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Capacity Building of Mid-Level Civil Servants through Advanced

Course on Administration and Development at Bangladesh Public

Administration Training Centre: Challenges and Prospects

Md.Quamrul Ahsan Talukder

Deputy Secretary, Statistics and Informatics Division, Ministry of Planning, Dhaka

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.910000150

Received: 16 September 2025; Accepted: 22 September 2025; Published: 06 November 2025

ABSTRACT

Capacity building of mid-level civil servants is a crucial component of enhancing public sector efficiency and

ensuring effective governance in Bangladesh. The Advanced Course on Administration and Development

(ACAD) offered at Bangladesh Public Administration Training Centre (BPATC) plays a significant role in

equipping officers with essential knowledge, skills, and attitudes required for leadership, policy formulation, and

service delivery. This study evaluates the effectiveness of ACAD in strengthening the competencies of mid-level

government officials while identifying challenges and future prospects. Data were collected from both primary

sources, including Key Informant Interviews (KIIs) with officials who directly participated in or facilitated the

course. Findings suggest that ACAD contributes positively to improving analytical capacity, leadership skills,

and decision-making abilities among officers. However, challenges such as limited technological integration,

resource constraints, curriculum modernization needs, and variations in participant engagement remain

significant barriers. The study also highlights the necessity of aligning training contents with global best

practices, introducing advanced ICT-based modules, and strengthening follow-up mechanisms to measure post-

training performance. Overall, the research emphasizes that ACAD at BPATC holds strong potential for

transforming mid-level civil servants into more capable leaders if strategic reforms and sustained investment in

training programs are ensured.

Keywords: Capacity Building, Civil Servants, ACAD, BPATC, Governance

Title: Capacity Building of Mid-Level Civil Servants through ACAD at BPATC: Challenges and Prospects

INTRODUCTION

The Constitution of the People's Republic of Bangladesh has vested all powers of the state in the people. Article

21 of the Constitution provides that every person in the service of the Republic has a duty to strive at all times

to serve the people. Therefore, service to the people a constitutional obligation of every public servant of

Bangladesh. The effectiveness of public administration significantly depends on the competence of civil

servants. Irrespective of cadres, officers having attained mid-level seniority in the departmental hierarchy should

participate and successfully complete an appropriate course for about two month's duration. Capacity building

is essential for effective governance, particularly in developing countries like Bangladesh. Mid-level civil

servants play a pivotal role in translating policy into practice. The ACAD course, conducted by BPATC, is

designed to enhance administrative, leadership, and analytical skills of these officers. This research aims to

evaluate the role of the ACAD course in capacity building, identify implementation challenges, and assess future

prospects. This course aims to enhance professional skills, leadership abilities, and ethical governance. However,

despite its strategic importance, the impact of the ACAD course remains under-researched. This study aims to

evaluate the course's effectiveness, identify challenges, and suggest improvements.

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Background of the study

The effectiveness of any government significantly depends on the capacity and efficiency of its civil service. In

Bangladesh, mid-level civil servants are the crucial link between policy formulation and execution, playing a

vital role in ensuring smooth governance, service delivery, and development management. In response to this

need, the BPATC offers the ACAD. The course is designed for mid-level officers (Deputy Secretaries and

equivalent ranks) to enhance their administrative skills, leadership qualities, ethical standards, and knowledge

of development policies and practices. ACAD is a compulsory course for career progression and is regarded as

a flagship program of BPATC.Despite its importance, questions remain regarding the effectiveness and relevance

of the ACAD course. Critics argue that the course sometimes fails to address real-world challenges faced by

officers and lacks sufficient focus on innovation, technology, and participatory governance. Others believe that

the learning outcomes are not always reflected in field-level performance due to institutional constraints, poor

follow-up mechanisms, and limited practical exposure during training.

This research seeks to fill that gap by exploring the structure, delivery, and outcomes of the ACAD course and

suggesting ways to enhance its role in developing a more responsive, skilled, and forward-looking civil service.

