Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 22nd Jan 2025, 10:30:07pm IST

 
 
Session Overview
Session
Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance
Time:
Thursday, 13/Feb/2025:
9:30am - 11:00am

Session Chair: Angela Bourbouli, National Centre for Public Administration & Local Government (EKDDA), Greece
Session Co-Chair: Foteini (Fani) Komseli, National Centre for Public Administration & Local Government (EKDDA), Hellenic Open University (HOU), Greece

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Presentations

Mentoring as a learning tool to empower competences in the public sector. Types of mentoring in the Greek formal education system

Tsolakidou, Savvatou1; Bouboureka, Paraskevi2; Tsolakidis, Kyriakos3; Niforou, Afroditi4

1Departement of Communication and Media Studies, National Kapodistrian University of Athens, Laboratory and Teaching Staff and Consultant Professor, Hellenic Open University, Greece; 2Senior High School Principal in Servia Kozani Greece, and English Language Teacher; 3Junior High School Principal of Servia Kozani Greece, Secondary Information Science Teacher; 4Electronic National Social Security Entity – e-EFKA & Adult Education Trainer

The European Skills Agenda set by the European Union, and the “2030 Agenda” set by the United Nations for sustainable global development and a Competency Framework are essential for a competitive and effective public sector. The competency framework, a model describing performance excellence through nine selected competencies that are applied to different occupational roles, was recently adopted by the 4940/2022 Greek Law to evaluate human resource capital. Mentoring is one of the key learning tools for the effective implementation of the competency framework. This article aims to demonstrate the importance of Mentoring as a learning tool that empowers the technical and social competencies of public education teaching staff and to highlight the different types of mentoring applied in the Greek formal educational system (Secondary schools and Universities). Theoretical research will be combined with qualitative research carried out in secondary schools in West Macedonia, Greece whereas data about universities will be drawn by interviewing graduates. The study aims to demonstrate effective types of mentoring at each educational level as well as the role of mentoring regarding easier integration of newcomers in the workplace.



Implementing equality and non-discrimination principles in relation to LGBTIQ at local government level in Lithuania: call for inclusivity competence development

Pucetaite, Raminta; Vaiciuniene, Jolanta; Valentinavicius, Vytautas

Kaunas University of Technology, Lithuania

Although EU law prohibits discrimination on the grounds of sexual orientation and gender identity, and in 2015 the EC introduced the framework ‘List of Actions to Advance LGBTI Equality’, findings of the third LGBTIQ survey in 2023 by the European Union Agency for Fundamental Rights (FRA, 2024) still indicate concerning trends: about a third of the LGBTIQ people experience everyday harassment in public spaces, bullying in schools, hate crime; one out of three LGBTIQ people had suicidal thoughts in the last year. Moreover, intersectionality of sexual orientation together with other bases for discrimination such as religion, disability, age or low socio-economic status still deepens this group’s vulnerability (cf. Naveed et al., 2024; Smith et al., 2024).

Based on the findings of the EU Agency for Fundamental Rights Survey of LGBTIQ people in Europe (FRA, 2024), Lithuania is among the EU countries where discrimination perceived by lesbian and bisexual people, LGBTIQ people’s perceived discrimination in public areas, and discrimination experienced discrimination by oneself or by one’s child in educational institutions are among the highest ones. Hence, it may be assumed that wellbeing of this social group is low, suggesting the need for the society to address the problem at local government and policy implementation levels. Moreover, as discrimination and lack of action in implementing the national policy on equal opportunity (EO) at local level is determined by the sociocultural context, changing the situation requires innovative approaches to realise the EO policy.

In this study, we take a critical policy analysis approach to the equal opportunity policy and identify policy silences by applying Biacci’s (2009) framework “What’s the Problem Represented to be” (WPR) and conducting quantitative analysis of Lithuanian local government’s strategic documents (n=60) and qualitative analysis of local governments’ and some public institutions’ answers (n=61) to a written survey on measures for implementing the EOP in relation to LGBTIQ people in the public fields of social security, healthcare, culture, education and law enforcement. The presentation will reflect on the skills of local government specialists drawing, in addition, on the findings from a survey of LGBTIQ people in Lithuania (currently in progress). Suggestions for innovative ways to make local government’s services more inclusive to LGBTIQ (and other social groups) are made.



