A difference between "what is" and "what should be" is referred to as a "need." The term "need" describes the difference between a desired condition (what should be) and the current situation (what is). The space between the present and the future is what is needed. Ideally, needs assessments are initially conducted to determine the needs of the people (service receivers for example parents, students) for whom the organization or system exists. It can be defined specifically as: “Needs assessment sets priorities and determines criteria for solutions so that planners and managers can make sound decisions for achieving desired goals.” 1.3. What is Need Assessment? Needs assessments (White, J., & Altschuld, J. 2012) focus more on goals and results than on the steps taken. For example, the goal might be students becoming good readers, and the steps include reading practice and effective teaching. Data is collected using common methods and strategies designed with specific goals in mind. The choice of methods depends on how well they fit the objectives and the specific situation of the need’s assessment. Priorities and criteria for solutions are established to help planners and managers make smart decisions. 1.4.1. Key Components of Assessment of Future Needs: Here are some key components of future needs Assessment: 1. Demographic Analysis: Understanding population growth, age distribution, and migration patterns to predict student enrollment and educational infrastructure requirements. 2. Technological Trends: Evaluating the impact of emerging technologies on education, including the need for digital resources, online learning platforms, and technology infrastructure. 3. Economic Considerations: Analyze the economic trends to anticipate funding availability and budget. 4. Global and Local Context: Consider global and local trends in education to ensure alignment with international standards and competitiveness. 5. Societal Changes: Examine societal shifts and values that may influence educational priorities, such as the emphasis on inclusivity, diversity, and evolving job market demands. 6. Educational Research: Consider findings from educational research to inform evidence-based decision making and program development.2.7. How To Calculate Cost Analysis? You can use these steps to calculate a cost analysis ratio: 1. Determine the reason you need a cost analysis: When you do a cost analysis, how you use it depends on why you're doing it. Figure out why you need the cost analysis to know what things you should consider. For instance, if you're making a project budget, you might look at budget details from past projects. 2. Evaluate cost: Now, let's look at the costs connected to the project. Make a list of all these costs, so it's handy for what comes next. Think about any surprise costs that might pop up and how the costs might change as time goes on.

1. Assessment of Future Needs, Costing the
Future Needs
D R . H A F I Z K O S A R

2. 1.1. What is Needs in Education?
A difference between "what is" and "what should be" is referred to as a "need." The term
"need" describes the difference between a desired condition (what should be) and the
current situation (what is). The space between the present and the future is what is needed.
Ideally, needs assessments are initially conducted to determine the needs of the people
(service receivers for example parents, students) for whom the organization or system exists.
It can be defined specifically as:
“Needs assessment sets priorities and determines criteria for solutions so that
planners and managers can make sound decisions for achieving desired goals.”
A "needs assessment” (Kaufman, Roger., and Fenwick W. English, 1979) is a methodical series of
steps used to identify needs, investigate their origins and nature, and establish action priorities.

3. 1.1. What is Needs in Education?...
There is never enough money to cover all the requirements in the actual world. In order to
assist programme planners in finding and choosing the ideal work before performing the
job correctly, needs assessments are carried out.
"Needs" means the things that must be done to keep students healthy and help them learn
well. What's needed can be different for each school, student, and level of education. These
needs include many things that make a good and complete learning experience.
1.2. Parts of Educational Needs:
Here are some important parts of educational needs:
1.Basic Educational Needs:
To provide a favorable learning environment, there must be enough physical amenities, such
as classrooms, libraries, labs, and leisure areas. Students need to have access to
knowledgeable, experienced educators who can create engaging learning environments.

4. 2. Curricular Needs:
A good curriculum should be up-to-date and matches what students need to learn. It
should also change with current situation of society and the economy. This is called a
relevant curriculum. It's important for students to have lots of different resources, like
digital stuff, extra materials, and books from which they can learn. These things help
students in understanding the content and learn better.
3. Technological Needs:
A good curriculum is one that consists on what students need to learn in current time
specially technology (Nagia, Kay Hodson-Carlton, Marilyn, James, Mary, Valerie, 2005). It
should also change with what's happening in society and the economy. This is called a
relevant curriculum. This can become possible when students and teachers both uses
updated technology from different resources like digital stuff.

