Public policy education has rapidly spread among universities worldwide and in Turkey in the last few decades. Despite this spread, it is a question mark what competencies this education promises to future public policy analysts in today’s complex economic, social, and political environment. This study first investigates the rising expectations from public policy analysts based on the relevant literature. Then it employs a comparative content analysis on “course learning outcomes” representing the promises of 151 public policy courses in Turkey’s 72 universities’ political science and public administration departments. The prominent findings indicate big gaps in public policy education in the country, and the literature’s expectations are not fully met in practice. While the neglect of competencies related to evidence-based public policymaking and the use of information technology is a significant hindrance to the development of modern policy analysts, the need for national regulation comes to the fore as a solution.
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