This document discusses the need for new educational planning approaches in developing countries. It outlines several issues with past approaches: 1) imbalances in educational systems led to shortages, 2) demand exceeded capacity as expectations grew, 3) costs rose faster than revenues, 4) non-financial bottlenecks like lack of teachers and facilities, 5) not enough jobs were available for the educated population, and 6) education systems provided the "wrong kind of education" that did not suit countries' needs. The document then proposes different planning time horizons and purposes to address these issues, including long, medium, and short-term planning.

2. Why a new kind of planning become
necessary?
1) Wasteful imbalances within the educational system
2)Demand far in excess of capacity
3)Costs rising faster than revenues
4)Non-financial bottlenecks
5)Not enough jobs for the educated
6)The wrong kind of education

3. WASTEFUL IMBALANCES WITHIN THE
EDUCATIONAL SYSTEM
Necessary flows of components such as
teachers, buildings, equipment, textbooks, etc.
were not carefully projected, scheduled and
programmed.

4. DEMAND FAR IN EXCESS OF CAPACITY
The setting of bold targets, the making of large
promises, and the very expansion of education fired
an increase in popular expectations and educational
demand that fed on itself and soon go out of hand.

5. COSTS RISING FASTER THAN REVENUES
Enormous popular demand was an effective political
pressure for boosting education budgets, however the
budgets could not possible keep pace with the rising
costs and student numbers.

6. Three possible escapes
1st
One has to cut back the initial targets
2nd
One has to cut costs by raising educational efficiency
3rd
One has to spread available resources thinner over
more and more students

7. NON-FINANCIAL BOTTLENECKS
• Shortage plagued in educational development
a) the limited administrative abilities of educational systems
to plan and to transform plans and money into desired
results
b) the long time required to recruit and develop competent
staffs for new schools and universities
c) the limited capacity of local construction industries

8. NOT ENOUGH JOBS FOR THE EDUCATED
The employment market pendulum had swung sooner and
more abruptly than even the manpower experts had
anticipated. In a small and simple economy it does not take a
very large shift in the numbers to produce a major change in
the employment market balance---and a traumatic shock for
many students and their families.

9. After a few years of educational
„production lag‟, relatively large
numbers of graduates began to
come on to the market.
Simultaneously, many who had
gone abroad to study were now
returning with degrees.
The vacant government posts by
now had been largely filled by the
best qualified people available at
the time, even though their
qualifications often fell well below
the official norms, and below those
of the newly educated who would
later come on to the market.

10. WRONG KIND OF EDUCATION
th
20
„Imported
century education‟ as
being ill-suited to the needs of poor
nations
trying
to
modernize
themselves.

11. It was doubtful if even a more „modern‟ type
of education designed to fit young people for
a modern job and city life was the right
education for the great majority of
youngsters who were destined to live out
their lives in rural areas.

12. Instead of conditioning them for leadership
in rural and agricultural development, which
was indispensable to over-all national
development, it would tend to alienate them
from their rural surroundings.

14. Planning according to time-horizon and
purpose
Long Term (Perspective
plan)
•10-20 yrs. or even 25 yrs.
•It may be medium-term
, usually 4-7 yrs.
Short Term (Single-purpose
plan)
•1-3 yrs.
•Single-plan ( may extend
from a few days to couple of
years)

15. MEDIUM-TERM PLANS
ADVANTAGES
PURPOSE
• Prepared against the back-drop of • To prepare on rolling basis, that
a long term perspective plan, have
operationally proved to be the
most efficient.
• Define the goals and targets with
greater clarity and provide a
definite basis for action.
is extending the plan by one
year at a time and revising the
targets
according
to
implementation experience.

16. Thus, a country
which prepares 5year plans will
produce a “rolling
plan” every year in
this following
manner:
(a)2010-2014
(b)2011-2015
(c)2012-2016
(d)2013-2017
(e)2014-2018

17. SHORT-TERM PLANNING
SINGLE-PURPOSE PLANNING
• Needs to be adopted only as an • Usefully
inevitable alternative to mediumterm planning and that, too, on an
emergency basis.
• “rolling
plans” has eliminated
the need for short-term planning
in most cases.
adopted
when
a
particular
objective
like
implementing
a
reform
measure, building an institution
or piloting legislation is to be
achieved.

18. Florencio Arica Jr. notes that 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;

19. (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.

20. ~ END OF REPORT~
Being busy does not always mean real work. The object of all
work is production or accomplishment and to either of these
ends there must be
forethought, system, planning, intelligence, and honest
purpose, as well as perspiration. Seeming to do is not doing.
Thomas A. Edison