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June Gwee, Civil Service College, SingaporeAbstract
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.
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Conference: ACE2024Stream: Adult
This paper is part of the ACE2024 Conference Proceedings (View)
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To cite this article:
Gwee J. (2025) Using Case Studies to Develop Policymaking Competencies in Continuing Education: Integrating Practice and Experience ISSN: 2186-5892 – The Asian Conference on Education 2024: Official Conference Proceedings (pp. 159-172) https://doi.org/10.22492/issn.2186-5892.2025.14
To link to this article: https://doi.org/10.22492/issn.2186-5892.2025.14
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