000			02181cam a2200241 a 4500
008			830721s1983 dcu b i000 0 eng
020			_a0821302345 (pbk.)
040			_aDLC _cDLC
050	0	0	_aJF1338.A2 _bP38 1983
082	0	0	_a350.1'5'091724 _bPAU
100	1		_aPaul, Samuel,
245	1	0	_aTraining for public administration and management in developing countries : _ba review /
260			_aWashington, D.C., U.S.A. : _bWorld Bank, _cc1983.
300			_a113 p. ;
504			_aIncludes bibliographical references.
520			_aPublic administration and management training (pamt) in developing countries has expanded and diversified in the past three decades. Five preconditions have been identified as necessary to ensure the effectiveness of that training: training policies and management of institutions, the educational system, the stock of educated personnel, personnel policies and systems, and the administrative culture of governments. Few less-developed countries (LDCs) have formally adopted training policies, especially related to public enterprises. The network of pamt institutions can be divided into four main categories: government-owned and managed institutions, autonomous institutions, university-related institutions, and management institutes or schools. The first three types usually implement a classroom approach; newer types of management training institutes devote increasing attention to research and consultancy. Evaluative studies have shown that the impact and effectiveness of training in LDCs have not matched the institutional capacity. Poor management has had adverse effects on the content and quality of training. Some recent innovations in pamt include shifts in conceptual approaches and changes in the targets and methods of training. In three areas (public personnel policies and systems, training policy, and utilization of existing training infrastructure) new policy initiatives and actions by ldc governments are needed.
590			_aaia 04/04/2019
591			_aLoans
650		0	_aPublic administration-- Study and Teaching
651			_aDeveloping Countries
942			_2ddc _cBOOK
949			_a350.1'5'091724 PAU
999			_c15520 _d15520