually written report on their group’s proposed solution to the problem or activity as identified by the group.

 

OUTCOMES

After completing this course, participants will learn strategies for effective stakeholder engagement in the policy process; learn how to apply cost benefit analysis and other evaluation techniques commonly applied in policy evaluation, and learn about specific challenges and opportunities in policymaking. Upon completion, they will be awarded with a certificate.

 

 

The application will be open until the number of candidates is filled

Location

RIT/A.U.K Gërmia Campus,
Dr. Shpëtim Robaj st. nn
Prishtina, Republic of Kosovo

Contact us

USAID TLP Service Courses
Phone: +381(0)38 66 00 00
Fax: +381(0)38 608 024
email This email address is being protected from spambots. You need JavaScript enabled to view it.


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