5. 4. Individual Learning Needs:
Differentiated instruction means figuring out how each student likes to learn and what skills
they have. It's about understanding each student's unique way of learning. On the other
hand, special education services are about providing special programs and help to students
who need extra support. These services are for students with special needs.
Differentiated instruction and special education services are ways to make sure all students
get the right kind of help for their learning
5. Social and Emotional Needs:
Creating a school where everyone feels safe and included is called a "safe and inclusive
environment." It means making sure students are happy and mentally well. If someone is
going through emotional or behavioral issues, they can get help from counseling services.
These services help students to deal with their feelings and behaviors.

6. 6. Career and Future Readiness:
Students can get help making in smart choices about school and jobs through counseling
and guidance services. These services provide information to help students in deciding on
their academic and professional paths. Skills development is about helping students grow
their abilities and skills. It gets them ready to do well in their future jobs. Both counseling
services and skills development are important in helping students plan for their education
and careers.
5. Community and Cultural Needs:
Students can get help making good choices about school and jobs from counseling and
guidance services. These services give information to help students decide what to do in their
studies and careers. Skills development is about helping students grow their abilities and
skills. It gets them ready to do well in their future jobs. Both counseling services and skills
development are important for helping students plan for their education and careers.

7. 6. Career and Future Readiness:
Students can get help making in smart choices about school and jobs through counseling
and guidance services. These services provide information to help students in deciding on
their academic and professional paths. Skills development is about helping students grow
their abilities and skills. It gets them ready to do well in their future jobs. Both counseling
services and skills development are important in helping students plan for their education
and careers.
7. Community and Cultural Needs:
Students can get help making good choices about school and jobs from counseling and
guidance services. These services give information to help students decide what to do in their
studies and careers. Skills development is about helping students grow their abilities and
skills. It gets them ready to do well in their future jobs. Both counseling services and skills
development are important for helping students plan for their education and careers.

8. Teachers use formative and summative assessment to check how students are doing and find
areas where they can improve (J. W. Altschuld, 2010). Formative assessment is like checking
in along the way, and summative assessment is like looking at the overall progress. To make
learning better, it's important to have feedback mechanisms. These are ways to give and
receive feedback, helping teachers and students keep getting better at teaching and learning.
Using assessment and feedback mechanisms helps make sure students are learning well and
improving over time.
8. Assessment and Evaluation:
9. Financial Resources:
These should be used to support infrastructure, educational initiatives, and teacher
professional development.

9. Giving students a global perspective means teaching them about different countries,
languages, and cultures from around the world. To create a good learning environment for
students, it's important to understand and meet their needs. These needs can be influenced
by things like the level of education, the culture they're in, and what society and jobs expect.
Acknowledging and fulfilling these educational demands helps students succeed in the
future, grow personally, and learn effectively.
10. Global Awareness:

10. Needs assessments (White, J., & Altschuld, J. 2012) focus more on goals and results than on
the steps taken. For example, the goal might be students becoming good readers, and the
steps include reading practice and effective teaching. Data is collected using common
methods and strategies designed with specific goals in mind. The choice of methods depends
on how well they fit the objectives and the specific situation of the need’s assessment.
Priorities and criteria for solutions are established to help planners and managers make
smart decisions.
A needs assessment helps decide how to use money, resources, and spaces wisely. It sets rules
for allocating funds, choosing staff, and using other resources, ensuring everything is used
properly to meet needs (Witkin, B. R. (1994). After figuring out what's needed, changes are
made to improve things. This could involve making processes better, adjusting the
organization's structure, or enhancing services and programs.
1.3. What is Need Assessment?

