835 Development Planning And Assessment of The Public Policies' Impacts

835 Development Planning and Assessment of the Public Policies' Impacts

  • Study programme and level: Interdisciplinary University Study Programme in Administrative Information Science - 1st Cycle
  • 2nd or 3rd year
  • 6 ECTS
  • Course type: Elective
  • Lectures: 20
  • Other forms of study: 70
  • Individual work: 90
  • Lecturer: Stanka Setnikar Cankar, PhD

1. Objectives and competences

Objectives:

  • critical thinking and analytical solution of complex problems in the field of development policies
  • understanding the importance of public administration in planning development public policies
  • obtaining a broad range of skills for planning future development in the community or at the state level

Competences

  • using acquired knowledge solving practical problems within community
  • understanding differences between conventional approaches resolving economic issues and approaches that are used to revitalize disadvantaged communities
  • understanding and application of advanced methods and techniques of policy analysis and approaches to development

2. Content

  • Conventional approaches to development polices
  • Heterodox response
  • The tasks of public administration in development policies
  • Four generations of public policies' evaluation
  • Models of evaluation of public policies
  • Methodological approaches to the evaluation of public policies
  • Effectiveness or failure of combined methods?
  • Alternative models of development
  • The "CED" approach in Canada
  • The social economy in Quebec
  • "Mondragon": the Basque miracle
  • The possibility of exercising alternative development policy in Slovenia
  • Social economyand social entrepreneurship
  • Case study A: Prospects of development policies in health care
  • Case Study B: Options for new development policies in education
  • Case Study C: Options for new development policies in the local community
  • Case Study D: Solving development problems of marginal groups

3. Readings

  • Downing, Rupert. 2012. Canadian Public Policy and Social Economy. Victoria, B.C. : Univeristy of Victoria (str. 111-155).
  • Demoustier, Danièle in Chaves, Rafael. 2013. The Emergence of the Social Economy in Public Policies : An International Analysis. Bruxelles: Peter Lang AG (str. 57-73).
  • Vintar, Mirko, Aleksander Aristovnik inLjupčo Todorovski (ur.). 2013. Sodobni pristopi, metrike in kazalniki za spremljanje in vrednotenje javnih politik. Ljubljana: Fakulteta za upravo (str. 43-62).
  • Kustec, Lipicer Simona. 2009. Vrednotenje javnih politik. Ljubljana: Fakulteta za družbene vede (115-154).
  • CANKAR, Franc, SETNIKAR-CANKAR, Stanka, DEUTSCH, Tomi. Razvoj družbe in nove prakse učenja. V: CANKAR, Franc (ur.), DEUTSCH, Tomi (ur.). Mladi, šola in izzivi prihodnosti : razvoj ustvarjalnosti in inovativnosti kot sestavin podjetniške naravnanosti in spretnosti v osnovni šoli. 1. izd. Ljubljana: Zavod RS za šolstvo, 2015, str. [9]-26, ilustr. [COBISS.SI-ID 2422396]
  • SETNIKAR-CANKAR, Stanka, PETKOVŠEK, Veronika. Konsolidacija javnih financ v Sloveniji in v izbranih državah in pomen predhodne presoje učinkov ukrepov. V: ARISTOVNIK, Aleksander (ur.). Slovenski javni sektor na razpotju strateških sprememb : zbornik prispevkov. V Ljubljani: Fakulteta za upravo, 2015, ilustr. [COBISS.SI-ID 4670638]
  • Mrak, Mojmir, Robert Bauchmueller & Paul McClure, 2013, Fiscal Impact Assessment of Structural Reforms, Case Studies on South East Europe, Center of Excellence in Finance, Ljubljana (str. 177-204).

4. Intended learning outcomes

  • Knowledge and Understanding: Students will learn about modern trends in planning the development of society and the impact of different policies to achieve the outlined strategy and objectives. Using case studies they will gain specific knowledge of the mentioned areas and compare experiences in Slovenia and abroad.

5. Learning and teaching methods

  • lectures;
  • practical work;
  • e-learning;
  • use of e-communication tools to solve practical problems;
  • field trip (visiting institutions at the national level);
  • seminar paper;
  • group presentations;
  • problem based learning.

6. Assessment

Type (examination, oral, coursework, project):

  • written exam (50%)
  • coursework and active class participation (20%)
  • seminar work (30%)