Problem Statement

ACAD course aims to enhance leadership, policy analysis, and decision-making skills, there is limited empirical

evidence on its actual effectiveness and relevance to the real-world challenges faced by officers in the field.

Good concerns have been raised regarding the course’s curriculum alignment with practical administrative

needs, training methodologies, and post-training impact on performance.

Without a clear understanding of how effectively the ACAD course contributes to capacity building, policy

planners and training institutions may struggle to identify gaps and improve program outcomes. Therefore, it is

imperative to examine the challenges associated with the design, delivery, and impact of the ACAD course and

to explore ways to strengthen its contribution to professional development and administrative excellence in

Bangladesh.

Objective of the Study

To assess the effectiveness of the ACAD course in enhancing the skills and competencies of mid-level civil

servants.

To explore the effectiveness of ACAD curriculum and training method.

Significance of the Study

This study will help policymakers and training institutions understand the real impact of the ACAD course.

Findings will assist in revising the curriculum and delivery methods, ultimately contributing to a more efficient

and responsive public administration system in Bangladesh

Research Questions

How effective is the ACAD course in building administrative and leadership capacity among mid-level civil

servants?

What are the key challenges faced by participants and trainers in the ACAD program?

What improvements can be made in curriculum design and delivery methods to increase course effectiveness?

LITERATURE REVIEW

Capacity building is widely recognized as a fundamental component for strengthening governance and

improving public service delivery. According to Grindle (1997), capacity building refers to the process of

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enhancing the abilities of individuals, institutions, and systems to perform functions effectively, efficiently, and

sustainably. Mid-level civil servants play a critical role in translating policy into action. As Lipsky (1980) notes

in his theory of street-level bureaucracy, mid-level officers bridge the gap between senior policymakers and

frontline workers. Their leadership, administrative, and coordination skills significantly influence service

delivery outcome. Several studies have highlighted BPATC’s contribution to civil service development (Ahmed,

2013; Hossain & Khan, 2016). However, they also cited areas needing improvement, such as course

customization, updated content, resource availability, and alignment with evolving governance challenges.

Challenges faced by the ACAD course include limited faculty capacity, a lack of practical field orientation,

insufficient use of ICT, and a standardized curriculum that does not always reflect the diverse needs of different

ministries or regions. Institutional resistance to applying learned skills in the field and lack of follow-up

mechanisms also hinder the long-term effectiveness of training (Karim, 2018).

Research Design

This study followed a mixed-methods approach, incorporating both qualitative and quantitative techniques to

assess the effectiveness of the ACAD course in enhancing the skills and competencies of mid-level civil servants.

A total of 49 respondents were purposively selected:

34 course participants (Deputy Secretaries and equivalents)

10 trainers

5 course management team members

Purposive sampling was justified to ensure inclusion of individuals directly engaged in the course, whose

insights were most relevant to the study’s objectives.

Data Collection Methods

Data Collection Methods:

Survey Questionnaires: A structured questionnaire was developed to gather quantitative data on participants’

perceived improvement in key competencies after completing the ACAD course.

Key Informant Interviews (KIIs): Semi-structured interviews conducted with selected course participants,

BPATC trainers, and course coordinators to obtain in-depth insights into the impact of the training on practical

skills.

Document Review: Relevant ACAD course modules, training materials, and evaluation reports reviewed to

triangulate findings and understand the intended skill development focus.

This focused approach helps to determine whether the ACAD course is meeting its objective of improving the

professional capabilities of mid-level civil servants, thereby contributing to more effective public service deliver

design and Method.

DATA ANALYSIS AND FINDINGS

Collection of Data

The main objective of the study was to evaluate the effectiveness of the ACAD course in enhancing the skills

and competence of mid-level government employees. Data were collected from both primary and secondary

sources with the objective in mind. Primary data were collected through Key Informant Interviews (KIIs) with

the concerned officials.

