A presentation on decentralised planning in nepal. compiled from TRM, Published by NCED, Nepal

Decentralized Planning
Ananta Kumar Paudyal
Instructor
Educational Training Centre
Dhulikhel, Kabhre
Mobile : 9841418326
email : paudyalaaa@yahoo.com

Resources
• Planning is only for that we have limited
resource.
• Resource does not mean only financial
resources. All (human, material/physical,
financial) are equally important.
• No country, no institution and no person can
claim that they have unlimited resources.
• We have to achieve desire goal with limited
resources
5/6/2013 2presented by ananta kumar paudya

WHAT IS PLANNING
• Taking of decision for future action
• With a view to achieve pre-
determined objectives
• Through the optimum use of
available resources
• In a specified time setting

Taking decision for future
• Planning is simply talking about the future
but nobody knows about the future
• Planning is a formal process of decision-
making for the future.
• Still there is a question, why decision-making
is essential and in what level that should be
taken?
• Decision making in the system level
• Multi level decision-making process

Goal, Objectives and Stargets
• Goals are more related to policy rather
than planning
• Targets stand for translating the
objectives in quantitative terms.
• Therefore, perhaps, everybody could say
that the term 'objective' seems more
suitable for educational planning

Time Frame
• Talking of planning always tag with
time frame.
• We should aware that money can be
generated but we cannot earn time.
• Therefore, it should be carefully
utilized

DECENTRALISED PLANNING

A plan is decentralized when
• Lower units are given authority to
formulate its own targets and evolve
strategies
• Lower units are given authority to mobilize
resources and to re-allocate resources
already given by Higher level
• Lower spatial units participate with higher
units in planning on more equal terms

Functional decentralization
• Identification of areas which come
under decentralized plan
• Territorial jurisdiction

Financial decentralization
• Provisions for budget preparation at
lower level

Administrative decentralization
• Matching authority with
responsibility
• Meant for planning for
implementation

Democratic decentralization
• Ensuring people’s participation in
development programme

Decentralized planning: Advantages
• Takes care of local needs
• Plans more effective because of homogeneity
at the Unit of planning
• It helps to overcome local specific problems in a
better way
• Flow of Information/Data quick
• Implementers a party in the planning process so
more chances of successful implementation

Centralization Vs decentralization
• Centralization is in response to the need
for national unity whereas
Decentralization is in response to the
demand for diversity
• It is better to put in place a better
system of collaboration between the
national, regional and local centers of
decision making

Approaches of Educational Planning
• Social demand approach
• Cost benefit analysis approach/ rate
of return approach
• Manpower requirements
approaches

Some Considerations
• Higher the level of planning, more the scope of
rational allocation of resources and lesser the
possibility of ensuring optimum utilization.
• Lower the level of planning more the scope of
ensuring optimum utilization of resources and
lesser the scope of rational allocation.
• Centralization is in response to the need for
national unity whereas Decentralization is in
response to the demand for diversity
• It is better to put in place a better system of
collaboration between the national, regional
and local centers of decision making

Appraisal of Plan
• The appraisal of plan document is important
as it ensures a comprehensive review of the
various aspects and components of the
programme proposals
• Appraisal is a combination of quantitative
and qualitative exercise focusing on
programme such as Basic Education/ teacher
development

Objectives of Appraisal
• To undertake a comprehensive review of all aspects and
components of the programme in the district.
• To review the district plans to assess inter-linkages between
national/EFA plan and district plans across the components.
• To assess individual components from the point of view of
technical, managerial and financial feasibility.
• To undertake a holistic assessment of the strengths and
weaknesses of the district plan.
• To assess the preparedness of the institution to implement
the programme, and
• To provide technical support and thus facilitate the decision
makers in approving the plan

Existing practices of educational planning:
Bottom planning at the core concept
School
School Improvement Plan
District Education Committee
DistrictEducation Plan
Village/Municipality Education
Committee
Village Education Plan
Municipal Education Plan
Village/Municipal Council
Village Development plan
Municipality Development Plan
Ministry of Education
SSRP
ASIP/AWPP
National Planning Commission
Periodic Plan
Ministry of Local Development
ASIP/AWPP
District Development Council
District Development Plan
Community
Micro plan

