Course title: Educational
Planning Full
marks: 100
Course No. Ed PM 516
Pass marks: 40
Nature of the course: Theoretical Periods per week: 6
Level: M.Ed. Total periods: 150
Year: First
Time per period: 55 minutes
1. Course Description
This
course aims to help students specialize in educational planning and management
and conceptualize the principles and practices of educational planning process.
It includes the concepts of planning development, information system, planning
dynamics, and implementation of education plan. This course also includes some
major issues and discourses of educational planning in Nepal and abroad.
2. General Objectives
The general objectives of this course are as follows:
- To provide the students with
the essential knowledge of educational planning such as indicators of and
information system for education planning, human resources planning and
planning for dynamic educational change required for preparing educational
plan.
- To make the students
familiar with the development of educational planning in last four decades
and its prospects.
- To provide a better
understanding of educational planning at central, federal, local and
school level of selected countries from socialist, capitalist and
communist countries and of education planning in post war countries
- To acquaint the students with the educational
policies and planning in
- To provide the students with
the knowledge on archaeology of human sciences and planning, and planning
for inductivism, inclusion and falsificationism.
3. Specific Objectives and Contents
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Unit I: Indicators of education planning (15)
1.1.Concept
of an indicator
1.2.Components
and tools of indicator
1.3.Developmental
list of indicators
1.4.Moving
from objectives to indicators
1.5.Quantitative
versus qualitative indicators
1.6.Classification
of indicators
1.7 Analysis of indicators
1.7.1.Analysis
and selection of indicators
1.7.2 Analysis
of period
1.7.3 Mapping
1.7.4.Scoreboard
design
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Unit II: Information
System for Educational Planning (10)
2.1.Geographical
Information System (GIS) in micro planning
2.2.GIS as a Tool and more
than a Tool
2.3.Geographical
Information System (GIS) in education planning
2.4.Public
Participation in Geographical Information System (PPGIS)
2.5.Trends
and issues of GIS
2.6.Use of
GIS in School Mapping
2.7.Other
MIS systems such as EMIS, Teacher Management Information System(TMIS),
Programme Management Information System (PMIS), Community Management Information System(CMIS), School Management
Information System(SMIS) for Education for All(EFA) and School Sector
Reform(SSR)
2.8.Use of
EMIS in
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·
Describe the need for planning for the
universalization of education, compulsory education, reaching the un-served
groups of children and vocalization of education, educating the people of all
ages and financing in retrospect.
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Unit III: Four Decades
of Educational Planning- Retrospect and Prospect (15)
3.1.Planning
for the universalization of education
3.2.Planning for compulsory
education
3.3.Planning
to reach the un-served groups of children
3.4.Planning
to vocationalize education for market consumption
3.5.Planning to educate the
people of all ages
3.6.Planning to finance education
3.6.1.Planning
to address pluralities of the country
3.6.2.Educational
planning: from provision to process
3.6.3.Educational
planning: from national to external funding
3.6.4.Educational
planning: from consumption to the individual and the national rate of return
3.7.Direction for educational
planning
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Unit IV: Human Resources Planning, Methods, Experiences and Practices (15)
4.1 Traditional Planning
Methods
4.1.1.Educational
planning based on human resource requirements
4.1.2.Educational planning
based on human potentiality
4.1.3.Alternative approaches to the
evaluation of training needs and priorities
4.1.4.Approaches on the evaluation
of efficiency of the training system
4.1.5.Implications to
4.2 Recent trends in human
resources planning
4.2.1.Prospective planning for
employment
4.2.2.Prospective planning for mind harvesting
4.2.3.Implications to
4.3. The lessons for future planning
4.3.1.Lessons for human resources planning
4.3.2.Lessons for financial resource planning
4.3.3.Lessons
for material resource planning
4.3.4.Implications to
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Unit V: Archaeology of
Human Sciences and Planning (15)
5.1.Renaissance episteme
5.2.Classical episteme
5.3.Modern episteme
5.4.Contemporary episteme
5.5.Disorder of things
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Unit VI: Central,
Federal, Local, and School Level
Education Planning (15)
6.1.Process
and functionaries of education planning to address multicultural and
multilingual issues:
6.1.1.Socialist countries(
6.1.2.Capitalist countries(
6.1.3.Communist
countries (People's Republic of
6.2. Commonalities
and points of departures in planning process and functionaries of these
countries.
6.3.Problems,
issues, and challenges in planning:
6.3.1.Centralization
6.3.2.Decentralization
6.3.3.Localization
6.3.4.Globalization
and
6.3.5.Glocalization
6.4.Learning
from education planning for future
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Unit VII: Planning for
Dynamic Educational Change (15)
7.1.Planning for mass
education
7.2.Planning
for corporate capital and progressive education
7.3.Planning
for the transformation of higher education
7.4.Planning
for capital accumulation, class conflict and educational change
7.5.Implications
of educational and development plans (1956 – to date) of
7.6.Planning
issues and directions for
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Unit VIII: Parameters of
Planning: Inductivism, Inclusion and
Falsificationism (15)
8.1.
