PDGS 6102

Educational Planning

Lecture 1
Lecturer: Dr. Kazi Enamul Hoque
 What is Planning
• plan - have the will and intention to carry
out some action; "He plans to be in
graduate school next year"; “
• plan - make plans for something; "He is
planning a trip with his family"
• plan - a series of steps to be carried out or
goals to be accomplished;
 What is Planning?(Cont.)
• an act of formulating a program for a definite
course of action; "the planning was more fun
than the trip itself"
• the act or process of drawing up plans or layouts
for some project or enterprise
• the cognitive process of thinking about what you
will do in the event of something happening; "his
planning for retirement was hindered by several
uncertainties"
 Brain storming
• Planning is also an intelligent behavior –
How?
 What is Planning?(Cont.)
• Planning in organizations and public policy
is both the organizational process of
creating and maintaining a plan; and the
psychological process of thinking about
the activities required to create a desired
goal on some scale. As such, it is a
fundamental property of intelligent
behavior.
 Brain stormring
• Why we need planning?
 Why we need planning?(cont.)
• Planning is one of the most important
project management and time
management techniques. Planning is
preparing a sequence of action steps to
achieve some specific goal. If we do it
effectively, we can reduce much the
necessary time and effort of achieving the
goal.
 Why we need planning?(cont.)
• A plan is like a map. When following a
plan, we can always see how much we
have progressed towards our project goal
and how far we are from our destination.
Knowing where we are is essential for
making good decisions on where to go or
what to do next.
Why you need planning?(cont.)
• One more reason why we need planning is
again the 80/20 Rule. It is well established
that for unstructured activities 80 percent
of the effort give less than 20 percent of
the valuable outcome. We either spend
much time on deciding what to do next, or
we are taking many unnecessary,
unfocused, and inefficient steps.
Why you need planning?(cont.)
• Planning is also crucial for meeting our
needs during each action step with our
time, money, or other resources. With
careful planning we often can see if at
some point we are likely to face a problem.
It is much easier to adjust our plan to
avoid or smoothen a coming crisis, rather
than to deal with the crisis when it comes
unexpected.
 Brain storming
• Then what is educational planning?
 Edu Planning
• Neither miracle drug nor devil’s potion
(liquid remedy)
• Educational Planning
for
• Educational Development
How
• Effective and Efficient
education
Why
• responding the needs
of students and society
 Literary definition of Edn. Planning?(Cont.)

• Educational planning as the process by which an

analysis of the condition of an education system is made
in order to determine and devise (plan) ways of reaching
a desired future state, thus included the co-ordination
and direction of the different parts of an education
system the achievement of long term goal of a country,
this would involved of the assessment of the existing
situation, including the institutional structures and
availability of financial, physical and human
resources(Forojolla,1993)
• Process of analyzing condition
of education system

• to achieve desired future goal

• To coordinate different part of

education system for long term
goal

• to Assess present situation

such as infrastructure,
availability of financial, physical
and human resources
 What is Edn. Planning?(cont.)
• EP is something that is decided in advance
“what we want to do and how we are going to do
it (William G.,1971)”
• EP is “the process of preparing a set of decision
for future action”(Anderson &Bowman,1967)
• In broadest generic sense, EP is the application
of rational systemic analysis to the process of
educational development with the aim of making
education more effective and efficient in
responding to the needs of its students and
society(Coomb, P., 1970)
 What is Ep?(Cont.)
• Abdul Wahab Jamaluddin(1991) termed
EP as to prepare a set of decision for
future action based on the past experience
• Is it rigid?
 Is it rigid? Cont.)
• Seen this light, educational planning is ideologically
neutral. Its methodologies are sufficiently flexible and
adaptable to fit situations that differ widely in ideology,
level of development, and governmental form.
• Its basic logic, concepts, and principles are universally
applicable, but the practical methods for applying them
may range from the crude and simple to the highly
sophisticated, depending on the circumstances.
• It is therefore wrong to conceive of educational planning
as offering a rigid, monolithic formula that must be
imposed uniformly on all situations.
 Scope of EP
Coomb,P.(1970)
• Educational planning deals with the future, drawing
enlightenment from the past. It is the springboard for
future decisions and actions, but it is more than a mere
blueprint. Planning is a continuous process.
• Planning is, or should be, an integral part of the whole
process of educational management, defined in the
broadest sense. It can help the decision-makers at all
levels-from classroom teachers to national ministers and
parliaments-to make better-informed decisions.
 Background of EP

