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Educational Management

Notes may depend upon the gaps between these categories in the base year of the plan, reducing this gap
may depend upon the gaps between these categories in the base year of the plan.
It is important to note that plan targets for all major interventions need to be set at the lower level
administrative unit. For example, in the national plan state (i.e. province) wise targets may be set or
while planning at the state level district wise targets need to be set. Further the plan targets should
be expressed both in terms of absolute figures as well as in terms of performance indicators, where
ever applicable.

For analyzing the quality and outcomes of the education system the efficiency of education
and the pass percentage and graduation rate etc. are important.

Intervention Strategies and Activities
After setting the targets the next step in planning is to evolve strategies to achieve the targets and
therefore evolving intervention strategies to achieve the targets is another important aspect of plan
formulation. The effort may be to highlight the interventions that will help to overcome the problems
and constraints identified in the plan so as to ensure that the targets set are achieved. However, it
is to be noted that the strategies evolved will have to address the identified problems and issues.
While evolving the strategies important points to keep in view are : (i) in a decentralized planning
any single strategy may not be uniformly operational or applicable in different areas and that is
why probably for addressing a single problem one may have to envisage a set of strategies for a
given context. (ii) Many a times a single strategy may not be enough to address an issue or a
problem and there will be a need to work out multiple strategies for addressing a single problem.
(iii) All the problems and issues identified during the planning exercise must be tackled and
intervention strategies should be worked out accordingly and there should thus be a linkage between
the problems/issues identified and the intervention strategies developed for addressing them.
Translating the strategies into programmes and activities is the next step in the plan formulation. It
is to be kept in view that a specific intervention strategy may require a number of programmes to
make it operational and effective.
However a programme may be an aggregation of various activities. It is therefore necessary to
translate each and every strategy into activities and tasks. For example for improving access the
strategy can be ‘opening of new schools’. However one of the activities under the strategy of opening
new school may be ‘construction of school building’. But the activity of construction of school building
has many tasks that are to be undertaken. These tasks may be (i) identification of school-less
habitations; (ii) identification of habitations qualifying for opening schools; (iii) listing and
prioritization of habitations; (iv) deciding about the number of schools to be opened; (v) identification
of habitations where schools are to be opened; (vi) deciding the location/site of the school; (vii)
acquiring site/transfer of land; (viii) identification of agency for construction and supervision; (ix)
actual construction work; (x) monitoring and supervision of construction work and (xi) finishing
and furnishing of school building.
Next step in plan formulation is the sequencing and phasing of these activities and the tasks. It may
be noted that some activities /tasks can be undertaken only in a sequential manner whereas some
activities/tasks can be started simultaneously. For example, construction of school building and
recruitment of teachers are the activities which can be undertaken simultaneously while actual
construction of school building can not be done before deciding the site of the school, acquiring site,
transfer of land and identification of agency for construction and supervision.

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