New Tendencies in Public Administration Development: A Comprehensive Analysis of Emerging Trends and Challenges

Abstract

The article examines modern public administration through the lens of new explanatory theories—New Governance (NG) and New Public Management (NPM)—moving beyond traditional bureaucratic and sociological approaches. It employs a qualitative analysis of local public administration systems, focusing on the presence and role of e-government in line with these modern theories. Beginning with classical bureaucratic models, particularly Weber's framework, the article outlines the evolution of public administration's principles, emphasizing the need for adaptation in delivering effective and efficient public services in response to changing local, national, and international conditions. Drawing on policy analysis with analytical references from recent reform on quality assurance both international and Albanian, and qualitative data arising from a purposive sample of ICDs, the study shines light on (1) statutory responsibilities within the school inspection and curriculum framework; (2) leadership practices mediating national policy initiatives at the regional level; (3) the effect of inspection-curriculum fusion on school improvement; and (4) contemporary challenges facing inspection, such as pressures for data-driven accountability and post-pandemic learning recovery. The study had a mixed-methods design using document analysis, semi-structured interviews, and a Delphi panel of experts. Results show that the alignment of inspection feedback with curriculum implementation by the ICD is crucial for improving instructional quality but that constraints to its effective realization lie in ambiguities about its role, limited budgets for professional development, and instances of politicisation in making inspection judgements. The authors recommend a clearer legislative delineation of the functions, investments in training inspectors in curriculum coherence, and enhancement of partnerships between the RDPEs and teacher-education faculties.

Received: 20 April 2025 / Accepted: 2 June 2025 / Published: 25 June 2025