11. Understanding what's needed in education is an ongoing process. It involves collecting and
analyzing data to make informed decisions, use resources efficiently, and enhance education.
This process is crucial for continual improvement and staying prepared for changes in what
students and society require. The Needs Assessment process is iterative, and adjustments
may be made based on new information or changes in the context. Regular communication
and involvement of management team is required throughout the process are key to its
success.
1.3. What is Need Assessment?...

12. 1.3.
What
is
Need
Assessment?...

13. Looking at and predicting what the education system will need in the future is called the
assessment of future needs in education. It involves figuring out challenges and
opportunities that will happen. This means studying cultural trends, economic changes, new
technologies, and how many people there are. By doing this, we can guess what schools will
need, like systems, places, lessons, and teachers. This helps plan and do programs that
match the needs of the future in education.
1.4. Assessment of Future Needs in Education:
Here are some key components of future needs Assessment:
1.4.1. Key Components of Assessment of Future Needs:
Understanding population growth, age distribution, and migration patterns to predict
student enrollment and educational infrastructure requirements.
1. Demographic Analysis:

14. Understanding population growth, age distribution, and migration patterns to predict
student enrollment and educational infrastructure requirements.
5. Societal Changes:
Understanding population growth, age distribution, and migration patterns to predict
student enrollment and educational infrastructure requirements.
2. Technological Trends:
Understanding population growth, age distribution, and migration patterns to predict
student enrollment and educational infrastructure requirements.
3. Economic Considerations:
Consider global and local trends in education to ensure alignment with international
standards and competitiveness.
4. Global and Local Context:

15. Consider the expected population growth in the region. A growing population often requires
increased educational infrastructure.
1. Demographic Trends:
Consider findings from educational research to inform evidence-based decision making and
program development.
6. Educational Research:
To plan for the future in education and figure out how much it will cost, we need to look at
different things. This includes changes in education, new technology, the number of people,
and what students and society will need. Here's a framework (Altschuld, J. W., White, J.
L. (2010) for assessing future needs and costing in the education sector:
1.5. Framework for Accessing Future Needs

16. Address potential teacher shortages by planning for recruitment and providing incentives
for educators. Allocate funds for ongoing teacher training and development programs.
5. Teacher Recruitment and Development::
Assess the impact of emerging technologies on education. This includes investments in
digital learning tools, online platforms, and infrastructure. Factor in the cost of training
educators to effectively use and integrate technology in the classroom.
2. Technological Integration:
Align education with the needs of the job market. Develop curricula that equip students
with relevant skills for the future. Consider the emphasis on science, technology,
engineering, and mathematics (STEM) education to meet the demands of a society.
3. Curriculum Development:
Assess the need for new schools or the renovation of existing ones to accommodate the
growing student population. Ensure adequate technological infrastructure to support digital
learning initiatives.
4. Infrastructure and Facilities:

17. Address potential teacher shortages by planning for recruitment and providing incentives
for educators. Allocate funds for ongoing teacher training and development programs.
9. Public-Private Partnerships:
Consider the needs of students with disabilities and allocate resources for inclusive
education programs. Invest in initiatives that promote diversity and inclusion in educational
settings.
6. Inclusive Education:
Assess educational systems globally to identify best practices and areas for improvement.
Consider the importance of multilingual education for global competitiveness.
7. Global Trends and Competitiveness:
Allocate funds for research in educational methodologies and approaches. Create spaces for
innovation and experimentation in educational practices.
8. Research and Development:

18. Develop key performance indicators (KPIs) to measure the success of educational initiatives.
Establish feedback mechanisms to continuously improve educational programs.
10. Monitoring and Evaluation:
In the context of educational planning and implementation, assessment involves a
continuous and systematic process of gathering, analyzing, and interpreting data to make
informed decisions about educational programs and initiatives. This process encompasses
various stages:
1.6. Need Assessment in Educational Planning and
Implementation:
Identifying the educational needs of students, teachers, and the community to determine the
priorities and gaps that need to be addressed.
1. Needs Assessment:
Identifying the educational needs of students, teachers, and the community to determine the
priorities and gaps that need to be addressed.
2. Resource Assessment:

19. Reviewing and updating the curriculum to ensure its relevance, alignment with educational
goals, and responsiveness to changing needs.
6. Curriculum Assessment:
Assessing the effectiveness and impact of existing educational programs through ongoing
evaluation and feedback mechanisms.
3. Program Evaluation:
Employing various methods, such as standardized testing, formative assessments, and
qualitative evaluations (King, J. A. (1994), to gauge student learning and development.
4. Student Assessment:
Evaluating the performance and professional development needs of educators to enhance
teaching quality.
5. Teacher Assessment:

20. Clearly state the purpose of the Needs Assessment and define the scope by specifying the
area, population, or issue under consideration.
1. Define the Purpose and Scope:
Implementing a feedback loop for continuous improvement, where assessment results
inform adjustments and enhancements to educational strategies.
7. Continuous Improvement:
Establishing systems to monitor the progress of educational initiatives and holding
stakeholders accountable for achieving defined goals.
8. Monitoring and Accountability:
The goal is to understand what is lacking or what needs improvement to address specific
needs or challenges. Here are the general steps involved in the Needs Assessment process:
1.7. Needs Assessment Process

21. Collect and review existing data, research, and relevant documents to understand the
current situation.
5. Review Existing Data:
Set clear goals and objectives that you aim to achieve through the Needs Assessment.
2. Establish Goals and Objectives:
Identify and involve key stakeholders, including individuals or groups who are directly
affected by the assessment or have a vested interest in its outcomes.
3. Identify Stakeholders:
Assemble a team with diverse skills and expertise to conduct the assessment effectively
4. Develop a Team:
Select appropriate methods and tools for data collection, such as surveys, interviews, focus
groups, or observations.
6. Choose Assessment Methods:

22. Present the findings in a comprehensive report, including the identified needs, prioritization,
and any recommended actions.
10. Report Findings:
Implement the chosen assessment methods to gather information from the identified
management.
7. Collect Data:
Analyze the collected data to identify patterns, trends, and areas of concern.
8. Analyze Data:
Determine the identified needs and prioritize them based on their significance and impact.
9. Identify Needs and Prioritize:
Based on the assessment findings, propose recommendations and strategies to address the
identified needs.
11. Develop Recommendations:

23. Share the results and outcomes of the Needs Assessment with relevant stakeholders to foster
transparency and collaboration.
14. Communicate Results:
Work to implement action plans that address the identified needs and align with the
recommendations.
12. Implement Action Plans:
Continuously monitor and evaluate the outcomes of the implemented action plans. Adjust
strategies based on ongoing assessment and feedback (Popham, J. W. (1988).
13. Evaluate and Adjust:

24. Assessing future needs is really important for planning in education. This helps schools get
ready for changes and new things. Education is always changing with new technology,
different people, and what society expects. By looking at future needs, schools can get ready
for these changes and make plans that match what's coming.
Planning for the future is also important for making smart decisions. Schools need clear
goals and plans that work not just for today, but also for what might happen in the future.
This helps leaders decide on things like what students should learn, how the school should
be set up, and where to spend money. Knowing what might happen in the future helps make
choices that keep the school working well and looking forward.
Using money wisely is a big part of planning, especially when there's a limited budget.
Understanding future needs helps schools spend money on the most important things. It
helps leaders decide where to put funds, who to hire, and what parts of the school need
improvement. This way, schools can get the most out of their investments and make sure
they help education the most.
1.8. Importance of Assessment in Future Needs:

25. Looking ahead is not just for the short term. It's also about making sure plans last a long
time. Schools that think about what might happen in the future can make strategies that are
strong and can handle challenges over time. This way, schools are ready for whatever comes
their way and can keep doing well in a world that's always changing.
In the end, planning for the future in education is super important. It helps schools make
good choices, use money wisely, be creative, and make sure their plans last. This way,
schools can be successful and stay important for a long time.
1.8. Importance of Assessment in Future Needs:

