ABSTRACT 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.

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1951-2020 年菲律宾公共行政教育：历史、挑战和前景

摘要 菲律宾于 1952 年成为亚洲第一个提供公共管理 (PA) 学位课程的国家。 PA 课程由菲律宾大学 (UP) 新成立的公共管理学院于 1951 年提供，与Bell Mission 建议重建公务员制度并促进从第二次世界大战中恢复。从那时起，菲律宾巴勒斯坦权力机构的教育随着政治、行政和经济格局的变化而发展。PA 项目已在全国范围内扩展，PA 专业和教育协会也在不断壮大。尽管如此，障碍限制了它们的发展并挑战了它们的相关性。在我看来，菲律宾 PA 教育的总体环境仍然支离破碎，受到监管问题的阻碍，依赖于进口的理论、思想、和框架由于集中和有限的土著奖学金。PA 项目面临着其课程是否适合学生和公共部门需求的问题。最后，它必须处理这样一个问题，即所教授和实践的 PA 是否响应了菲律宾官僚机构和社会的需求。本文提出并探讨了应对这些挑战的几种选择。