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The main objective of the interviews was to collect data from professionals working with ACAD in BPATC.

They expressed their views on the capacity building, challenges, and prospects of mid-level civil servants

through ACAD in BPATC and made recommendations to overcome those challenges. In order to collect data

appropriately, interviews were conducted through checklists and verbally about the objectives and perspectives

of the study. The interviews were conducted using both open and closed questions. The checklist had a few

questions that were simple and easily elaborated.

The author-researcher himself collected the data from 12–14 August 2025. The researcher explained the purpose

of the study to the respondents so that they could provide factual information and submit their views and

recommendations on Capacity Building of Mid-Level Civil Servants through ACAD in BPATC: Challenges and

Prospects.

Before interviewing the respondents, the researcher took all possible steps to ensure that the respondents did not

hesitate to give correct answers. The questions were explained properly to the respondents. The researcher

always tried to avoid multiple questions and judgmental responses during the KIIs.

Data Analysis

The researcher himself collected the data by supplying checklist containing few questions among the

respondents.

The data analysis has been shown in the table below: -

General Information

Completed the ACAD course at BPATC

Table-1

Have you completed the ACAD course at BPATC?

Percent (%)

Yes

83%

17%

Total

100

Source: Questionnaire survey, 2025

The question was about completing ACAD course at BPATC. In response, 83% of the respondents confirmed

that they had completed the course, while 17% stated they had not. This indicates that a large majority of the

participants are familiar with the ACAD training, which is a significant component of their professional

development. The results suggest that the course has considerable reach and participation among relevant

officials or trainees. However, the 17% who have not taken the course point to a gap that may require attention

in terms of accessibility, nomination, or awareness to ensure broader inclusion.

Quantitative data were analyzed using descriptive statistics (percentages) in SPSS.

- Qualitative data were analyzed thematically, highlighting recurring themes in participants’

experiences.

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Chart-1

Effectiveness of ACAD Course

ACAD courses for professional roles

Table-2

How relevant is the ACAD course to your professional role?

Percent (%)

Very Relevant

76%

Relevant

19%

Neutral

Total

100

Source: Questionnaire survey, 2025

A survey was conducted to assess the relevance of the ACAD course to participants' professional roles. The

findings indicate that the majority of respondents (76%) found the course to be very relevant to their professional

responsibilities. An additional 19% reported that the course was relevant, suggesting that the content aligned

well with their work requirements. Only 5% of respondents expressed a neutral opinion, indicating minimal

perceived impact. Overall, the results reflect a high level of satisfaction and relevance of the ACAD course

among professionals, demonstrating its effectiveness in supporting career development and enhancing role-

specific competencies.

Chart-2

83%

17%

Completed the ACAD course at BPATC

Yes No

10%

20%

30%

40%

50%

60%

70%

80%

Very

Relevant

Relevant Neutral

76%

19%

ACAD courses for professional roles

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The effectiveness of the course in improving skills

Table-3:

How effective was the course in improving your leadership and decision-

making competencies?

Percent (%)

Very Effective

63%

Effective

27%

Neutral

10%

Total

100

Source: Questionnaire survey, 2025

A survey was conducted to evaluate the effectiveness of the course in enhancing leadership and decision-making

skills. The results show that 63% of respondents found the course to be very effective, indicating a strong impact

on their ability to lead and make informed decisions. Additionally, 27% stated that the course was effective,

reflecting a positive contribution to their skill development. Only 10% of participants remained neutral,

suggesting limited perceived benefit. Overall, the findings highlight the course’s success in significantly

improving key professional competencies related to leadership and decision-making among the majority of

participants.

Chart-3

Improved knowledge of governance

Table-4

Did the course improve your knowledge of public policy and governance?

