Public affairs education can benefit from the potential of active learning practices in preparing students for the complex surroundings of real public service. This article aims to explore the use of those practices in public affairs education and the extent to which those practices are suitable in a public affairs school in a country in the global South. To do so, it follows a threefold analytical approach. First, from a sample of empirical works in public affairs, it explores the active learning practices portrayed in the literature of public affairs education and identifies patterns and practices. Then, through content analysis of syllabi from a sample of master level courses of schools of public affairs in the US and Europe it identifies the most frequent participant-centered learning practices used in public affairs education. Finally, by means of a case study from a public affairs school in Colombia, it analyzes the adoption of active learning practices to be effectively adopted in such setting and compares them with the two sets of practices previously analyzed. The analysis provided some insights. Both the literature review and the benchmark of practices in public affairs schools, reflect that public affairs education already relies on a wide array of active learning strategies, which, according to some empirical literature, appear to be highly useful in preparing students for public sector practice. Then, the analysis of the use of active learning practices in a Latin American school of public affairs revealed a similarly evident use such practices, something that appears to be instrumental for the faculty, students and alumni of the program, and whose implementation does not appear to differ from other programs abroad.

公共事务教育可以从主动学习实践的潜力中受益，这可以使学生为真正的公共服务的复杂环境做好准备。本文旨在探讨这些做法在公共事务教育中的使用，以及这些做法在全球南方某个国家的公共事务学校中的适用程度。为此，它遵循三重分析方法。首先，从公共事务中的经验研究样本中，探索了公共事务教育文献中刻画的积极学习实践，并确定了模式和实践。然后，通过对美国和欧洲公共事务学院硕士课程样本中的课程大纲进行内容分析，可以确定在公共事务教育中使用的以参与者为中心的最频繁的学习方式。最后，通过哥伦比亚一所公共事务学校的案例研究，它分析了在这种情况下有效采用的主动学习做法，并将其与先前分析过的两组做法进行了比较。分析提供了一些见解。文献回顾和公共事务学校实践的基准都反映出，公共事务教育已经依赖于广泛的主动学习策略，根据一些经验文献，这似乎在为学生准备公共部门实践方面非常有用。然后，对拉丁美洲公共事务学校中积极学习实践的使用情况进行分析后，发现了类似的明显使用行为，这些行为似乎对该计划的教职员工，学生和校友有所帮助，