Inductivism in planning
8.2.
Inclusion in planning
8.3.
Falsificationism in planning
8.4.Metaphysics
of inductivism and falsificationism in Planning
8.5.
Assessment of
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·
Explains the pedagogical, political, cultural,
economic and organizational discourses on educational planning.
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Unit. IX: Discourses on Planning
(10)
9.1.Pedagogical discourse
9.2.Political discourse
9.3.Cultural discourse
9.4.Economic discourse
9.5.Organizational discourse
9.6.Discourse on planning in
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Unit X: Educational Policies and Planning in
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Unit XI: Education
Planning from the Post War Countries (15)
11.1
Planning
for peace
11.2
Planning
for reconstruction
11.3
Planning
for transformation
11.4
Planning
for inclusion
11.5
Planning
for the un-served people
11.6
Planning
for open school and open university
11.7
Financial
planning to address peoples' heightened expectations
11.8
Planning
for the eradication of corruption in education
11.9
Implications
to
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4. Instructional
Techniques
The instructional techniques for this course are divided into
two groups. The first group consists of
general instructional techniques applicable to most of the units. The second
group consists of specific instructional techniques applicable to specific units.
4.1 General Instructional Techniques
- Lecture
- Question
answer
- Discussion
- Brain
storming exercises and group work followed by presentation as per the
nature of lesson
4.2 Specific Instructional Techniques
- Unit I: Library work for
collecting developmental list of indicators
- Unit VI: Involving the students in
the collection of materials related to education planning in
- Unit IX: Organizing discourses on
education planning by inviting guest experts
5. Evaluation
Both
formative evaluation and summative evaluation will be used to evaluate the
learning of the students. Formative evaluation includes written tests, class
participation, preparation and presentation of reports and practical exercises.
The scores of formative evaluation will be used to provide feedback but will not
be included in the annual examination. The annual examination as a summative
evaluation will be conducted by the Office of the Controller of Examinations.
The types and number of questions to be included in the annual examination
paper are as follows:
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Types
of questions
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Total
questions
to
be asked
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Number
of questions
to
be answered and marks allocated
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Total
marks
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Group A: Multiple choice items
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16 questions
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16 x 1 mark
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16
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Group B: Short answer questions
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8 with 3 'or' questions
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8 x 6 marks
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48
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Group C: Long answer questions
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3 with 1
'or' question
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3 x 12 marks
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36
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6. Recommended Books
Anthony, H.P. (2007). Demand side financing in
education. Paris :
International Institute for Educational Planning, UNESCO (For unit XI)
Attfield, I. et al (2001). Improving
micro-planning in education through a geographical information system.
Paris :
International Institute for Educational Planning, UNESCO. (For unit X).
Bowles, S. & Gintis, H. (1987). Schooling
in Capitalist America USA : Basic
Books, a division of Harper Collins (For unit VII /Part II pages 53 -
125)
Cohen, J.M. & Peterson, S.B. (1999). Administrative
decentralization: Strategies for Developing Countries. USA : West Hartford . (For unit VI)
Dalin, P., Rolff, H.G. & Kleekamp, B.
(1993). Changing the school culture. CASSELL: The imtec
Foundation. (For units IX & X pages 52, 53 and Chapter 6)
Hallak, J. & Poisson, M. (2007). Corrupt
school, corrupt universities: What can be done. Paris : International Institute for
Educational Planning, UNESCO (For unit XI).
Hite, S.J. (2008). School mapping and GIS in
education micro–planning. Bangkok : International Institute for
Educational Planning, UNESCO. (For unit II)
Holt, M. (1987). Judgment, planning and
educational change. London :
Harper and Row publishing (For unit VI, page 97 to 132)
Lewin, K. (2008). Four decades of educational
planning: Retrospect and prospect. Paris : International Institute for
Educational Planning, UNESCO (For unit III)
Matthews, M.R. (1980). The Marxist theory of
schooling: A study of epistemology and education. New Jersey : Harvester Press (For unit VIII
pages 39 -57 of unit 15)
Pamela, M.P. (1983). Michel
Foucault's archaeology of
western culture: Toward a new science of history. Chapel Hill : The University of North
Carolina
Sauvageot, C. & Graca, P. D.D. (2007). Using
indicators in planning education for rural people: a practical guide.
FAO, Paris: International Institute of Educational Planning
Sommerr, M. (2004). Coordinating education during
emergencies and reconstruction: challenges and responsibilities.
Paris :
International Institute
of Educational Planning
UNESCO (2004). Planning human resources:
Methods, experiences and practices. Paris :
Author. (For unit IV)
UNESCO (2005). Hand book for decentralized
education planning. Paris :
Author (for unit VI)
Varghese, N.V. (2008). State is the problem and state
is the solution: The changing
orientation in educational planning.
Paris :
International Institute for Educational Planning, UNESCO. (For unit III)
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