Percent (%)

Strongly Agree

91%

63%

27%

10%

The effectiveness of the course in improving skills

Very Effective

Effective

Neutral

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Agree

Neutral

Total

100

Source: Questionnaire survey, 2025

A survey question asked participants whether the course improved their knowledge of public policy and

governance. An overwhelming 91% of respondents strongly agreed, indicating a significant enhancement in their

understanding of these areas. Additionally, 5% of participants agreed, suggesting a generally positive learning

experience. Only 4% remained neutral, showing minimal perceived improvement. These results clearly

demonstrate the course’s strong effectiveness in building participants’ knowledge of public policy and

governance, reflecting the relevance and quality of the content delivered. The high level of agreement also

suggests that the course successfully met its intended learning objectives.

Chart-4

Challenges of ACAD Course

Challenges faced during the ACAD course

Table-5

What challenges did you face during the ACAD course?

Percent (%)

Duration too short

39%

Heavy workload

19%

Limited practical exposure

13%

Lack of resource persons

Other

20%

Total

100

91%

Improved knowledge of governance

Strongly Agree Agree Neutral

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Source: Questionnaire survey, 2025

A survey was conducted to identify the key challenges participants faced during the ACAD course. The results

revealed a variety of concerns that impacted their learning experience. The most common challenge, reported by

39% of respondents, was that the duration of the course was too short. Participants felt that the limited time

restricted in-depth learning and practical application of concepts.

Another 19% cited a heavy workload as a major challenge, indicating that balancing course requirements with

their professional responsibilities was difficult. 13% of respondents mentioned limited practical experience,

suggesting that the course content leaned more toward theory and lacked hands-on activities or real-world

simulations.

Additionally, 9% of participants reported a lack of access to qualified resource persons, which may have affected

the depth and quality of discussions or mentoring. Lastly, 20% of respondents indicated that they faced various

challenges, such as technical issues, language barriers, or unfamiliar teaching methods.

Chart-5

Prospects and Suggestions

Contribution to capacity building in the future

Table-6

Do you think the ACAD course can significantly contribute to capacity

building of mid-level civil servants in the future?

Percent (%)

Strongly Agree

55%

Agree

20%

Neutral

18%

Disagree

Total

100

10%

15%

20%

25%

30%

35%

40%

Duration too

short

Heavy

workload

Limited

practical

exposure

Lack of

resource

persons

Other

39%

19%

13%

20%

Challenges faced during the ACAD course

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Source: Questionnaire survey, 2025

A survey was conducted to evaluate perceptions regarding the future impact of the ACAD course on enhancing

the capacity of mid-level government employees. The majority of respondents, 55%, strongly agreed that the

course would make a significant contribution, highlighting strong confidence in its long-term value. An

additional 20% agreed, indicating a generally positive outlook on the course's potential to build essential skills

among public servants.

However, 18% of respondents remained neutral, suggesting uncertainty or limited perceived benefit at this stage.

Notably, 7% felt that the ACAD course would make a less significant contribution, pointing to concerns that

may be related to course design, applicability, or content relevance. Overall, the findings indicate that most

participants believe the ACAD course holds promise for strengthening the capabilities of mid-level government

officials, though some refinement in delivery or content may be necessary to maximize its effectiveness for all

learners.

Chart-6

Additional Areas to Include in the Course

Table-7

What additional areas should be included in the course for better

effectiveness?

Percent (%)

ICT and Digital Governance

29%

E-Government Service Delivery

17%

Policy Analysis and Evaluation

43%

International Best Practices

10%

Other

Total

100

Source: Questionnaire survey, 2025

55%

20%

18%

Contribution to capacity building in the future

Strongly Agree Agree Neutral Disagree

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A survey was conducted to gather feedback on what additional areas should be included in the ACAD course to

enhance its effectiveness. The responses reflect a strong demand for more practical and policy-oriented content.