• Unbroken Ancestry (Coomb, 1970)

Xenephon tells (in the Lacedaemonian
Constitution) how the Spartans, some
2,500years ago, planned their education to fit
their well defined military, social and economic
objectives.
• Plato in his Republic offered an education plan
to serve the leadership needs and political
purposes of Athens.
• China during the Han Dynasties and Peru of the
Incas planned their education to fit their
particular public purposes.
 Background of EP

• Thus John Knox in the mid-16th Century proposed a

plan for a national system of schools and colleges
expressly designed to give the Scots a felicitous (lucky)
combination of spiritual salvation and material wellbeing.

The heady days of the new liberalism in Europe, in the

late 18th and early 19th Centuries, produced a bumper
crop of proposals bearing such titles as ‘An Education
Plan’ and ‘The Reform of Teaching’, aimed at social
reform and uplift. One of the best known of these was
Diderot’s ‘Plan d’une Universitipour le Gouvernement
de Russie’, prepared at the request of Catherine 11.
Another was Rousseau’s plan for providing an education
to every Polish citizen.
 Background of EP
• The earliest modern attempt to employ educational
planning to help realize a ‘new society’ was, of course,
the First Five-Year Plan of the young Soviet Union in
1923. Though its initial methodologies were
crude(simple) by today’s standards, it was the start of a
continuous and comprehensive planning process which
eventually helped transforming less than fifty years-a
nation which began two-thirds illiterate into one of the
world’s most educationally developed nations. Its
ideological orientation aside, this Soviet planning
experience offers a variety of useful technical lessons for
other countries.
 Look back
• Spartan’s edu planning 2500years ago
(What)
• Edu plan in Plato’s Republic
• China’ edu planning during Han Dynasties
• John Knox in the mid-16th Century
• Edu plan in Europe in late 18th and 19th
century aimed at what?
• Rousseau’s plan
• Which plan was the attempt to build new
• All these plans were varies in terms of
objectives, scope and complexity
 Background of EP
• What did the administrative head of a
typical local public school district do in the
1920s as educational planning
 Key features of the planning
before 2nd world war
• (1) it was short-range in outlook, extending only to the next budget
year (except when facilities had to be built or a major new
programme added, in which case the planning horizon moved
forward a bit further);
• (2) it was fragmentary in its coverage of the educational system;
the parts of the system were planned independently of one another;
• (3) it was non-integrated in the sense that educational institutions
were planned autonomously without explicit ties to the evolving
needs and trends of the society and economy at large; and
• (4) it was a non-dynamic kind of planning which assumed an
essentially static educational model that would retain its main
features intact year in and year out.
 Why new EP was Necessary

