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Gestión y política pública

versão impressa ISSN 1405-1079

Gest. polít. pública vol.15 no.2 Ciudad de México Jul./Dez. 2006

 

Experiencias relevantes

La capacitación de altos funcionarios públicos en el Reino Unido y Polonia.* Tensiones y equilibrios

The Training of High-level Civil Servants in the United Kingdom and Poland. Tensions and Balances

Ernesto Velasco Sánchez1 

1Ernesto Velasco Sánchez es maestro en gerencia del sector público y gerente de proyectos en la empresa Gerencia Pública, S.C. Correo electrónico: ernestovelasco@hotmail.com.


RESUMEN

La capacitación y el entrenamiento de los niveles superiores de los servicios civiles en el mundo están volviendo a ser el centro de atención, especialmente en los países que están en proceso de crear una burocracia profesional, eficiente, efectiva y abierta a la rendición de cuentas. Este artículo se enfoca en los retos que supone el establecimiento de un sistema de capacitación para los altos funcionarios públicos a partir del estudio de dos casos: el Reino Unido y Polonia. A pesar de las grandes diferencias existentes entre los dos países analizados, resulta interesante observar los aspectos comunes de su reforma administrativa, en la que la capacitación ha representado un papel importante; en especial, se identifican ciclos de reforma de la capacitación que se mueven entre la dispersión y la descentralización hacia esfuerzos por establecer políticas armónicas desde el centro. Esto se explica tanto por la herencia administrativa de cada país como, y sobre todo, por una constante desconfianza del liderazgo político hacia los servidores públicos de carrera. En la última sección del artículo se hacen algunos comentarios sobre la instauración de un sistema de capacitación en México en el marco del Servicio Profesional de Carrera.

Palabras clave: capacitación de funcionarios públicos; reforma administrativa; Servicio Profesional de Carrera

ABSTRACT

The training of high-level civil servants in the world is becoming the central point of attention especially in those countries that are creating a professional, efficient, effective and accountable bureaucracy. This paper focuses in the challenges inherent in the set up of such a training system for high-level civil servants from the study of two cases: the United Kingdom and Poland. Despite the great differences in the two analyzed countries, it is interesting to notice the common features of their administrative reform, where training has played an important role; particularly, there are cycles of reform ranging from dispersion and decentralization to the establishment of harmonic policy from the center. This is explained by the administrative heritage of each country and, above all, by a constant distrust of political leadership towards public career civil servants. In the last section, there are some comments on the establishment of a training system in Mexico within the Career Professional Service.

Keywords: civil servant training; administrative reform; Career Professional Service

Texto completo disponible sólo en PDF.

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ENTREVISTAS

Rossister, Tony (2003), Civil Service College, Centre for Management and Policy Studies, Londres, 10 de septiembre. [ Links ]

Ruiz Veyra, Katya (2006), directora de Capacidades, Unidad del Servicio Profesional de Carrera, Secretaría de la Función Pública, México, 31 de marzo. [ Links ]

Shaw, Tony (2003), Civil Service College, Centre for Management and Policy Studies, Londres, 10 de septiembre. [ Links ]

LEGISLACIÓN

Ley del Servicio Civil (1998), República de Polonia, 18 de diciembre. [ Links ]

*Este artículo presenta resultados de la investigación realizada por el autor para la elaboración de su tesis de maestría en la Universidad de Birmingham. Se agradece el apoyo financiero del Consejo Británico y de la Secretaría de Educación Pública y a los integrantes del Departamento de Desarrollo Internacional de la Escuela de Política Pública de la Universidad de Birmingham por sus aportes y guía académica. La investigación se nutrió de los comentarios del doctor Adrian Campbell, la maestra Annie Rubienska y Cristina Galíndez.

Recibido: 08 de Marzo de 2004; Aprobado: 20 de Junio de 2005

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