The largest portion of respondents, 43%, suggested the inclusion of policy analysis and evaluation, indicating

the need for deeper understanding of how to assess, refine, and implement policies effectively in real-world

scenarios. 29% of respondents emphasized the importance of ICT and digital governance, reflecting the growing

relevance of technology in public administration. This suggests a need to equip mid-level government employees

with digital skills to improve governance efficiency and transparency. 17% recommended focusing on e-

government service delivery, highlighting the demand for knowledge in delivering public services through

digital platforms. This aligns with the government's push towards digital transformation. Additionally, 10% of

participants expressed the need to incorporate international best practices, which can help broaden participants’

perspectives and introduce innovative administrative strategies from other countries. Lastly, 1% of respondents

mentioned that various additional areas should be covered, reflecting a broader interest in tailoring the course to

meet diverse learning needs. These insights suggest that expanding the course content would significantly

enhance its relevance and impact.

Chart-7

Performance or behavior affected

The question is about whether it affects performance or behavior. In response, all the respondents gave their

clear opinions on this issue. The respondents opined that, the ACAD course has had a positive influence on

participants’ performance and behavior at work. Many reported improved leadership and decision-making skills,

enabling them to handle responsibilities more effectively. The course also enhanced their understanding of public

policy and governance, leading to more informed and strategic actions in their roles. Several participants noted

increased confidence, better communication, and a more proactive approach to problem-solving. The exposure

to case studies and practical discussions encouraged participants to apply new ideas in their work environment.

Overall, the course fostered greater professionalism, efficiency, and a stronger sense of accountability.

Gaining useful skills or knowledge areas

The question was about the most effective skills or knowledge areas acquired from the ACAD course. In

response, all the respondents gave their clear opinions on this issue. The respondents opined that, Participants of

the ACAD course reported gaining several valuable skills and knowledge areas that significantly contributed to

their professional development. One of the most widely appreciated areas was leadership and decision-making,

with participants noting improvements in their ability to lead teams, manage responsibilities, and make informed,

10%

15%

20%

25%

30%

35%

40%

45%

ICT and Digital

Governance

E-Government

Service

Delivery

Policy Analysis

and Evaluation

International

Best Practices

Other

29%

17%

43%

10%

Additional Areas to Include in the Course

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timely decisions in complex work situations. Another major area of learning was public policy and governance.

Participants highlighted their improved understanding of policy formulation, analysis, and evaluation, which has

helped them engage more effectively in administrative planning and implementation processes. This was

particularly useful for mid-level government employees involved in development projects and service delivery.

The course also enhanced participants' knowledge of digital governance and ICT tools, which is increasingly

important in modern public administration. Many found this segment useful for adapting to e-governance

systems and improving efficiency in their work. In addition, communication and stakeholder management skills

were strengthened, helping participants to collaborate better with colleagues, superiors, and the public. Overall,

the ACAD course provided a well-rounded combination of theoretical knowledge and practical skills. These

learnings have not only improved individual capacity but also prepared participants to contribute more

effectively to institutional goals and national development priorities.

Qualitative data analysis

The qualitative data analysis on capacity building of mid-level civil servants through the ACAD course at BPATC

reveals both challenges and prospects. Participants consistently highlighted the relevance of the course content,

particularly in areas like leadership, policy analysis, and governance. Many noted enhanced self-confidence,

decision-making abilities, and a clearer understanding of administrative responsibilities. However, several

challenges emerged, including the short duration of the course, limited practical exposure, and heavy workload,

which some felt hindered deep learning. There were also suggestions for improved resource availability and

inclusion of digital governance modules. Despite these limitations, most respondents viewed ACAD as a

valuable platform for professional growth, offering opportunities to build networks, exchange ideas, and align

their work with national development goals. The course holds strong potential to transform mid-level civil

servants into more competent, responsive, and forward-thinking professionals—provided it evolves with

participant feedback and changing governance demands.

Challenges

Short Course Duration: Many participants felt the limited timeframe restricts in-depth learning, practical

application, and reflection on key concepts.

Theoretical Focus: The course content leans heavily on theory, with insufficient emphasis on real-life case

studies or field-based problem-solving.

