Page 107 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 7: Planning: Process and Means

(i) Interpretation : Educational planning should also call for interpretation of future’s data and Notes
its translation into competencies or operational capabilities demanded to maintain
effectiveness under the conditions anticipated.
(ii) Goals and Objectives
(iii) Decision-Making

(iv) Operations Optimization
(vi) Problem Prevention
(vii) Management Change
(viii) Complexity Resolution
• The following principles of educational planning are formulated :
(i) Educational planning must be one aspect of general national planning.
(ii) Research is based planning based on system analysis.
(iii) Planning must be a continues process.
(iv) Planning should find a definite place in educational organization.
(v) Planning should take into consideration resources and establish conditions of work.
• Planning can be defined as “a process of taking decisions for future actions in order to achieve
pre-determined objectives by optimum utilization of available resources in a limited time frame.
• The term “planning” is very frequently used in daily life and every person without exception
does some planning at individual level when one has to accomplish some task. Households
plan for meeting the requirements of the family within the income available and thus plan for
monthly expenditure.

• In order plan for education there are certain steps that are involved.
• These are as follows.
• Diagnosis of the Educational Situation
• Target Setting
• intervention Strategies and Activities
• Costing and Budget Preparation
• Implementation and Monitoring Mechanism
• Negotiations, Appraisal and Approval
• Diagnosis of Educational Situation
• The first step in developing a plan for education is to diagnose the educational situation. A
diagnosis of the education system is an important and initial step towards developing plan.
Diagnosis forms an important step in understanding the system itself. Diagnosis in planning is
a process of making a realistic assessment regarding what and how much has already been
achieved till now.
• The diagnosis of educational situation can be done at various levels e.g. at the national, provincial,
district sub-district, village and school level.
• Targets are translation of objectives in clearly defined quantitative terms. Targets are statements
which state clearly and unambiguously what is to be achieved and are in measurable terms and
have definite time frame.
• 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.

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