REVIEW RELATED LITERATURE AND STUDY

Local Studies

Public administration education in the Philippines 1951-2020: History, challenges, and

prospects

in the Philippines was the first country to offer Public Administration (PA) degree
programs in Asia beginning in 1952. PA programs were offered by the newly
established Institute of Public Administration at the University of the Philippines (UP) in
1951, in line with the Bell Mission’s recommendations to rebuild the civil service and
facilitate recovery from World War 2. Since then, Philippine PA education has evolved
with the changing political, administrative, and economic landscape. PA programs have
expanded across the country, and PA professional and educational associations have
grown. Despite these, obstacles limit their development and challenge their relevance.
The general environment of PA education in the Philippines remains, in my view,
fragmented, impeded by regulatory issues, dependent on imported theories, ideas, and
frameworks due to centralized and limited indigenous scholarship. PA programs face
questions on the suitability of its curricula to the needs of students and the public sector.
Finally, it must deal with the question of whether PA, as it is taught and practiced, is
responsive to the needs of the Philippine bureaucracy and society. Several options in
dealing with these challenges are proposed and explored in this article.Overview In
1951, the Institute of Public Administration (IPA) was founded as a result of a
collaboration between the University of the Philippines (UP) and the University of
Michigan (UM). In 1952, it was the first institution in Asia to provide PA degrees. I
outline the evolution of modern Public Administration (PA) education in the Philippines
from 1951 to 2020 in this post. I also discuss the educational environment in terms of
the regulatory environment, scholarship, and the involvement of Philippine PA education
programs with government entities, as well as the discipline’s concerns and challenges.
Finally, I highlight concerns and obstacles in Philippine PA education, as well as
potential future possibilities. In the Philippines, there is a brief history of public
administration education. In 2021, the modern Philippine PA will mark the 70 th
anniversary of its formal establishment. The term “modern” is used to describe PA as it
is taught and practiced today. This also acknowledges that the kingdoms that later
became the Philippines had administrative traditions prior to colonization, and that civil
service existed in both the Spanish colonial government in the 16 th century and the
Philippine Revolutionary government’s Malolos Constitution in the late 19 th century. The
Philippine Civil Service Act, passed by the American Colonial government in 1900,
created the groundwork for modern Philippine PA, but formal PA education did not
begin until 1951, when the IPA was established at the University of the Philippines
(Corpuz, 1957; Domingo-Tapales, 2002; Reyes, 2011). A technical support agreement
between UP and the UM resulted in the formal institutionalization of PA studies in the
Philippines. The IPA was founded in the UP in response to the Bell Mission’s post-
World War II recommendations for the Philippines. The mission’s report advised that the
Philippine bureaucracy, which had suffered huge material and manpower losses as a
result of the war, be revived through rebuilding and growing its ability and confidence,

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as well as restoring its pre-war status. The IPA’s goal was to build and teach a highly
skilled cadre of public sector administrators, managers, and personnel to help the
country recover and grow (e.g., Domingo-Tapales, 2002; Reyes, 2011). The IPA offered
programs to “professionalize the Philippine civil service and restore its competence and
confidence,” according to its website (Reyes, 2011, 347). When the UP-UM partnership
agreement expired, American professionals were rotated to the IPA to plan programs,
conduct training, and conduct research with Filipino workers, who subsequently took
over the institute. The IPA was the first institution in Asia to offer PA training, certificate
programs, and graduate and undergraduate degrees. It was renamed the UP National
College of Public Administration and Governance (NCPAG) in 19983 after being
renamed the UP Graduate School of Public Administration (GSPA) in 1963, the UP
School of Public Administration (SPA) in 1966, and the UP College of Public
Administration (CPA) in 1966. (Domingo-Tapales, 2002). 3 The UP Board of Regents
gave it the designation National College of Public Administration at its 1126 th meeting on
November 26, 1998.

