educational planning

3. Planning can be viewed as an approach to problem
solving. It provides a systematic way of viewing problems
and developing short- and long-term solutions. It can
also be viewed as a decision-making process used to help
guide decisions concerning future needs.
Planning is a process, its direction is mapped for future
implementations.

4. Planning is an exercise of useful utilization of
available resources in order to achieve pre-
determined objectives.
Planning is a set of various decisions,
what to be, how to be and why to be?

5. – Pre-planning
– Planning
- Plan Formulation
– Plan Implementation
– Plan Elaboration
- Evaluation

6. Formulation of Objectives;
I. The creation of a suitable planning organization,
II. The establishment of planning procedures,
III. The structural reorganization of the educational administrative
machinery to participate in the formulation and implementation of plans
and
IV. Setting up the machinery and the procedures for the collection and
analysis of the statistical and other data required for planning.

7. Pay attention to the
following questions
This stage comprises five principal steps:
A. Diagnosis
B. Formulation of Policy
C. Costing of Future Needs
D. Establishing of Priorities and Targets
E. Feasibility Testing

8. Pay attention to the
following questions
Once the national educational objectives are
defined, The first step to be taken by the
educational planner is to ascertain whether the
current educational effort of the country is
adequate., relevant and conducive to their
achievement.

9. Pay attention to the
following questions
The diagnosis of the existing educational situation would
highlight defects and deficiencies which are to be corrected to
enhance the relevance, effectiveness and efficiency of the
plan.

10. Pay attention to the
following questions
The next step in the planning stage is the cost of future needs.
Using the best available cost data , each group of needs is
costed with due consideration to fluctuation in prices.

11. Pay attention to the
following questions
At the time of analyzing for planning purposes, the
educational planner would have taken stock of the resources
available to educational development from various sources
both governmental and non-governmental national and
foreign.

12. Pay attention to the
following questions
The targets are set according to needs that have
been identified and the priorities are assigned but
another serious look at the targets is necessary to
ensure whether they are consistent and feasible.

13. A. To present a set of decisions
to the appropriate national
authorities for approval.
B. To provide a blue-print for
action by the various agencies
responsible for implementing
those decisions.

14. The process of elaboration is in two steps:
a. Programming- is dividing up the plan into
broad action areas. Each of which aims at
accomplishing a specific objective. Each
action area is called program.

15. b. Project Identification and Formulation
Each program consist of activities which
can be grouped together to form a unit for
administrative or accounting purposes.

16. The implementation of an education plan
begins when individual projects are taken up
for execution. Here, the planning process
merges with the management process of the
national educational effort. Using the annual
budget or the annual plan as the principal
instrument, an organizational framework is
developed for the various project.

17. As the education plan is being implemented, the machinery to
evaluate the rate of progress and detects deviations is set in
motion. Since the evaluation is normally a continuous
operation and simultaneous with plan implementation, the
preparation of reports may be at fixed points. (e.g. annually,
quarterly, mid-term or end of term)

18. 1. It highlights weaknesses in the plan.
2. It takes place the diagnosis of the planning stage in
providing the basis for replanning.

19. The principal task of the educational planner is to
elaborate the national strategy of educational
development into a plan of action over a selected
time of horizon. A plan may be long-term or
perspective extending from 10 to 20 years or even
more.

20. In some aspect, the results of education may be
measured in a relatively short time (e.g. higher
education; professional training). But the results of
the activity as a whole may be visible only after
several decades. For example, the success of current
educational operations will be reflected in the quality
of the national labor force, political, intellectual and
social leadership.

21. Medium-term plans of 4-5 years, prepared against
the back-drop of a long-term perspective plan and it
is operationally proved to be the most efficient.
These define the goals and targets with greater
clarity and provide a definite basis for action.
Short-term planning needs to be adopted only as an
inevitable alternative to medium-term planning.

22. Whatever the time horizon of an education plan, the
function of preparing is characterized by:
a. An attempt to bring about a balanced
development of all sectors of the educational
system as well as learning opportunities provided
outside the system.

23. b. The correlation of the educational effort with the
national policy for economic and social development.
c. An effort to coordinate quantitative expansion with
qualitative improvements in structure, content and
methods.
d. The determination to ensure that the investment
in education brings good dividends both to the
society and the individual.

24. In all these respects, the educational planner has to be
forward looking, innovative and pioneering.

25. The advantages of using this sequence of planning include:
Clarification — Serves as a communication tool to inform
the community, village or town about future activities.
Control — Minimizes uncertainties since the planner must
carefully weigh alternative courses of action.
Management — A useful method of allocating limited
resources.
Evaluation — Encourages periodical assessments of
progress in meeting intended objectives.