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The publication can be exported in the following formats: APA (American Psychological Association) reference format, IEEE (Institute of Electrical and Electronics Engineers) reference format, BibTeX and RIS.

Export Reference (APA) 
Asensio, M. (2026). "Policy Education, Curriculum Alignment and Professionalisation across European Administrative Traditions". EGPA 2026: Public Governance for the Public Good: Human Intelligence serving the Global Community. PSG 09. Education and Training (1/4): Public administration education, professionalisation and institutional frameworks.
Export Reference (IEEE) 
M. A. Menchero,  ""Policy Education, Curriculum Alignment and Professionalisation across European Administrative Traditions"", in EGPA 2026: Public Governance for the Public Good: Human Intelligence serving the Global Community. PSG 09. Education and Training (1/4): Public administration education, professionalisation and institutional frameworks, Rome, 2026
Export BibTeX 
@misc{menchero2026_1787936455964,
	author = "Asensio, M.",
	title = ""Policy Education, Curriculum Alignment and Professionalisation across European Administrative Traditions"",
	year = "2026",
	howpublished = "Digital",
	url = "https://www.iias-iisa.org/egpa-2026-conference/#0"
}
Export RIS 
TY  - CPAPER
TI  - "Policy Education, Curriculum Alignment and Professionalisation across European Administrative Traditions"
T2  - EGPA 2026: Public Governance for the Public Good: Human Intelligence serving the Global Community. PSG 09. Education and Training (1/4): Public administration education, professionalisation and institutional frameworks
AU  - Asensio, M.
PY  - 2026
CY  - Rome
UR  - https://www.iias-iisa.org/egpa-2026-conference/#0
AB  - This article analyses policy and Public Administration education as an institutional infrastructure for forming state capacity. Based on documentary analysis of 32 European programmes and a CompetencyBased Curriculum Alignment Index, it compares four administrative traditions. The findings show that competency language is widespread, but its translation into pedagogy, assessment and evidence of outcomes varies institutionally. Professionalisation becomes more observable when competencies, experiential learning and authentic assessment are aligned.
ER  -