Educational planning in third world countries began in the late 1950s and early 1960s with the objective of expanding educational systems. This involved growing the systems, developing educational administration, and increasing efficiency. However, educational planning faced challenges in the 1970s and 1990s due to economic crises and reduced public budgets. Problems included excessive focus on quantity, centralized decision-making, weak implementation, and slow evaluation. Educational planning still managed to progress as a specialized field.

1. Planning and Development in the Third World by: Dr. Eusebio
F. Miclat Jr. Development Planning & Budgeting, PSU (2004)
Miss Jennielyn M.Velasquez Dr. Maura M. Umaclap
Educational Planning March 18, 2017
Saturday 8:30-11:30A.M.
PLANNING AND
DEVELOPMENT IN THE
THIRD WORLD

2. LEARNING OBJECTIVE
▪Describe the beginnings of
educational planning;

4. w.w.w.

5. Worlds Within the World
▪ The term "First World" refers to so called developed, capitalist,
industrial countries, roughly, a bloc of countries aligned with the
United States after World War II, with more or less common political
and economic interests: North America, Western Europe, Japan and
Australia.
▪ "Second World" refers to the former communist-socialist, industrial
states, (formerly the Eastern bloc, the territory and sphere of
influence of the Union of Soviet Socialists Republic) today: Russia,
Eastern Europe (e.g., Poland) and some of the Turk States (e.g.,
Kazakhstan) as well as China.

7. What makes a nation third world?

8. What makes a nation third world?
▪ These are the :
 developing and technologically less advanced
nations of Asia, Africa, Oceania, and Latin
America.
 Poor
 lack of a middle class
 large foreign debt

9. high infant
mortality
low economic
development,
high levels of
poverty
heavy dependence
on industrialized
nations
low utilization of
natural resources,

10. PLANNING AND DEVELOPMENT IN THE THIRD WORLD
▪ After the Second World War, the United
States together with other developed
countries started a foreign aid program.
The initiative, which began as a program
for reconstruction, became economic
and technical assistance in such areas as
health, education and agriculture. Then
it expanded to include public
administration and management.
EDUCATION
AGRICULTURE
HEALTH

11. FOREIGN AID PROGRAM:
▪ The government channels
about half of its economic
assistance through a specialized
agency, the Government-
sponsored foreign aid began a
systematic fashion after World
War II.
▪ From the perspective of
governments – a voluntary
transfer of resources from one
country to another.

12. THE FIRST DEVELOPMENT DECADE
▪
First Decade: Assumptions Still with us.
1. Development was based on a model of self-help and individual
initiative. It was the absence of individual initiative that caused
under-development. Sustainability: Humanitarian aid had to be
changed to developmental principles in order for it to be successful.
Wise guidance to indigenous peoples on the part of the change agent
was built into this principle.

13. THE FIRST DEVELOPMENT DECADE
▪
First Decade – Educational Planning
2. Education and training (and the technical assistance that went
with it) were the key to development. Human resource development
and training were thus pre-defined components of development
efforts. Through targeting semi-skilled workers, through a kind of
bridging training, a void could be filled in human resource terms.

14. THE FIRST DEVELOPMENT DECADE
▪
First Decade-Value Change
3.There was a need to change values. This in part went back to the
faith based organizations that dominated technical assistance in the
first half of the 20th century. This required a minimum technical
assistance commitment for 3-5 years.

15. THE FIRST DEVELOPMENT DECADE
▪
First Decade-Development
4. Crucial to development was the need to reduce tensions and
foster understanding between groups. Conflict resolution was at the
center of discussions about political development and later
governance components of the development effort. Ralph Bunch
First Palestine Mediator 1949 (with Eleanor Roosevelt)

16. THE FIRST DEVELOPMENT DECADE
▪
First Decade- Projectization
5. It was possible to distinguish between elite projects that allowed
only an indirect impact on development and grassroots activities
which, though limited would impact directly on disadvantaged
peoples.

17. FIRST DEVELOPMENT DECADE
▪ Socio-economic programs
▪ Technical assistance
▪ Administrative, Financial Process and Technologies
Exports
▪ Administrative Technologies were transferred to
improve the machinery of the national governments
of developing countries.

18. ▪The National Economic and
Development Authority (NEDA), as
mandated by the Philippine
Constitution (Filipino: Pambansang
Pangasiwaan sa Kabuhayan at
Pagpapaunlad),

19. EDUCATIONAL PLANNING IN THE THIRD WORLD

21. Educational Planning in the Third World
▪ ThirdWorld countries in the late 1950s and early 1960s.
OBJECTIVE:
“Expansion of Educational Systems”

22. Educational Planning in the Third World
▪ Singh (1990)
(a) the growth and development of educational systems;
(b) development of educational administration and the setting up
of planning organizations within the educational system; and
(c) enhanced perception on the problem of efficiency in the
educational system.
▪

23. Educational Planning in the Third World
▪ The Paris Conference on Policies for Educational Growth in the early
parts of the 70s reviewed the nature and consequences of educational
growth, dissected current problems, and came up with planning
guidelines and policies. However, the proposed policies were not
implemented because of the research results that highlighted the
inadequacy of inputs in producing the desired educational outputs.

24. Educational Planning in the Third World
▪ Many developing countries
implemented major cuts in public
expenditures which limited resources
for education. Educational
planning faced a new challenge
in the 1990s that of developing a
paradigm or approach of
harmonizing the loose linkage
between greatly reduced budget
and the goal for quality
education (Ross and Mahlch,
1990).

25. Educational Planning in the Third World
Educational systems also faced problems. Among these
problems were:
▪ (a) excessive quantitative orientation, that is, planning
approach had been predominantly quantitative both in
analysis and normative aspects;
▪ (b) educational planning had been overly centralized in
the decision-making process;
▪ (c) weakness in implementation; and
▪ (d) insufficiency of the evaluation dimension of
educational planning (Singh, 1990).

26. SUMMARY
▪ Educational Planning in the Third World As evidenced by the
development experiences of the Third world countries “Economic is
not economic growth alone. There are some non-economic
ingredients of economic development”
▪ More than half the economic growth of the last decade in
industrialized countries was due to factors other than the classical
inputs of labor and capital, to improvements in the quality of labor
due to scientific research, technological innovation and EDUCATION
ANDTRAINING (A. king, 1967)

27. SUMMARY
▪ It was for this reason that educational objectives were subsumed
in national development plans centered on the task of
orchestrating the tremendous expansion of education systems
with the aims of: a. Universalizing education b. Providing national
economies with the qualified manpower they needed
▪ Major Economic Crisis in the ’70s and’90s • Austerity and belt
tightening measures were adopted led to a limitation in the
resources made available to education • With the dwindling
Financial resources due to increased debt payments education
planning was confronted challenge to link between reduced public
budget for quality education

28. SUMMARY
▪ Problems Encountered • Excessive quantitative orientation •
Over centralization • Weaknesses in implementation •
Evaluation dimension is slow
▪ Impact of the over-all integrated education systems
a.The evolution of over-all integrated education system
b. Development of educational administration and
organization of planning structures within the education
system; and
c. Sharpened administrative perception on the problem of
efficiency in the system (R.Singh, 1990)

29. “Educational Planning managed to grow and
progress even while it was initially an integral part
of National Planning. It developed as a separate
field of specialization in educational
management.”