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Prospect for Environmental Policy as MPP Concentration in Korea

Dong-Young KimAssistant Professor

APPAM-KDIS Conference 2009

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Mission scenario Design course curriculum for

environmental policy as MPP concentration at the KDI School for the first time in Korea Different from Master of Environmental

Management (MEM), provided from Graduate Schools of Environmental Studies

Find what the School can do and needs

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Mission Framework Vision based on my experience (trained

in Korea and U.S.A) Reality Check and Korean Context

Strength and weakness Recommendations Learning from other countries

What can we learn from other countries’ cases? (US cases?)

Can the cases be generalized and applicable to Korea?

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Vision-driven approach

Concentration Mission Statement Professional education preparing people

for leadership and management roles in environmental public affairs, policy, and administration.

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Target Groups

Junior and mid-level (central and local) government officials

NGO or NPO professionals

Fresh college graduates

People who pursue Ph.D. in the field of environmental policy with MPP as a stepping stone

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What they should learn Knowledge

Various environmental policy options and tools (pros and cons)

Environmental policy process, including assessment process (institutions and politics)

Environmental policy analysis (quantitatively and qualitatively)

Complicated environmental systems (air, water, ecological system)

Local, regional, national, and global environmental issues

Relevant environmental regulation and laws

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Learning (2) Skills

Leadership Problem-solving and negotiation, Conflict

resolution with multiple stakeholders Communication (with stakeholders and

even engineers and scientists) Mindset (awareness)

Values and tradeoffs in public services (sustainability, citizen engagement, democratic values, transparency…)

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Curriculum for a concentration

MPP core courses (integrating environmental issues)

And as potential elective courses (select at least three)

Environmental policy and law Environmental policy process and conflict

resolution Environmental policy analysis Global environmental issues and treaty making Environmental science and policy Practicum

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Reality Check at the KDI School

KDI School (since 1997) Diverse student body (Approx. 100 MPP

annually) 30% international students (mostly from

developing countries) 70 % Korean (mid-level government officials, media, NGOs, college graduates)

45 credits for MPP (6 credits for core)

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Context (2)

KDI School Non-university setting Strong, applied economics, Korean

development experience as essential strength

Current courses related to environmental policy (offered by two professors)

Environmental policy Global environmental treaty making Conflict Resolution and negotiation Advanced workshop for multiparty negotiation

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In-house recommendations for KDI School

Recommendation 1: Utilize existing MPP core courses and other electives

Recommendation 2: Build on the historic and current strengths - ‘environmental policy analysis,’ ‘sustainable development’ and ‘global environmental issues’

Recommendation 3: Collaborate with neighboring universities to provide additional courses such as environmental law,environmental science and technology

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Recommendations (2)

Recommendation 4: Design a consensus-based process of strategic planning ( to determine goals over the next 3-5 years, assessment and feedback that include systematic data and the feedback of multiple stakeholders)

Recommendation 5:Identify standards of excellence for goals and objectives of environmental policy as concentration

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What can we learn from other countries?

What other countries are doing? What can we learn from them? Applicable to Korea? What kinds of challenges are expected?

Reading materials or case studies based on different political, institutional, economic, or social, cultural contexts

Policy making process, stakeholder involvement Availability of science and technology Democratic governance

Thank you