• During the twenty-five years from 1945 to 1970

educational systems and their environments the world
over were subjected to a barrage of scientific and
technical, economic and demographic, political and
cultural changes that shook everything in sight. The
consequence for education was a new and formidable
set of tasks, pressures, and problems that far exceeded
in size and complexity anything they had ever
experienced. They did their heroic best to cope with
these, but their tools of planning and management
proved grossly inadequate in the new situation
 Modern edu Planning
• In the industrialized nations
• Speaking very roughly, the industrialized
nations have passed through three
educational phases from 1945 to 1970 and
now find themselves in a perplexing fourth
phase: (1) the Reconstruction Phase; (2)
the Manpower Shortage Phase; (3) the
Rampant Expansion Phase; and (4) the
Innovation Phase.
 Developing nations
• Wasteful imbalances within the
educational system
• Demand far in excess of capacity
• Costs rising faster than revenues
• Non-financial bottlenecks
• Not enough jobs for the educated
• The wrong kind of education
 Recent progress in planning in
developing countries
• First, educational planning should take a longer range view. It
should in fact have a short-range (one or two years), a middle-range
(four to five years) and a long-range perspective (ten to fifteen
years).
• Second, educational planning should be comnprr1zensii;e. It should
embrace the whole educational system in a single vision to ensure
the harmonious evolution of its various parts.
• Third. educational planning should be integrated with the plans or
broader economic and social development. If education is to
contribute most effectively to individual and national development,
and to make the best use of scarce resources, it cannot go its own
way, ignoring the realities of the world around it.
• Fourth, educational planning should be an integral part of
educational management. To be effective, the planning process
must be closely tied to the processes of decision-making and
operations. If isolated in a back room it becomes a purely academic
 Cont.
• Fifth, (and this proposition was slower to
become evident) educational planning
must be concerned with the qualitative
aspects of educational development, not
merely with quantitative expansion. Only
thus can it help to make education more
relevant, efficient and effective.
 New Edu planning
Look Back
• Longer range view
• Comprehensive
• Integrated
• Integral part of educational management
• Qualitative
 Education Policy
• What is policy
 Educational Policy
• According to a dictionary definition, policy
is "any course of action followed primarily
because it is expedient (useful) or
advantages in a material sense". When
put into a political theme, this definition
would read: ‘Public Policy is a concept
(usually in a written document), whereby
the government or a political party will
determine decisions, actions and other
matters that will prove advantages to
society in general’.
 What is Policy
• The starting point for anyone who is producing
policies is to realize that there needn’t always be
consistency in them. This is mainly because the
values of society are continuously changing, and
policies being the representation of society’s
preferences and ideals, must change with them.
It is at this broad level that policy becomes a
complex interplay of social and economic
decisions, prevailing ideas, institutions and
individuals, technical and analytical procedures,
and general theories about the way policy is
made
 Literary definitions
• Policy is a decision of government with specific
proposal as a form of theory or model that goes
through some process to gain output (Hogwood
& Gunn, 1998)
• Harman(1984) defines policy--- the implicit or
explicit specification of courses of purposive
action being followed or to be followed in dealing
with a recognized problem or matter of concern
and directed towards the accomplishment of
some intended or desired set of goals
 Type of Policy
1. Distribute or Redistribute policy
2. Symbolic Policy
3. Rational and Incremental Policy
4. Substantive or Procedural Policy
 Implementation Factors for EP
• EP must be coincide (matched) with the national
development plan
• EP must be side by side with the National
Education Policy, Philosophy and Reform
• There must be Plan Review, once the
educational plan is completed
• Before the implementation of plan, research is
must
• Plan must be accepted by the majority and
minority group
 Cont.
• Politically stable
• Adequate manpower (Professional/Non
professional)
• Stable economy(Internal/global)
• Less bureaucratic or red-tape and corrupted
practices
• Must foresee the demographic change and
students’ enrollment pattern
• Must be time frame to carry out the plan(3/4/5/10
years)
 Cont.
• Plan must be evenly distributed among the
states, provinces or county or districts
• Must consider the aspiration of the
individual and the society at large
• Plan must be comprehensive and
intensive and not compartmental for both
formal and non-formal education, public
and private education
 National development Plan
implemented in Malaysia
• First Malaya Plan(1957-60)
• Second Malaya Plan(1961-65)
• First Malaysia Plan (1966-1970)
• ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
• Ninth Malaysia Plan (2006-2010)
Long –Term Development Plan
• Vision2020(1991-2020)
• First Outline Perspective Plan(OPP1)
(1971-1990)
• Second Outline Perspective Plan (OPP2)
(1991-2000)
• Third Outline Plan(OPP3)(2000-2010)
 Long-Term EP(for education)
• Edu dev. Plan(2001-2010)
For mid-term edu plan
National Edu Blue Print(2006-2010)
 EDU policy implemented in
Malaysia
• Razak Report(1957)
• Rahman Talib Report(1960)
• Education Act 1961(The National
education Policy)
• The Cabinet Committee reviewing the
implementation of The Education
Policy(CCR Report, 1979)
• The Education Act(1996)