Appendix 1

Target training for training for professional degree in public administration training

Publication of training for professional staff in public administration

Purchases of section 22, in the law on vocational education and training, as well as professionsundergraduate studies, cf. Law Order no. 467 of 8. May 2013 :

§ 1. The purpose of the training for professional education in public administration is to qualify the educated for independent and across professions and sectors to resolve and develop administrative operational, planning and development tasks in political terms, managed organizations within the framework of any period applicable to the public sector.

Paragraph 2. The educated must have knowledge, skills and competencies as specified in Annex 1.

§ 2. The training, which is a full-time training, has been set to 210 ECTS points. 60 ECTS scores correspond to a full-time student's work for a year.

Paragraph 2. The training provides the educated right to use the title professionsgraduate in public administration. The English title is Bachelor of Public Administration.

Paragraph 3. The English title of the education is Bachelor's Degree Programme in Public Administration.

§ 3. The training consists of :

1) Mandatory training elements with an overall scale of 100 ECTS points.

2) Internship with a total of 30 ECTS points.

3) Optional training elements which, for the individual students, have a total of 60 ECTS points, of which the student must choose :

a) 30 ECTS-point organized as a cohesive training element.

b) 15 ECTS-points that have a cross-professional content, or stems from a related education.

4) Bachelor project of 20 ECTS points.

Paragraph 2. The compulsory elements of the training shall be organized in the following core areas :

1) Administration, including case processing and task solution.

2) Citizen and democracy, including democracy development and citizens ' involvement.

3) Policy and policy, including preparation, design and governance of political decisions.

4) Quality and innovation, including innovative task solution.

Paragraph 3. At the ground level, the optional training elements must be provided, cf. paragraph 1, no. 3, shall be organised in at least the following employment areas : Human resource, economy, tax system, welfare, employment and training and vocational guidance.

§ 4. The Education Institute must offer the students advice and guidance on the implementation of training. In the roadside supply, inter alia, information on the possibilities of the students ' choice of constitutional modules must be informed, taking into account the desired professional profile of the student and to the needs of the labour market.

§ 5. In the case of training, the rules on professional qualifications laid down in the announcement of vocational training and professional training courses, including the purpose, level, knowledge base, practice, content and organisation of professional qualifications, the duration and structure, access, scholar, study and examination of studies, study and study.

§ 6. The governance of the Higher Education and Education and Education Support may allow the deviation of the publication as part of the trial. At the same time, the duration of the test and the reporting form shall be determined.

Paragraph 2. The steering can be dispensers from the notice given that it is justified in specific conditions.

§ 7. The announcement shall enter into force on 1. September 2013 and have an impact on students that are beginning training on 1. September 2013 or later.

Paragraph 2. Publication no. 202 of 27. In March 2008, the education for professionsgraduate in public administration is hereby repealed.

Paragraph 3. Students who have started training before 1. September 2013, the training may continue to be trained in accordance with paragraph 1. 2. mentioned proclailation until winter finals 2016/17, cf. also paragraph 1. 4.

Paragraph 4. The Education Institute may organise transitional arrangements, so that students who follow the training according to the previous rules, cf. paragraph 2, may continue training in accordance with the rules laid down in this notice.

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Appendix 1

Target training for training for professional degree in public administration training

The objectives of the learning exchange include the knowledge, skills and competences that a professional degree in public administration will have to achieve in education.

Viden

The trained has

1) knowledge of the theory and method used in the public administrative area,

2) knowledge of the structure, financing and complexity of the public sector,

3) knowledge of the social, legal and institutional backgrounds of the welfare society and the public sector ;

4) knowledge of the knowledge base and interactions of the administration underworld and other professions in cross-professional and cross-sectoral contexts ; and

5) understanding of the professional role of the tenure.

Skills

The trained can

1) assess specific administrative issues, as well as reasons, and communicate relevant solution models to relevant target groups ;

2) assess and optimize processes in the public sector task management ;

3) assess, disseminate, document and quality assurance operational and development tasks in the public administration,

4) act in the area of relevant legislation and management practices,

5) make and disseminate reasoned selection of analysis and solution models based on relevant research and development knowledge and proven experiences and

6) initiates and implement administrative tasks in a political-driven organization.

Competencies

The trained can

1) Optimize the task management of the public sector administration, including innovators in the handling of complex and development-oriented tasks in the field between citizen, administration and politician ;

2) self-employed and professionally coordinating cross-professional and project-veal cooperation ;

3) identify, assess and apply appropriate theories and methods for the purposes of the task and its development ; and

4) identify and assess its own learning requirements in work contexts in order to be able to access the required knowledge of the task's solution.