Page 101 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 7: Planning: Process and Means

for knowing the reasons of non-enrolment of children one may have to analyze not only school Notes
related factors but also education related factors that operate in the social and economic realm of the
society.
The diagnosis of educational situation can be done at various levels e.g. at the national, provincial,
district sub-district, village and school level. However, the nature and content of analysis and the
indicators used for analyzing the situation may vary between levels. At the higher levels like national
and provincial level the analysis of present situation in education may mostly be quantitative and
focusing more on input variables whereas at the lower levels e.g. at the village or school levels focus
may be more on the qualitative dimension and process variables.
The level of disaggregation of information required for analysis also varies between various levels.
For example, an analysis of educational situation at national level may focus more on inter-state
disparities in educational progress; a diagnosis at the state level may focus on inter-district differences.
At the lowest level i.e. village level the focus may be on the disparities between households and
families.
The diagnosis can be purely quantitative or can also be qualitative. However, it involves a systematic
and empirical analysis of the educational situation. For this there is a need of developing a reliable
data base for initiating the planning exercise. The quantitative analysis is more important while
diagnosing the educational situation at the national or provincial level. Even at the local level
quantitative information provides more objectivity to analyze the educational situation.
To understand the educational situation one may have to analyze education related factors which
may have direct bearing on education. Hence an analysis of immediate external environment may
be quite helpful in order to understand the educational process that is taking shape in schools and
their immediate surroundings. Focus on such education related dimensions is more important to
identify constraints.
In planning for education the diagnosis exercise may focus on various factors. These may be related
to factors pertaining to inputs to the education system; factors pertaining to the functioning of the
system and factors pertaining to the efficiency and outcomes of the educational process. While
considering the inputs important elements to be considered include provisions of facilities and
infra-structure, enrollment, teachers etc. As far as functioning of the system is concerned the elements
to be taken into account include administration of education at the system level, managing the
educational process at the institutional and classroom level.
Target Setting
Targets are translation of objectives in clearly defined quantitative terms. What the plan intends to
achieve during the plan period when specified in quantitative terms is known as target. Targets are
statements which state clearly and unambiguously what is to be achieved and are in measurable
terms and have definite time frame. In order to develop education plan the targets may be set for
access, enrolment, retention and achievement level of children. However it is desirable to undertake
the target setting exercise in a disaggregated manner. Secondly in a medium and long term plan the
targets should be set in a phased manner which means that targets should not only be set for the
total plan period but should also be set for all intervening years. This may not only help to see the
progress of implementation of the plan on year to year basis but may also facilitate in reviewing the
implementation strategies and perhaps revising the targets for the coming years.
The gender and social disparities in the field of education are common features in developing
countries. These disparities may be in enrolment, retention or even in achievement also. One of the
important objectives in the education plan will be to reduce these disparities. It is therefore important
to set the targets on enrolment and retention separately for boys and girls as well as for different
ethnic groups that are educationally backward. Over, a period of time the gap between boys and
girls and between various ethnic groups and others may be reduced. The target of reducing this gap

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