SIP: Rationale and Conceptual Clarity
• Commitment to bringing decentralization in educational
management
• School as the unit of change and development planning
• Shift the focus from system level to school level, Moving away
from Systemic Reforms to Institutional Renewal
• Increased emphasis on involvement of all stake holders
• Shift from external monitoring to improved internal management
of the school
• Recognition of the need for institutionalizing accountability
mechanisms at the field level
• Critical need for strengthening the roles and functions of school
level managers
• Improving Quality is the core concern: Quality focused
• Five year institutional plan
• Three aspects: Better school, better teaching and better learning

Village Education Plan
• Organize a meeting of teachers and villagers
• Discuss the institutional plan/SIP prepared by
the school and the micro-planning efforts
undertaken by the community
• Putting these two together will lead to
development of an education plan for the
village
• Discussion with teachers and villagers lead to
refinement and finalization of plan

SIP: Reflection is required on some
more critical issues
• What are our assessments on the
understanding and practice of SIP?
• Purpose of SIP – why do we need?
– Need for greater clarity
– Is it for improving enrollment and participation?
– Is the focus on quality improvement?
– Can we expect SIP be the basis for field level action
or it should focus on internal matters of schooling?

District Education Plan: Context
• Right based education
• EFA global campaign and EFA/NPA and SSRP
• Discuss SIP prepared by the school and the
VEP by the VES
• Putting these two together will lead to
development of an education plan for the
district
• Participatory planning exercise

Issues of decentralized planning:
Current practice and issues
• What should be the lowest unit of decentralization?
(district, VDC, School)
• Allocation of resources: Rational or optimum allocation?
• To what extent it should be guided by Center? (Supply
based? centrally guided micro planning? More)
• Is it government budget focused? What about non budget
activities?
• Level of practices of VEP?
• Quality of SIP and DEP?
• Linkages :(Linkage among DEP-ASIP-AWPB? Linkage
among DEP-VEP/MEP-SIP?
• Appraisal issues: SIP by RC ? DEP by RED ?

Local Management of Schools
– Clarity on the role of SMCs
– Relation between SMC and VEC/VDC – still an evolving
process
– What will be the nature of linkage between the school
and the Line Management of Education?
– The question of School Autonomy – how much
autonomous will the schools be?
– What about small schools?
– How will SIP be operationalised in small schools?
– What would be its implication for school autonomy?

SIP and District Level Planning
• What kind of linkage between the two is meaningful?
• Can we build the District Plan on the basis of SIPs?
• If individual SIPs become fully operational, what will be
the place of district planning?
- Improving school quality requires long-term sustained efforts

SIP and School Budget
– Streamlining school-specific funding and its use
– Decision on sanctioning the budget – who will do at
what level?
– How will school-specific funding be related to
school budget

SIP and Performance Accountability
– Can we make SIP the basis building accountability
for school performance?
– How do we link SIP with supervision and
monitoring?
– Do we need an independent body for this or the
existing authorities (DOE/DEO) will continue to do
this?

SIP and Reforming the School
Management System
– Need for redefining the role of the district level
education managers: DEO and SS?
– Rethinking on the role of RPs?

Capacity building for Implementing SIP
– Delivery of the Training Inputs - Who will do that?
– What should be the nature and contents of the training
package? will it serve the purpose?
– Providing continuous support to school heads - which is
the critical level?
– Training has to be built around real case studies of
schools
– Holistic perspective of total school improvement
planning
– Involvement in Training Material Development is the
Critical strategy for Capacity Building
– Merely training the school heads and teachers – will it
serve the purpose

DEP: Some Critical Issues and
Questions in DEP
• Develop DEP by amalgamating SIP/VDC/VEP?
• Involvement of stakeholders for the preparation of DEP?
• Do resource mapping, and prepare DEP to suit with the
spirit of Decentralized Act?
• Who does monitoring, supervision and performance
reviewing
• Role of district and the local institutions for the
management of physical, financial, and human resources
• Who should be the owner of DEP? (DDC, DEO, DEC, or
others?)
• Is decision making of DEO based on DEP?
• Is there action plan along with DEP?

