This document discusses the policy, planning, and program development process. It defines policy as a statement of goals, with plans developed to achieve those goals through specific programs and actions. The document then outlines Bangladesh's national education policy development process, which included forming a committee, setting goals of ensuring quality education for all, reviewing past policies and commissions, drafting the policy and soliciting public feedback, and finalizing the policy. It also discusses different models of planning, including rational planning, logical incremental planning, contingency planning, and crisis management planning.

1. PLANNING AND
POLICY MAKING
PROCESS
Tariqul Islam

2. Policy, Plan and Program
 What is Policy?
 Policy is a statement of goals.—Quality
Education for all.
 A policy contains one or more plans to
attain the policy’s goals—Increasing
school enrollment, reducing drop outs,
increasing rate of passing in Completion
Exam, etc.
 Each plan specifies objectives to be
attained through a program
 Program is a set of specific actions---
Stipend program, school feeding program,
etc.

3. Education Policy making
process
 Background
 Committee formulation
 Setting Goal
 Specify rational and objectives
 Review of education commission and policy
 Draft policy and feedback
 Policy finalization
Education Policy, 2010

4. Background
 It has not been possible to construct and
establish any Education policy in the last four
decades
 Vision 2021: to bring change in the quality of
life
 Promise of establishing a digital Bangladesh
Education Policy, 2010

5. Committee formulation
 An 18 member Education Policy formulation
committee
 National Professor Kabir Chowdhury as the
chair
 Dr. Qazi Kholiquzzaman Ahmad as the co-
chair
Education Policy, 2010

6. Setting Goal
 Goal of The National Education Policy
embodies the nation’s verdict and aspirations,
the spirit of liberation warand independence;
it reflects people’s goals and values
and thereby follows the basic Constitutional
guideline.
Education Policy, 2010

7. Specify rational and objectives
Rational:
 To ensure the rights and the opportunities for
education for all eradicating all differences
Objectives are:
 eradicate illiteracy and ensuring quality
education for all
 achieve quality, modern and updated
education
 upgrade the quality of higher education
Education Policy, 2010

8. Review of education commissions
and Policy
 Dr. Qudrat-e-Khuda Commission, 1972
 Education Policy, 2000 (draft)
Education Policy, 2010

9. Draft policy and feedback
Within four months, a draft National Education
Policy was developed and
 it was put to website and other media for
sharing widely with the people of all walks of
life for their feedback.
 Different seminars and meetings were held on
the draft policy and comments were recorded.
Education Policy, 2010

10. Policy finalization
The draft policy has been finalized with
 Further additions and amendments with the
incorporation of relevant views,
recommendations and suggestions
received from educationists, teachers, students,
parents, politicians, ale m s (Muslim theological
experts), businessmen, investors,
professionals and people from all strata of life.
Education Policy, 2010

11. Planning
 Is reasoning about how an organization will
get where it wants to go (policy).
 Is to see opportunities and threats in the future
and to exploit or combat them by making
decision in the present

12. Models of different Planning
Framework
 Rational planning model
 Logical incremental planning
 Contingency planning
 Crisis management planning

13. Rational planning model
 Rational planning model provides a
systematic and well-established model to
understand the planning process

14. Figure: Rational planning model
Step 5: Feedback
loop
Low attendance rate

15. Logical incremental planning
 Logical incremental model recommends
that the policymakers meet challenges
slowly by taking small—incremental—
steps.
 Do a pilot project, if it works, expand,
improve, if it doesn’t work at all, start
again new.

16. Figure: Logical incremental
planning
Increase attendance

17. Contingency planning
 If there is a flood—how will the schools
have classes?
 If there is a too many absent teachers–
how will the school conduct classes?
 If-Then scenario planning.
 The plans should be made ahead
 Scenarios have to be projected and plans
how to deal with them must be done
beforehand.

18. Crisis management planning
 Forms of crisis/accidents:
 Natural—fire, floods, cyclones, etc.
 Normal—physical illness, industrial
accidents, supply breakdowns, power
failures, books and supplies breakdown,
economic crises, recessions, etc,
 Abnormal—criminal crisis, terrorist
attacks, kidnapping, information crises,
cyber attacks, tampering with official
records, etc.

19. Stages of Crisis Management
 If there is a probability of infectious disease
outbreak like chicken pox—what steps will
schools follow?

20. Stages of Crisis Management
 There are three essential steps:
 Prevention:
- building relationship with key stakeholder
 Preparation:
- detail planning to handle
- designate a spokesperson
 Containment (response and follow-up
concerns)
- speak with one voice to minimize the
number of conflicting stories
- strive to give people a sense of security and

21. Crisis Management Plan (CMP)
 This should be a detailed written plan that
specifies what steps should be taken by
whom in a crisis.
 The plan should list names of contact
persons with phone numbers, etc.
 There should be plans of backup and
recovery if and when it calls for.