In Depth Canadian Academia in Foreign Policy The future role of political science in foreign policy analysis has been a hotly debated issue. In this series, academics investigate the role of the academy in the coming years and the ways in which it can carry out useful, analytical work without abandoning its rigor while making its findings useful for international and government policymakers. Religion, violence, terrorism, and development are analysed both empirically and statistically by political scientists and the body of literature has never been greater. Translating this richness into policy has long been difficult even as a number of individuals switch from one field to the other.
In this method, each element in the standard is given a relative weight, that is, a range of points that can be granted under that element. Each element is subdivided into levels or degrees, to each of which a specific point value is assigned. When a job is evaluated, a degree corresponding to the value of the work is assigned within each element.
The value of a given job using this method is measured by totalling the points corresponding to the degrees or levels assigned within each element. The structure of this document This document presents each of the 8 elements in the FS standard separately.
The general guidelines describe the definition and design intent of the element. In some cases, the general guidelines will reference important links with other elements in the standard or give key definitions or caveats that must be considered in order to fully understand the element.
The specific guidelines provide information on the structure and mechanics of the element, and elaborate on how to use the rating scale by providing clarification of each degree and an indication of how to differentiate among degrees.
These EWAs are not exhaustive, i. Rather, the EWAs are intended to provide indicators of what kinds and levels of work should be assigned to a given degree within a given element. As with all components of the Standard and this guideline document, it is critical for evaluators to understand both the full context of the work description, as well as the full context of the FS Standard and associated guidelines.
Words and language should not be interpreted in isolation of their overall context, nor should any phrase or EWAs be interpreted too literally — i. Application guideline Introductory Notes to Raters The following pages provide both general and specific guidelines for each element to assist in selecting the most appropriate degree for the job.
This information will help evaluators understand each element as it relates to the job, and to ensure consistency in interpretation and application of the standard.
Each element contains a number of degrees that describe the various levels of each element that may be present in FS jobs. Read all of the degrees for each element, along with all of the guidelines and EWAs before selecting the response which best describes the level at which the job is required to operate.
Only one degree for each element should be selected. In selecting the most appropriate degree, apply the following key guiding principles: Jobs not People The classification tool is designed to obtain a fair and accurate evaluation of all FS jobs. Recognition of an individual incumbent's performance or achievements is not considered under Classification.
Typical Ongoing Job Responsibilities Select the statement that best describes the level at which the job is typically expected to work and that best represents a significant part of the regular responsibilities of the job. Do not consider exceptional, one-time circumstances or those developmental or stretch opportunities that are sometimes provided to employees that require them to assume responsibilities that are above and beyond their substantive job.
Element 1 — Knowledge General Guidelines Each job within the FS Group requires knowledge in order to competently perform the associated job responsibilities. This element measures the level of knowledge and business acumen required to perform the job effectively.
Knowledge includes job related concepts, principles, practices, processes or approaches and legislation. Knowledge may be acquired through formal training or education, as well as through experience, including experience in the international milieu.
Taking a broad historical perspective, it provides the key foundations for the analysis of Canadian foreign policy. It argues that foreign policy is forged in the nexus of politics at three levels-the global, the domestic, and the governmental-and that to understand how and why Canadian foreign policy looks as it does, one must look at the interplay of all . PSCI A Canadian Foreign Policy Friday am pm Please confirm location on Carleton Central issues and debates in Canadian foreign policy analysis. Canadian foreign policy (at least 80% of your essay) and (b) will review and assess your case in relation to. international relations and foreign policy traditions,’’ but there has still been ‘‘limited cumulation’’ 4 and a lack of consistency and depth in the development of promising approaches.
Specific Guidelines Consider only the knowledge required for the job, and not the knowledge that the incumbent happens to possess. This element is an example of a cumulative progression or "pyramid" style element.
By this we mean that a rating at a higher degree assumes that the skill described in the lower degrees is included. For example, degree 3 captures degree 1 and degree 2 skill levels. The first phrase in each degree includes an adjective that qualifies the depth and the breadth of knowledge required in a relevant area of expertise — this phrase does not stand alone, but rather serves to strengthen and supplement the rest of the text.
The 'relevant area of expertise' corresponds to the content expertise required to work in the assigned stream. For example, the "area of expertise" in the Immigration stream primarily includes immigration legislation.
The reference to the Department's business includes the business of the Foreign Service, the administrative machinery of the Department and of other government departments OGDs and Canada's role in the international scene.
The "international context" refers to the programs, legislative and policy context, as they relate to Canadian priorities abroad. Knowledge of the international context is critical for all levels of FS work — however, the degree or extent of knowledge required increases from FS 01 to FS At degree 1, the work requires some understanding of the international system — the system of international governance, roles and structure of international organizations, knowledge of Canadian governmental structure and institutions and the relationships of the work to other departments.
At degree 2, the work requiresdeeper knowledge of a specific stream, and broader knowledge of the international context.
At this level, there is a need to cultivate a specialty, and hands-on knowledge of some diplomatic techniques. At degree 3, the work requires expert knowledge that allows for sharing with others, or is on the way to requiring subject matter expertise.
At degree 4, the work requires an authoritative level of knowledge of the international context and the incumbent is regularly called upon to teach or mentor others in the field. Examples of Work Activities Degree 1 A working knowledge of the assigned geographical or sectoral area and of the legislation and regulatory framework surrounding the work.
Knowledge of the Immigration Act, regulations, procedures and practices in order to interpret, apply, explain and ensure compliance to these directives.international relations and foreign policy traditions,’’ but there has still been ‘‘limited cumulation’’ 4 and a lack of consistency and depth in the development of promising approaches.
Canadian foreign policy analysis. It seeks to guide the student in acquiring knowledge Have the proper tools to pursue the study of Canadian foreign policy, Canadian politics, international politics and/or foreign policy analysis in general. They are designed to critically examine in depth .
Canadian Foreign Policy and the War in Iraq: Sailing Down a Long, Quiet River? Nelson Michaud, Ph.D. Canadian history in terms of foreign policy performance.
The instrumentalization of Canadian aid was facilitated by the whole-of-government approach and policy coherence, but the latter are not necessarily obstacles to a Canadian foreign policy that could do much more to favour development in the Global South. Sectional Factors in Canadian Foreign Policy J. A. Stevenson. Sign In Subscribe But the important influence exercised by the French-Canadian element upon the foreign policy of Canada deserves emphasis. Today French Canada is the great stronghold of isolationist sentiment. In-depth analysis delivered weekly. Related Articles. 5. Kim Richard Nossal, ‘‘Analyzing the domestic sources of Canadian foreign policy,’’ International Journal 39, no. 1 (winter /84): 1–22; Cranford Pratt, ‘‘Dominant class theory and Canadian foreign policy: The case of the counter-consensus,’’ International Journal 39, no. 1 (winter /84): 99–
Not only did it rely for its whole 10 a more in-depth analysis and reveals important nuances. Finally, since the micro level. Canadian Foreign Policy: From Internationalism to Isolationism?
Jean-François Rioux and Robin Hay 3 FOREWORD In , a group of eminent Canadians concerned with Canada™s depleting. Recognized expert knowledge of Canadian foreign policy and objectives, of the conduct of international relations and of the architecture of the multilateral system and the principal international organizations, which underpin it.
Rather, it analyzes recent Canadian policy initiatives and the extent to which they can be justified by the aid effectiveness rationale, by which I mean whether they improve the quality of aid from the point of view of beneficiaries in recipient countries.