This proposal aims to analyze teaching policy science at the present contexts. It describes this state of play in Latin America and work over the contribution of two methods of teaching and learning: case-studies and problem-based learning (PBL) to develop innovation skills in public policy field.
This implies to face two challenges: what is intended to teach? and how to perform teaching to offering the appropriate courses?. The first tackles with the family tree of policy learning, the fruitful theoretical field of Public Policy Analysis and encompass the learning public policy question in Latin America. The second challenge comes from the Scholarship of Teaching and Learning (SoTL) field that deals with the need to analyze the tools that allows an experiential and qualitative teaching and learning process: from the practice of teachers and the learning of their students.
Beyond a linear perspective of approaches of learning, the PBL allows students to learn by solving challenging, open-ended problems and case-studies are useful to develop soft skills, emotional intelligence, abstract conceptualization that preparing the public policy professionals to build upon innovation. These tools enable to balance teaching and learning process with theoretical approaches of the public policy field.
This proposition emerged from a pedagogical innovation research financed by the Universidad de Santiago de Chile (Santiago, Chile) entitled “¿Qué ofrecen las estrategias didácticas Análisis de Caso y ABP al proceso de enseñanza-aprendizaje de las políticas públicas? Una revisión de la literatura”. The methodological framework base on a comparative analysis of three Latin-American cases allows me to identify the contributions of each tool and finding the principal focus and topics of policy programmes.