Evaluating the Effectiveness of Government-Supported Competency Development Programs for Public Employees: A Comparative Study of On-the-Job Training and External Education

Cho, B. Shine2; Park, Jongsoo1; Lee, Young Bum2

1Sookmyung Women's University; 2Konkuk University

This study explores the effectiveness of competency development programs aimed at enhancing public employees’ skills, comparing the impact of on-the-job training with structured external education. As governments globally invest in developing the competencies of public employees, there is an increasing need to understand how these different training methods contribute to essential skills—both for routine procedural tasks and for adaptive responses to changing environmental conditions.

The research focuses on two primary dimensions of competency development. First, it examines how each approach affects the employees’ ability to perform within established procedures and maintain compliance with regulatory standards. This includes their proficiency in process-based tasks, accuracy in fulfilling procedural requirements, and efficiency in delivering services. Second, the study evaluates how these training types impact adaptability, which is increasingly critical for public employees as they face rapidly evolving policy landscapes, technological advancements, and environmental changes. The capacity to respond effectively to new challenges is essential in a public sector that must address complex and often unprecedented issues.

Collecting data from mid-career public employees in national and local governments, this study attempts to provide a detailed comparison of skill acquisition across the two training methods, identifying specific areas where on-the-job training or external education may be more beneficial. Initial findings suggest that on-the-job training plays a significant role in building practical, context-specific skills directly aligned with current duties. It enables public employees to gain experience in real-time situations, fostering an understanding of workplace dynamics, procedural compliance, and task-specific skills.

Conversely, external education appears to excel in enhancing adaptive capacity, as it introduces public employees to broader perspectives, diverse methodologies, and innovative thinking outside of routine tasks. This form of training encourages critical thinking and adaptability, equipping public employees with the flexibility required to navigate and respond to environmental changes effectively. Furthermore, external education offers exposure to new frameworks, peer insights, and global best practices, which can stimulate creativity and drive reform-minded approaches within public sector roles.

The study’s findings indicate that both on-the-job training and external education have unique strengths, each contributing distinctively to capacity development in the public sector. On-the-job training effectively consolidates routine operational skills and procedural knowledge, while external education broadens adaptability, equipping employees with a flexible mindset.

The implications of this study underscore the need for tailored training programs that align with both immediate job performance requirements and long-term adaptability. As public sector roles become increasingly complex, a strategic combination of these approaches may help government agencies create resilient, skilled employees who are prepared for both the procedural demands of their roles and the evolving challenges of the future. This research aims to guide policymakers in crafting effective training programs that enhance the agility and efficacy of public service institutions.



Future-Ready Public Administration in India: Building Skills for Innovative and Adaptive Governance

Rizvi, Arshee1; Rizvi, Farheen2; Diwakar, Yatin3; Shekh, Sohel4

1Datapreneur Services Pvt. Ltd., India; 2Winlighter; 3Datapreneur Services Pvt. Ltd., India; 4Indian Oil Corporation Ltd.

This paper presents an in-depth analysis of the evolving skills and competencies essential for future-ready public administration in India, especially amid rapid technological advancements and complex societal challenges. Addressing the unique needs of Indian public sector roles, it focuses on the integration of Artificial Intelligence (AI), Machine Learning (ML), and digital governance, which are transforming job descriptions across officer levels. The study identifies core competencies, including data-driven decision-making, ethical AI application, and digital literacy, as well as adaptive skills such as online collaboration, remote management, and agile governance. Emphasizing both technical and ethical dimensions, it offers a framework for shaping training, recruitment, and skill-building to support a responsive, transparent, and collaborative public sector. Through strategies like lifelong learning, cross-sectoral partnerships, and stakeholder engagement, this research provides actionable insights for aligning public administration with India’s evolving governance demands, fostering a workforce that champions innovation, accountability, and citizen trust in an increasingly digital landscape.



 
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