Heavy Workload: Intensive schedules and assignments sometimes overwhelm participants, reducing their ability

to engage deeply with the material.

Limited ICT Integration: Lack of advanced digital governance and ICT tools within the curriculum hinders

relevance in a technology-driven administrative environment.

Resource Person Gaps: Inadequate access to experienced facilitators or domain experts limits the richness of

discussions and practical insights.

One-Size-Fits-All Approach: The course design often doesn’t account for the diverse backgrounds and

departmental needs of mid-level officers.

Lack of Post-Training Follow-up: Absence of structured post-course engagement means the learning is rarely

tracked or reinforced in the workplace.

Infrastructure Limitations: Occasionally, logistical issues such as internet speed, accommodation quality, or

classroom resources impact the overall learning experience.

Prospects

The ACAD course at BPATC presents strong prospects for enhancing the capacity of mid-level civil servants in

Bangladesh. It equips participants with critical knowledge in public policy, governance, leadership, and decision-

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making, enabling them to perform more effectively in their administrative roles. The structured curriculum

promotes analytical thinking, ethical awareness, and a deeper understanding of national development priorities.

The course also encourages peer learning and networking, allowing officers from diverse backgrounds to share

experiences and best practices. With growing emphasis on digital governance and e-service delivery, there is

potential to further enrich the program through ICT integration and international case studies.

If continuously updated and aligned with real-world administrative challenges, ACAD can become a

transformational platform for building a more efficient, transparent, and citizen-centric bureaucracy. Its long-

term success lies in adaptive content, practical exposure, and post-training application support.

Public Administration Training Policy:

The Public Administration Training Policy for the ACAD (Advanced Course on Administration and

Development) course is designed to enhance the skills, knowledge, and competencies of mid to senior-level

government officials in Bangladesh. This policy emphasizes the development of efficient, transparent, and

accountable public administration through structured training, research, and practical learning. It aims to align

training contents with national development goals, Vision 2041, and the SDGs.

Under this policy, the ACAD course focuses on leadership development, policy formulation, project

management, ethics in public service, innovation in governance, and ICT integration. The policy also ensures

that training programs are inclusive, updated, and tailored to emerging administrative challenges. It encourages

the participation of officials from diverse ministries to foster inter-agency collaboration and understanding.

Additionally, the training policy promotes partnerships with academic and international institutions for exposure

to global best practices. Evaluation and performance tracking mechanisms are incorporated to assess learning

outcomes. The ultimate goal is to create a proactive, citizen-centric, and service-oriented bureaucracy capable

of responding to complex governance needs efficiently and effectively. This policy underlines continuous

professional development as essential for sustainable and impactful public service delivery in Bangladesh.

Limitation of the study:

This study acknowledges several limitations:

Small sample size (49 respondents) limits generalizability.

Single-institution focus (BPATC) prevents comparison with other training institutes.

Self-reported data risks participant bias.

Time constraints limited the scope of analysis.

CONCLUSION AND RECOMMENDATIONS:

Conclusion

The Advanced Course on Administration and Development (ACAD) at BPATC plays a pivotal role in enhancing

the professional capacity of mid-level civil servants in Bangladesh. By providing structured training on

governance, leadership, policy analysis, development management, and contemporary administrative tools,

ACAD equips officers with the necessary skills to handle complex administrative and developmental challenges.

This training fosters problem-solving ability, critical thinking, and ethical decision-making, thereby preparing

civil servants to contribute more effectively to national development. However, the capacity-building process

through ACAD also faces significant challenges. Limited resources, outdated training modules, lack of adequate

ICT integration, and insufficient follow-up mechanisms often reduce the long-term impact of the program.

Furthermore, the growing demand for global-standard competencies requires continuous curriculum

modernization, exposure to international best practices, and enhanced collaboration with academic and

professional institutions.

