What are the obstacles faced in your recruitment of “Women Leaders” domestically as well as women from other countries for your international programs, and what are your plans to increase these figures?

While as a society we still have much work to do toward gender parity, LOGODI is proud of its achievements in bringing women to the forefront, and not only through our Women Leaders Program. 1 out of every 5 trainees in our New G5 Leaders Program is a woman, which represents a 10% increase over the past decade.

The civil service exam for Grade 9, too, has seen a spike in women among those who pass (60% of the total are women, in fact). As test results are determined on an equal opportunity basis - thus with no special consideration to gender - the rising success of women in civil service attests to their ever strengthening capacity as a whole in Korea.

What are the selection criteria for trainees of your programs? Is it based on performance record, for example?

While LOGODI does establish a target for every program it carries out, there are no formal criteria that we impose for admission. When a program is ready for trainee recruitment, the local governments and institutions are the ones to review and approve their employees’ applications internally, then inform us of whom they will finance and send for study.

How does your system fill the gap between policy and strategy on the one hand and knowledge and skills on the other, to bring about practical - as opposed to theoretical - solutions?

In Korea, we have many ways in which we ensure that every civil servant can become and stay an expert in his or her area.

For example, the Government Officials Training Act (GOT Act) requires no fewer than 80-90+ hours of continuing education every year, which is later accounted for in performance evaluations. The Ministry of Personnel Management (MPM) establishes new guidelines every year on HRD and HRM. The Ministry of the Interior (MOI), as with many others, has internal policies relevant to its own officials for their capacity development.

As for basic issues closely connected to localities, such as land management, everything from policy and strategy to knowledge and skills exist in the scope of the local governments and their training centers, thus with no need for involvement by external authorities like the central government or LOGODI.

With regard to what we cover, the majority of our programs are short for a reason: to set aside opportunities to launch separate training sessions based on the special targets or aims identified during course execution.

What role does the central government play in enabling local governments to select the experts appropriate for their needs?

Korea’s training system is quite systematic, in that each of the 15 metropolitan areas and provinces have their own training centers, in addition to LOGODI.

Junior officials (Grades 6-9) train at their respective centers, while senior officials (Grades 3-5) can advance only through our institute, owing to our separate scope of responsibility.

Other ministries, too, have their own training centers, to focus on the exclusive needs of their officials.

As a bridge between our central and local governments, LOGODI annually convenes the heads of local training centers to collectively discuss how to develop training, making the overall process inclusive rather than authoritative. In cases where further examination may be required, we even dispatch experts to localities as needed, much like in the on-site training we conduct overseas in our international programs.

How does the central government involve local governments and other relevant institutions in its training initiatives, and how do you ensure that your courses respond to present challenges?

LOGODI’s mandate serves to spread out the government’s policies via the programs we carry out. So, the involvement we have with the local governments and institutions whose employees we train is inextricably linked to their own respective functions.

Furthermore, every course is developed according to the training needs of the relevant body, which we identify and consult experts on at the start of each curriculum design.

To stay current on the core issues we face, we make sure to consider the latest changes in society - for example, as in our recent focus on the fourth industrial revolution. Our success in execution is also, of course, aided by over 50 years of experience and know-how in what we do.