Our Curricular Philosophy

At the Chandler Academy of Governance, our curriculum philosophy is guided by the following core principles: stewardship, processes, and systems.
STEWARDSHIP

Stewardship focuses on the “why” of governance - cultivating values-driven leadership, national identity, and long-term vision to guide decision-making in the public interest.

1. National Stewardship & Leadership

  • Building High Performance Government

  • Discerning and Stewarding National Story

  • Lessons from History: Rise and Fall of Nations

  • Ethical Decision Making

  • Public Sector Ethos, Values and Stewardship

2. Identity & Culture

  • Developing a National Vision

  • Operating with a Citizen-First Mindset

  • Building Collaborative Cultures in Government

  • Building Cultures of Integrity

  • Anti-corruption: Fundamentals

  • Promoting National Unity in Cultures of Diversity

3. Strategic Planning & Foresight

  • Strategic Planning in the Public Sector

  • Foresight to Strategy

PROCESSES

Processes address the “how” – equipping officials with the tools and capabilities to design sound policies, plan effectively across sectors, and deliver programmes with discipline and impact.

4. Sector Planning & Operating Model

  • Public Financial Management

  • ICT and Digital Government

  • Health Sector Planning

  • Fostering a Creative Class: Supporting Entrepreneurship, Innovation, and a Vibrant SME Ecosystem

5. Policy & Programme Design

  • Public Policy Design

  • Designing Policies that Work

  • Design Thinking for Citizen Centric Product and Service Development

6. Implementation & Execution

  • Implementing Successful Public Policy Programmes

  • Addressing Challenges in Programme Implementation

  • Government Communication Strategies

SYSTEMS

Systems put the spotlight on “what sustains performance” - strengthening institutions, people management, and feedback mechanisms to ensure governments are resilient, adaptive, and able to sustain results over time.

7. Institutional Systems & Processes

  • HR and Performance Management in Government

  • Understanding and Using Public Consultation Platforms

Flexible Training Modalities

We offer a wide range of training modalities in our programmes. Depending on the learner and the type of course, we are able to adopt a combination of different modalities. This flexible approach enables us to achieve scale while ensuring that we meet learners’ needs in an engaging way.

Workshops & Seminars

These sessions take place live, and can be conducted online via platforms such as zoom, or in-person. We tap on our faculty of experienced practitioners to conduct training.

Self-paced Learning

Learners can engage with the materials anytime and anywhere. Our online courses are highly interactive and engaging – we incorporate elements of social learning like discussion forums and build in knowledge checks. These courses can be combined with synchronous learning.

Policy Games

Where relevant, we incorporate policy games into our modules so that learners are able to put into practice concepts that have been taught. These policy games are carefully constructed scenarios that mimic the realities of policy-making and provide learners with the opportunity to apply what they have learnt.

Case Studies

Our courses are often supplemented with case studies that exemplify the lessons to be conveyed. Our learners are able to see how real-life policies have played out in the past, for better or worse, and learn from the lessons of history.

Panel Discussions

We believe in reaping dividends from the lessons learnt by the many ex-practitioners in our faculty. Many of our courses feature panel discussions with public policy practitioners past and present, who are able to speak from experience about the practicalities of policy and programme implementation.

Role Play Activities

These provide learners with the opportunity to immerse themselves in scenarios that mirror the realities of public service work in a safe and supportive environment. We believe in both the cognitive and affective aspects of learning, and our learners are able to internalise concepts better through hands-on experiences.