26. In the field of education, planning for the future in education means figuring out how much
money will be needed for upcoming changes and improvements. This includes looking at
things like upgrading school building, using new technology in classrooms, improving the
curriculum, and helping teachers learn new things. Schools as well as other authorities who
are in charge of making decisions about educational needs (Barnett, W. S. (1985) to estimate
how much all of these things will cost.
For example, if they want to use more technology in classrooms, they have to think about
how much it will cost to buy and keep computers and software updated, and to train
teachers. If there's a plan to build new schools or fix up old ones, they have to figure out the
costs of construction, renovations, and everyday expenses like electricity and maintenance.
2.1. Costing the Future Needs in Education:

27. The main aim is to make a detailed plan that fits with the goals of the school, so they can
carry out their plans in a smart way. Thinking about the future also means making sure they
have enough money for a long time, looking at whether the costs will be worth the benefits,
and checking if there are ways to get money or help from others to make these
improvements happen. This way of planning helps ensure that schools not only have good
ideas but also have the money and support they need to make these ideas happen and last
for a long time.
2.1. Costing the Future Needs in Education:...
Develop a comprehensive budget that covers all aspects of future needs, including
infrastructure, technology, and staff proves to be the backbone for improving institutions
health.
1. Budgeting:

28. Evaluate the expected benefits against the costs for each initiative to prioritize and allocate
resources efficiently.
2. Cost-Benefit Analysis:
Consider the long-term financial sustainability of educational programs and infrastructure
projects.Costing the future needs in education involves estimating the financial
requirements associated with anticipated developments, changes, and improvements in the
education sector over a specified period. This process includes forecasting the expenses
related to various components, such as infrastructure development, technology integration,
curriculum enhancements, teacher training, and other initiatives aimed at meeting the
evolving needs of education.
3. Long-Term Financial Planning:

29. Costing is very important in education planning. It helps decide how much money is needed
for projects. This is crucial for using resources wisely. Schools often have a set budget, and
costing helps plan where to spend money (Rice, J. K. (1996). It makes a clear plan for
decision-makers to use funds in the most important areas.
Costing is key for making budgets. It helps schools create detailed plans for spending
money. This stop overspending and keeps things in order. A good budget helps schools make
smart decisions, keeping money in line with their goals. It also helps with prioritizing.
Schools have many needs but limited money. Cost estimates (Fay, T., & Hartman, W. T.
(1995) help decide which projects are most important. Decision-makers can then use money
wisely, focusing on areas that help the school the most.
Knowing the costs also helps make smart decisions. Schools can understand the trade-offs
between different options. This helps choose the best and most cost-effective solutions for
long-term success.
2.2. Why Costing the Future Needs is Important?

30. Looking into the future, costing helps with financial sustainability. It helps schools check if
their plans can last for a long time. This prevents money problems and ensures that
improvements in education can continue.
Costing is also good for talking to others. It helps schools communicate clearly with the
government, donors, and the community. By explaining money needs openly, schools build
trust and get support. This makes everyone feel confident that money is used responsibly.
2.2. Why Costing the Future Needs is Important?..

31. 2.3. Key Components of Costing the Future Needs:
Estimating expenses related to the construction, renovation, or maintenance of educational
facilities, including classrooms, laboratories, libraries, and other physical structures.
1. Infrastructure Costs:
Budgeting for the acquisition, maintenance, and upgrading of technology infrastructure,
devices, and software to support digital learning initiatives.
2. Technology Costs:
Calculating costs associated with hiring, training, and retaining qualified personnel,
including teachers, administrators, and support staff.
3. Personnel Costs:
Allocating funds for the creation, revision, and implementation of curricula that align with
evolving educational goals and standards.
4. Curriculum Development Costs:

