Teaching Public Policy. A Preliminary Assessment
DOI:
https://doi.org/10.24965/gapp.11187Keywords:
Pedagogy, Didactic, Policy analysis, TeachingAbstract
During the last years, policy analysis has converted into a core discipline of social and political sciences. Nevertheless, the pedagogical dimension of policy analysis has not been handled by the literature yet. This article questions this vacuum in three ways. First of all, it presents the historical process of consolidation followed by policy analysis in Spain. Secondly, it analyses the few available studies centered on the didactic of this discipline. Lastly, it introduces the different contributions made by the Spanish and foreign experts recruited for producing this special issue.
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