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Outline the types of educational planning

Outline the types of educational planning.

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Planning with adequate facts, backed by rather than voluminous statistics. This type is certainly the most desirable but it’s the one least likely to be carried into effect simply because in practice, the necessary facts and statistical data are seldom available.

The second type of planning can perhaps best be defined by the title of a book by Wolfgang Satolper (1966), who spent 2 years drawing up the development plan for the federation of Nigeria. His book is called planning without facts, a very realistic title, because it corresponds to a very realistic type of planning. In many cases it is simply impossible to ascertain all the facts ideally necessary for perfect planning.

At the meeting of the inter-American regional project in Mexico city in October 1963, Pitamber Pant of India defined the 3rd type as planning without purpose or planning for the sake of planning. Unfortunately, there is a good deal of such planning going on today, particularly the kind which makes use of the more questionable techniques of highly theoretical mathematical models and in which the basic objectives get lost in a discipline of methodological fireworks but whatever planning is used whether it’s with or without facts, the importance of strategy building is fundamental to the process. In the context of educational planning, this involves first, the setting of targets. This means not projections and most emphatically not forecasts, but the imparting of directions which are to govern subsequent actions. The targets can certainly be modified from time to time in accordance with experience gained in the course of the planning process.

Reaching the targets implies a plan, a programme for action based upon a choice of priorities. Priorities are then the second vital element in strategy building. No country can have all the education which it thinks necessary or desirable. Rather, any country must promote or emphasize programmes which have high priority and discard or tone down programmes which have no priority.

Strategy building thus involves the making of assumptions, which may only sometimes be correct and which often must be based on intuitive judgments. It involves, above all, the making of choices, sometimes very difficult choices, and planners, particularly educational planners, often fail to realize that the choices of one objective implies the rejection of others. If you choose to put your resources in one area, you thereby choose not to put them in other areas. As far as educational development is concerned, six such critical areas will be outlined here, without indication, however, of what the actual choice should be, as this depends largely on real condition on any country.

Kavungya answered the question on April 3, 2019 at 06:23

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Outline the types of educational planning

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