32. 2.3. Key Components of Costing the Future Needs:
Budgeting for ongoing training programs to ensure educators are equipped with the skills
and knowledge required to implement new teaching methods and technologies.
5. Training and Professional Development Costs:
Setting aside funds for research initiatives, innovation labs, and pilot programs aimed at
testing and implementing new educational approaches.
6. Research and Innovation Costs:
Calculating costs associated with hiring, training, and retaining qualified personnel,
including teachers, administrators, and support staff.
7. Inclusive Education Costs:
Investing in programs that enhance the competitiveness of education on a global scale, such
as language education, international collaborations, and benchmarking against global
standards.
8. Global Competitiveness Costs:

33. 2.4. Need of Future Costing in Educational Planning and
Implementation:
Costing in educational planning and implementation is a
systematic process of estimating and allocating financial
resources to various components of educational initiatives. This
involves several key steps:
1. Budget Development:
Creating a comprehensive budget that outlines projected costs
for each aspect of the educational plan, including capital
expenses, operational costs, and programmatic investments.

34. 2. Cost-Benefit Analysis
Evaluating the expected benefits and outcomes against the
projected costs to determine the cost-effectiveness and return on
investment of educational initiatives.
3. Financial Planning:
Developing a long-term financial plan that considers the
sustainability of educational programs and projects, (Levin, H.
M., & Woo, L. (1981) taking into account funding sources,
grants, and potential collaborations.
4. Prioritization:
Identifying and prioritizing initiatives based on available
resources, urgency, and alignment with educational goals.

35. 5. Monitoring Expenditures:
Implementing systems for monitoring and controlling expenditures to
ensure that resources are used efficiently and effectively.
6. Flexibility and Adaptability:
Building flexibility into the budget to account for unforeseen challenges,
changes in priorities, or emerging needs.
7. Accountability and Reporting:
Establishing mechanisms for accountability, including regular reporting on
financial performance and outcomes achieved through the allocated
resources.
8. Public-Private Partnerships:
Exploring opportunities for collaboration with the private sector,
philanthropic organizations, and other external partners to supplement
funding and resources.

36. Cost analysis is really important in planning for education. It helps use resources well, make
good money decisions, and keep things going for a long time. One big reason it matters is
because it helps decide where to put money. Schools (Hanushek, E., A. , (1994) usually have
a limited budget, and cost analysis helps understand how much money different projects
need. This helps leaders use money wisely, putting it where it will help education goals the
most.
Cost analysis is also key for making good budgets. By figuring out how much things will
cost, schools can plan where to spend money and avoid spending too much. A good budget
helps schools make smart choices, making sure money goes to what's most important for the
school's plans and goals. It also helps decide what's most important. Schools have many
needs but not enough money for everything. Cost analysis helps leaders choose the projects
that will make the biggest difference. It helps them use money wisely and focus on areas that
2.5. Why cost analysis matters?

37. We can summarize it as the cost analysis is really important in education planning. It helps
leaders use resources well, plan budgets effectively, choose important projects, make smart
decisions, and make sure education plans can last for a long time. This way, schools can
reach their goals and make a positive impact on education.
2.5. Why cost analysis matters?

38. You can use these steps to calculate a cost analysis ratio:
1. Determine the reason you need a cost analysis:
When you do a cost analysis, how you use it depends on why you're doing it. Figure out why
you need the cost analysis to know what things you should consider. For instance, if you're
making a project budget, you might look at budget details from past projects.
2. Evaluate cost:
Now, let's look at the costs connected to the project. Make a list of all these costs, so it's
handy for what comes next. Think about any surprise costs that might pop up and how the
costs might change as time goes on. Here are the factors to consider when evaluating cost:
i. Direct cost:
This is the cost associated with each product variable, like product type, customer, service
or activity.
2.6. How To Calculate Cost Analysis?