The IPA was a forerunner in PA education and training in the Philippines, and it played
a key role in the growth of the country’s academic and professional communities. The
Philippine Society of Public Administration (PSPA) was founded in 1977 under the
direction of UP NCPAG Dean Raul P. De Guzman, initially as a professional society of
practitioners dedicated to “better governance and greater public service.” Under his
direction, the Association of Schools of Public Administration (ASPAP) was founded in
1979, modeled after the National Association of Schools of Public Affairs and
Administration (NASPAA) in the United States. Dean De Guzman was also a driving
force behind the formation of the Eastern Regional Organization for Public
Administration (EROPA), a regional association of public administration professionals
(Domingo-Tapales, 2002). Since then, the discipline’s program offerings have
expanded. Only 15 colleges outside of UP offered PA programs in 1972. (Domingo-
Tapales, 2002; Brillantes & Fernandez, 2008). By 2020, there will be roughly 200
colleges and universities across the United States. In addition, the intellectual and
professional community has grown. As of 2020, the ASPAP has 151 educational
institutions registered as members. 4 The Philippine Social Science Council (PSSC),
which represents professional associations in the social sciences, is a member of the
PSPA. As of 2019, the PSPA has grown to over 600 registered and dues-paying
members at its yearly conferences. In terms of attendance, the annual PSPA
conferences are among the largest in the Philippines. PSPA and ASPAP officers also
helped to form the Network of Asia Pacific Schools and Institutes of Public
Administration and Governance (NAPSIPAG) in 2004, the Asian Public Management
Forum (APMF) in 2001, and the Asian Association for Public Administration (AAPA) in
2010. Philippine Public Administration Education’s Growth and Development When the
IPA was founded in 1951, PA projects were primarily focused on restoring the
bureaucracy’s capacity, which had been seriously harmed by World War 2. Initially,
training at the IPA in UP was mostly conducted by American faculty from the University
of Michigan, with support from Filipinos. In 1952, the Institute of Public Administration
(IPA) began offering a Master of Public Administration (MPA) and a Bachelor of Arts in
Public Administration (BAPA) degree program. The primary content and approach of PA

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education in the Philippines, as well as the discourses, paralleled changes in American
PA, in keeping with its past as a product of American PA. In addition, the pioneers
conducted study and began developing materials that were based on local customs and
practices.

REFFERENCE:

https://www.researchgate.net/publication/
340290202_Public_administration_education_in_the_Philippines_1951-
2020_History_challenges_and_prospects

LOCAL LITERATURE

The Philippine Public Administration: Its Evolution in Practice and Discipline

Administration of the Philippines The cultivation of the human race’s capacity to

organize society and direct it through the use of laws and regulations is referred to as
public administration. It encourages communities to work toward a public-oriented
common objective (Caiden 1982 ascited in Brillantes and Fernandez, 2008). National
governments and scholarly professionals take an active interest in studying and learning
about public administration, which is acknowledged internationally. This subject of
research is given a lot of weight and consideration so that the institutionalized body may
properly examine and comprehend appropriate constituent management tactics
(Gaylord, 2014). During pre- and post-colonial ties with the Philippines, administrative
principles and political institutions were passed down from the US (Hutchcroft, 2000).
“The country’s administrative practices and bureaucratic culture are ablend of
indigenous social forces, installed norms, and colonial legacies,” Cruz (2011) remarked.
In the 1950s, the field of Philippine public administration was officially established. It
demonstrated Filipinos’ unique approach to conducting, controlling, and arranging
government services (Sajo, 1993). Raul de Guzman stressed that a Philippine Public
Administration exists in the same way as it does in the United States, France, and
Thailand; however, previous contextualization in the Philippine context is essential for
appropriate application of the description (Gaylord, 2014). The creation of the Institute
of Public Administration at the University of the Philippines by the Americans in 1952
contributed to the strengthening of Philippine public administration as an area of study
(Brillantes and Fernandez, 2008). It is both a field of study and a government
bureaucracy, according to Sajo (1993), and it is formed by three primary institutions:
education, politics, and government. Technical considerations, the challenge of

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democracy and accountability, the role of the people, and the question of indigenization
all have an impact. Administrative structures, institutional processes, and a system that
directs these operations all contribute to the creation of the Philippine public
administration. Brillantes and Fernandez (2008;)

REFFERENCES:

https://www.researchgate.net/publication/
332864239_The_Philippine_Public_Administration_Its_Evolution_in_Practice_and_Disc
ipline

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FOREIGN STUDIES

Phenomenology in Public Administration: Bridging the Theory–Practice Gap

Phenomenology is the study of things as they “appear” (phenomena) to us in their own

terms before they are formalized. Within the greater world of interpretive perspectives,
this article recounts the evolution of phenomenology in public administration. It
addresses the application of Ralph Hummel’s applied phenomenology in the study of
public organizations and administrative practice. Phenomenology, as a method of
understanding process, enables administrators to close the gap between theory and
practice. Because diverse types of knowledge are required to understand a situation,
phenomenological epistemology promotes a more democratic public
administration.Students in public administration degrees are prepared for careers in
government service. Students in a public administration program study government,
corporate, and nonprofit management. While many public service majors work for the
government at the federal, state, or municipal level, the degree also opens doors to
nonprofit groups and private enterprises. The interdisciplinary approach of a public
administration curriculum might aid students interested in public service professions in
finance, public health, emergency management, and nonprofit management.Students in
a public administration program improve their analytical, research, and writing skills
through attending lectures, completing individual and group projects, and conducting
research. Students might, for example, assess a government policy and produce
research papers proposing improvements. They may also use persuasive writing to
develop public sector budgets, create emergency response strategies, or promote
public health policies.Budget analysis, public policy analysis, and public planning are
among the abilities learned by public administration majors. Soft skills like
communication and collaboration are also emphasized in the courses and tasks. These
abilities are useful to public officials in a variety of capacities.