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Despite these challenges, ACAD presents strong prospects. With increasing emphasis on good governance,

digital transformation, and sustainable development, mid-level civil servants trained under ACAD are positioned

to become agents of change in the public sector. If supported with modern training methods, technology-enabled

learning, and effective policy implementation strategies, ACAD can significantly strengthen administrative

efficiency, accountability, and service delivery in Bangladesh.

Recommendation

Update ACAD curriculum regularly to reflect emerging governance and development challenges.

Integrate ICT and e-learning tools to strengthen digital skills of participants.

Enhance collaboration with international training institutes for global exposure.

Emphasize leadership, innovation, and problem-solving in training modules.

Include case studies on real-life administrative and policy challenges.

Strengthen monitoring and evaluation mechanisms for post-training impact.

Provide follow-up refresher courses to reinforce learning outcomes.

Ensure adequate resources and modern facilities at BPATC for effective training.

Promote interactive learning methods such as group discussions, simulations, and workshops.

Incorporate ethics, accountability, and integrity as core training components.

Introduce sector-specific modules (e.g., health, education, ICT, environment).

Foster cross-sectoral collaboration among participants for better networking.

Engage experienced practitioners and scholars as guest lecturers.

Develop a feedback system to adapt training programs to participant needs.

Strengthen research-based learning to link policy with practical implementation.

Suggestions for improvement (For future research):

Conduct longitudinal studies comparing ACAD graduates with non-participants.

Explore political and institutional barriers to applying learned skills.

Undertake cost-benefit analyses of extended course duration and ICT integration.

Compare ACAD with international civil service training models.

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Cambridge Books.

12. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development.

Prentice-Hall.

13. Lipsky, M. (1980). Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. Russell

Sage Foundation.

14. World Bank. (2021). Strengthening Public Sector Capacity in South Asia. Washington, DC: World Bank

Publications.

QUESTIONNAIRE

Capacity Building of Mid-Level Civil Servants through ACAD at BPATC: Challenges and Prospects

General Information

1. Age: ☐ 30–35 ☐ 36–40 ☐ 41–45 ☐ Above 45

2. Current Designation: __________________________

3. Years of Service: ☐ 5–10 ☐ 11–15 ☐ 16–20 ☐ Above 20

4. Have you completed the ACAD course at BPATC? ☐ Yes ☐ No

Effectiveness of ACAD Course

1. How relevant is the ACAD course to your professional role? ☐ Very Relevant ☐ Relevant ☐ Neutral ☐

Less Relevant ☐ Not Relevant

2. To what extent has the ACAD course enhanced your analytical and problem-solving skills? ☐ To a great

extent ☐ Moderate extent ☐ Little extent ☐ Not at all

3. How effective was the course in improving your leadership and decision-making competencies? ☐ Very

Effective ☐ Effective ☐ Neutral ☐ Less Effective ☐ Not Effective

4. Did the course improve your knowledge of public policy and governance? ☐ Strongly Agree ☐ Agree

☐ Neutral ☐ Disagree ☐ Strongly Disagree

5. To what degree has the training contributed to your professional networking and collaboration skills? ☐

High ☐ Moderate ☐ Low ☐ Not at all

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Challenges of ACAD Course

1. What challenges did you face during the ACAD course? (You may select more than one) ☐ Duration

too short ☐ Heavy workload ☐ Limited practical exposure ☐ Lack of resource persons ☐ Other (please specify):

____________________

2. Was the training methodology (lectures, group work, case studies) effective for skill development? ☐

Very Effective ☐ Effective ☐ Neutral ☐ Less Effective ☐ Not Effective

Prospects and Suggestions

1. Do you think the ACAD course can significantly contribute to capacity building of mid-level civil

servants in the future? ☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

2. What additional areas should be included in the course for better effectiveness?

☐ ICT and Digital Governance

☐ E-Government Service Delivery

☐ Policy Analysis and Evaluation

☐ International Best Practices

☐ Other: ___________________________

3. Please provide your suggestions for improving the ACAD course:

_______________________________________________________________