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Feedback mechanisms to change governance education programmes

Feedback mechanisms to change governance education programmes. Dr. Stig Jarle Hansen University of Life Sciences, Norway. The Scientist in his Ivory Tower. Descriptive vs problem- solving theory Golbalised curiculums “Cannons and classics” The research pillar problem The quality problem.

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Feedback mechanisms to change governance education programmes

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  1. Feedback mechanisms to change governance education programmes Dr. Stig Jarle Hansen University of Life Sciences, Norway

  2. The Scientist in his Ivory Tower • Descriptive vs problem- solving theory • Golbalised curiculums “Cannons and classics” • The research pillar problem • The quality problem

  3. DAC/OECD criterias of relevance • Take context as the starting point (Conduct political analysis above and beyond quantitative indicators of governance, institutional strength, or conflict). • Align with local priorities. (Acknowledge and accept priorities where governments demonstrate the political will to foster their countries' development) • Recognize the political-security-development nexus. (Support national reformers in developing unified planning frameworks for political, security, humanitarian, economic, and development activities at the country level), the last point also dependent on the local context in relation to security. World Bank. 2005. Fragile States: Good Practices in Country Assistance Strategies. IDA/R2005-0252. Report No. 34790. Washington, DC. OECD 2005c, http://www.oecd.org/dataoecd/59/55/34700989.pdf

  4. Grounded theory vs the local • “A place like no other??”

  5. Mechanism to solve our dilemmas Feedback mechanisms • Peer review mechanism • Student feedback • Alumni feedback • Institutional feedback • User feedback

  6. Peer review…

  7. Student feedback • Hand-inn • Classfronter • Gimgemma • “The students are not peers of the lecturers, and cannot give substantial feedback regarding curriculum development, except for especially gifted students they simply don’t know enough of the theories, and may have problems seeing the totality of the curriculum. Inexperienced students necessarily pick up the dilemmas faced by local civil servants. ”

  8. Alumni • A cheap network Fundraising Social activity Network based Self selection vs. compulsory Theory practice dilemma

  9. Institutional feedback • University independence • Theory-practice tension • focus

  10. User feedback • Class issue • Empowerment • Theory-practice tension

  11. Conclusion • The problem-solving responsibility of the universities • Alumni

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