Refferences:

https://journals.sagepub.com/doi/abs/10.1177/0095399720911467

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Foreign Literature

PUBLIC ADMINISTRATION, PHENOMENOLOGY, AND ETHICS: STRANGE

BEDFELLOWS?

The unfolding of generational change in an academic discipline is an interesting process

to observe. In the past few years, there have been signs of a major shift in emphasis in
the field of Public Administration as a younger generation of scholars assumes a
position of dominance, replacing an older group whose formative experience was
involvement in the positive state of the New Deal, World War II, and its immediate
aftermath. The mission of the Waldo. Simon, Mosher, Rourke, and Redford generation
was to make sense of an expansive government that found little utility in the retention of
principles such as “value-free administration” and “the politics-administration
dichotomy.” While the outlook of this generation was hardly monolithic—witness the
exchange between Waldo and Simon in 1952—it was grounded in a general
acceptance of PA as a set of practical questions of governance and professional
maturation in the democratic American setting. A final outburst of creativity in the late
1960s and early 1970s produced a number of books that still find their way into college
class-rooms’ but left the future of the discipline in doubt. These were books that
attempted to make sense of a lifetime of experience with and in ad• ministration, not to
set the tone for future research of a conceptual or theoretical nature. In the 1970s Public
Administration seemed to be prospering: The external signs were vital, measured by
such indicators as marketability of the educational programs of the field, acceptance of
Public Administration as a primary teaching field, and experimentation with a variety of
ap• proaches to organizing its academic side. Beneath the surface, however, a profound
disquietude among younger scholars was impelling them to re-consider the intellectual
bases of the field. Public Administration was, despite the efforts of Simon and the
criticisms of Dahl, making little or no progress in applying standard social science
methods to its own disc• plinary development. Positivism was having little impact on the
way we

REFERENCE:

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1541-1338.1983.tb00806.x

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Demographic profile of 1. Distribution of Survey

respondents.
Questionnaire

2.Was Bachelor of Public 2. Analyze the Data A

using descriptive PHENOMENOLOGI
Administration their first desired statistics to determine
measures of central CAL STUDY ON
course? tendencies and THE FACTORS
measures of variations. THAT CAUSED
3. Did they have a first option
THE BACHELOR
3.Presents data in OF PUBLIC
before they chose Public tabular form.
ADMINISTRATION
Administration? STUDENTS OF
4. Interpreted and ISABELA STATE
4. What were their reasons for analyze data UNIVERSITY MAIN
choosing Bachelor of Public CAMPUS TO
CHOOSE PUBLIC
Administration as their course? ADMINISTRATION
AS THEIR COURSE
5. Did the students had prior

knowledge about the Public

Administration Program before

they enrolled?

Feedback

Figure 1: Paradigm of the Study

Figure 1 Illustrates the Input, Process and Output of The Impact of Imprisonment

of an offender an input, the researcher designed a instrument to collect the necessary

information about the a phenomenological study on the factors that caused the bachelor

of public administration students of Isabela state university main campus to choose

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public administration as their course. Selecting the corresponding answers by the

respondent’s experiences. After collecting the data it is analyzed the using descriptive

statistics to determine measures of central tendencies and measures of variations. After

that it is presented in tabular forms. Lastly, interpretation of data is t, analyzed and

interpreted in order to formulate a fundamental idea on the output that the researcher’s

studies of the respondents . After proposing the Output, the researcher collect the

feedback such as how does the proposed output affect the following inputs, does it

improve or it stays as it is, and the process continue until the researcher find out the

importance of phenomenological study on the factors that caused the bachelor of public

administration students of Isabela state university main campus to choose public

administration as their course

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 HYPHOTESIS

The following are the hypothesis of the study.

HO1: The Respondents are the students of public administration

HO2:The Respondents have basic knowledge on how does the public administration

course works

H03: The Study was believed to resolve and promote choosing of public administration

as a course

HO4:The respondents are aware to the a phenomenological study on the factors that

caused the bachelor of public administration students of isabela state university main

campus to choose public administration as their course

HO5: The study will serve as eye opener for the people to the insights of public

administration.

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