Role of RP in Preparing DEP, VEP and SIP
• Facilitating to organize a meeting of teachers and villagers
• Discuss the institutional plan/SIP prepared by the school and the micro-
planning efforts undertaken by the community
• Putting these two together will lead to development of an education plan
for the VEP
• Discussion with teachers and villagers lead to refinement and finalization
of plan.
• Discuss SIP prepared by the school and the VEP by the VEC
• Putting these two together: it will lead to development of an education
plan for the district
• RP should ensure that the followings aspects are well taken:
– Participatory planning exercise
– Right based education
– Social inclusiveness
– EFA global campaign and EFA/NPA
– The SSRP

Prioritization skills in planning and
implementation

Strategies for quality improvement:
two basic principles
• There is no uniform solution to the problem
of quality even within a district; the problem
of school quality has to be dealt with in a
contextual fashion
• Improving school quality requires long-term
sustained efforts

Information collection and issues
identification processes
• Consultation with stakeholders at school level
• Consultation at district and RC level
• Participatory exercises conducted at different level: district ,sub-district
level, school
• Use of data base for planning
• Analysis, diagnosis and prioritizing the issues
• Estimation of resources (local and centre)
• Developing the programs/activities
• Target setting by analyzing district situation and national context (EFA)
• Developing the monitoring and implementation plan
• Make familiar the schools for following tools:
– the status mentioned in the School Sector Reform Program (SSRP),
– Prioritized Minimum Enabling Condition (PMEC/MEC),
– Child Friendly School National Framework (CFSNF),
– School Accreditation Form,

Prioritization of Needs:
• Provide technical support to school Prepare a
prioritized list of needs to address the needs
identified through the consultation/workshop of
SMC, PTA, Student representatives, school
family and RP.
• Help schools for setting targets in the school
curriculum and School Self Assessment exercise
in the workshop/consultation with SMC, PTA,
Student representatives, school family and RP.

Practical Exercise on SIP preparation
• Follow the step that is given in the School
Improvement Plan Formulation Guidebook -
2069". It is the revision of the “School
Improvement Plan-Handbook” circulated by
DoE in 2064.

Follow the Official definition, purpose
and procedures:
– School Improvement Plan is an institutional 5 year
periodic plan to make own school a ‘better school’,
‘better teaching’ and ‘better learning’ facilities
focused to improving quality of education.
– After the appraisal of SIP based on the set standard,
the concerned SMC shall have to approve it by the
last week of Jestha of every academic year. And, a
copy of the approved SIP shall have to be
compulsorily furnished each to the concerned
VDC/Municipality, Resource Center and DEO.

Follow the Criteria of appraisal of
draft plan
– Technical soundness: A condition in which accuracy in
analysis or deliberation of subjects, or quality
institution and leadership of school in preparing the
plan, available support of SMC and considerable
facilitation of the stakeholders, are maintained.
– Financial viability: State of balance or calculation of
possible income sources, alignment of the cost
estimation and school’s own-income and grants.
– Administrative feasibility: Fairness in responsibility
division for implementation, reciprocal relation
between institutional/human skill; and balance of plan
and target, availability of the ‘monitoring and work
performance implementation mechanism’.

Guide the school to follow the framework given
in the School Improvement Plan Formulation
Guidebook -2069"

1. Introduction of school
a) Historical background
b) Geographical condition
c) Background of School-Community
d) Defining School Catchment Area
e) Program details

2. Identification of Needs
a) Analysis of current status
b) Identification of major problems
c) Prioritization of Needs

3. Plan Formulation
a) Vision setting of the school
b) Target Setting
c) Identifying program/activities
d) Resource Management
e) Annual Implementation Plan
− First Year: Detail Implementation Plan
− Second Year:Detail Implementation Plan
− Third Year: Detail Implementation Plan
− Fourth Year: Detail Implementation Plan
− Fifth Year: Detail Implementation Plan

Analysis of Current Status: based on the “9
indicative reform areas ” referring to the
present data of schools in consultation with
SMC, PTA, student representative
1. Grade wise Student Profile
2. Status of Internal Efficiency
3. Students Learning Achievement
4. Teachers’ Profile
5. School operation management
6. Physical Facilities Management
7. Provision of school management
8. Availability of educational materials
9. Resource management

Help in the identification of major
problems: Present a details identifying
major problems analyzing:
– the status mentioned in the School Sector Reform
Program (SSRP),
– Prioritized Minimum Enabling Condition (PMEC/MEC),
– Child Friendly School National Framework (CFSNF),
– School Accreditation Form,
– Targets set in the school curriculum and School Self
Assessment exercise in the workshop/consultation with
SMC, PTA, Student representatives, school family and
RP.

Resource
•
5/6/2013 presented by ananta kumar paudya 46

A presentation on decentralised planning in nepal. compiled from TRM, Published by NCED, Nepal

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