To improve the practice of public administration (PA) work at the time when collaboration governance principles and values have been especially needed due to the COVID-19 pandemic, the new educational approach providing the creation of international collaborative governance PA discourse has become a very important task for public administrations of all the countries of the world because the common terms could help to make the communication of public servants and citizens more effective both in one and the same country and between different countries and regions. The literature concerning collaborative governance PA discourse creation has been thoroughly studied by the author. The experience of the creation of international collaborative governance PA discourse during ELT (English Language Teaching) and ESP (English for Specific Purposes) training of PA students at the Institute for Social Sciences (the ISS) of Russian Presidential Academy of National Economy and Public Administration (RANEPA) has been analyzed. The research methods included theoretical research, analytical research methods, methodology of empirical research, and methods of comparative research. The results of the analysis made it possible to conclude that in modern conditions of globalization and international communication in order to understand better the common values of citizens, to avoid discrepancies in vocabulary application and to improve mutual understanding of civil servants speaking different languages, the unification of the descriptive list of English terms concerning public administration activity is needed; the creation of international collaborative governance PA discourse during educational and training process of future public administrators should contribute to PA activity. The International PA Vocabulary as well as the process of writing new textbooks and teaching aids based on it and using new digital technologies and new methodology should be introduced into educational process.

The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants.

For the full realization of the strategic goals of public administration, as well as the worthy representation of the interests of the state at the international level, public servants must have high foreign language professional competencies. This is stated in the Concept of Sustainable Development until 2030, adopted by the UN in 2015, as well as in the Strategy for the Innovative Development of Russia until 2020, prepared by the Ministry of Economic Development of the Russian Federation. The author analyzed the current state of the level of foreign language training of the students at the Institute of Social Sciences (ISS) of the Academy of National Economy and Public Administration under the President of Russia (RANEPA) basing on a study of the practice of creating training programs for the development of foreign-language professional competencies of future public servants. The analysis included the identification of existing tasks, goals, learning technologies that could meet the qualification requirements of future public servants, the identification of ways to develop foreign-language competencies of students, the ways of improvement of methodological support for the teaching of foreign languages, the principles of using textbooks to solve the above-mentioned problems. The methodology of the study included the methodology of theoretical, analytical, empirical research (the questionnaire and the survey of 80 students of ISS, RANEPA) as well as a comparative research methodology. Some conclusions were made based on the results obtained, and the ways to improve programs for formation and development of foreign-language professional competencies of future public servants were outlined by the author. Some recommendations for teachers and education managers are given. The results of the study could help foreign language teachers create an effective learning environment for future public servants.

For the full implementation of strategic goals of public administration, as well as a worthy representation of the interests of the state at the international level, civil servants must have high foreign-language professional competencies. Practical issues of educational and training programs in the field of development of these competencies are carefully studied by the author. The current state of the level of language training of future civil service students (undergraduates, graduates and postgraduates) at the Institute for Social Sciences at the Russian Presidential Academy of National Economy and Public Administration is analyzed. The analysis includes the definition and formulation of tasks, goals, curriculum technologies, qualification requirements of future civil servants, ways of improving the quality of their knowledge of foreign languages and improving the methodological support of foreign-language teaching, and the creation of textbooks and teaching aids to solve the above-mentioned problem, etc. The research methods include theoretical research, analytical research methods, methodology of empirical research and methods of comparative research. The conclusions are based on the results of the analysis. Ways of improving programs for better development of civil servants’ foreign-language professional competencies are outlined. Some recommendations for teachers and education managers are presented.