| Popis: |
Both academic and applied policy analysis are relatively young disciplines that have found their way into academic curricula of universities only towards the end of the previous century. This is surprising given that policy analytical models were disseminated in Belgium already in the late 1960s, as was the case in the Netherlands. While this sparked the policy analysis movement in the Dutch government and academia, policy analysis instruction in Belgium remained subsequently underdeveloped, and policy analytical knowledge was taught in a fragmented fashion. The concept of the policy cycle was for instance taught under general courses on political science, or as a section in a course on public administration. Other policy analytical knowledge appeared under public management courses, or substantive policy courses such as social policy, socio-economic policy, and urban planning. On the basis of document analysis (including the regional accreditation reports), the chapter seeks to explain the development of policy analysis instruction from a fragmented into a more autonomous discipline. Next to this, the chapter analyses two more questions: whether official professional training curricula have also come to embrace policy analytical knowledge, and whether divergences in policy analysis instruction across the language border reflect different practices in government |