39. ii Indirect cost: These expenses are not directly associated with the project but the company
needs to include them in the budget. They can include rent, utilities and administrative
expenses.
iii. Real cost: This is the cost associated with the actual production of a project, like labor
and material costs.
iv. Tangible cost: This is the cost that relates to supporting a project, like purchasing tools
and paying employees.
v. Intangible cost: Factors that impact the outcome of a project, like changes in production
levels or decreases in customer satisfaction, are intangible costs.
3. Compare to previous projects:
Now, let's compare your current cost analysis project (Haller, E. J. (1974) to past ones. Look
at similar costs and calculations from before, and use this info in your analysis. This helps
2.6. How To Calculate Cost Analysis?

40. 4. Define Investment and the investors:
Knowing who's involved in the project is crucial for figuring out how much it will cost.
Stakeholders are people or groups interested in the project. They might invest money or
help plan it. The project's success affects stakeholders, so it's important for analysts to
include their details in the cost analysis.
5. List the potential benefits:
Now, let's list all the good things that might happen because of the project, especially the
money it could make. It's important to put a specific value on projects that have benefits
other than just making money. Ask financial experts and people involved in the project to
get a clear idea of how much we expect to gain from it.
2.6. How To Calculate Cost Analysis?

41. 6. Subtract the cost from the outcome:
The next step involves finding your cost analysis ratio (Levin, H. M., Glass, G. V, &
Meister,G. R. (1984) by subtracting the total costs from the project's estimated benefits. For
example, if a project costs Rs100000 and the benefits are Rs2500000, then Rs 2500000-Rs
100000=Rs 1,500000. You can produce several cost analysis ratios if you have multiple
different scenarios for how much profit a project could generate.
7. Interpret your results:
After figuring out how much your project will cost (Finn, J., & Achilles, C. (1990), it's really
important to check if it's a good idea to go ahead. If the money you expect to make matches
what you wanted, it's usually a good sign to continue. But if the cost analysis shows you
might not make enough money, think about ways to cut costs or find ways to make more
money before moving forward. Checking these things helps you decide if the project is a
2.6. How To Calculate Cost Analysis?

42. Conclusion:
An effective assessment of future needs in education and
costing requires a holistic approach that considers
demographic, technological, and societal changes.
Collaboration among stakeholders, careful planning,
and strategic investments are key to ensuring that
education systems can meet the evolving needs of
students and society.

43. Kaufman, Roger., and Fenwick W. English, (1979), Needs Assessment—Concept and application.
Nagia, Kay Hodson-Carlton, Marilyn, James, Mary, Valerie, (2005), Online Education: Needs Assessment for
Faculty Development
White, J., & Altschuld, J. (2012). Understanding the “What Should Be Condition” in needs assessment data.
Evaluation and Program Planning
James , Ryan, (2014), A Primer on Needs Assessment: More Than 40 Years of Research and Practice
J. W. Altschuld, (2010). The needs assessment kit.
6Witkin, B. R. (1994). Needs assessment since 1981: The state of practice. Evaluation Practice
Kaufman, Roger., 1992, strategic planning plus: an organizational guide.
Altschuld, J. W., & White, J. L. (2010). The needs assessment kit—Analysis and prioritization
Kaufman, R., Guerra-Lopez, I., Watkins, R., & Leigh, D. (2008). The assessment book: Applied strategic
thinking and performance improvement through selfassessments.
Witkin, Bell, R., and James W. Altschuld, 1995, Planning and Conducting Needs Assessments: A Practical
Guide.
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Fay, T., & Hartman, W. T. (1995). Cost effectiveness of instructional support teams in Pennsylvania.
Finn, J., & Achilles, C. (1990). Answers and questions about class size: A statewide experiment.
Haller, E. J. (1974). Cost analysis for educational program evaluation. In W. J. Popham (Ed.), Evaluation in
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Jamison, D. T., Klees, S. J., & Wells, S. J. (1978). The costs of educational media: Guidelines for planning and
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References:

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47. Thank You
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