Abstract
This paper presents findings on the use of case studies in practitioner-based, continuing education public policy programmes. Unlike academic programmes that lead to a degree or certificate, continuing education programmes are normally shorter in duration and comprise stackable segments to cater to the needs of working adults. Adult learners of foundation-level public policy programmes want to develop policymaking skills to solve everyday policy problems. Learning with case studies serve a dual function in the development of foundational policymaking skills through two instructional methods: learning through inquiry and learning through practitioner stories. They can develop critical thinking, systems thinking, creative thinking and communications skills. At the same time, they can contain a rich source of policy domain knowledge, tacit knowledge and practitioner-based experience which are integral to policymaking. Case study praxis in adult education is varied and extends beyond the case method.
Author Information
June Gwee, Civil Service College, Singapore
Paper Information
Conference: ACE2024
Stream: Adult
This paper is part of the ACE2024 Conference Proceedings (View)
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