5 Stages of Educational Planning

There are five main stages of
educational planning:
(1) Collection and Analysis of Statistical Information:
At this stage, relevant information about the system of education and concerned socio-
economic factors is collected so as to provide the quantitative basis for projections
aimed at the future development of the educational system.
Along with this, assessment in some allied fields is also necessary as education is an
integral part of the total plan and is closely inter-related with the economic development
of the country.
(2) Evolving Policy Proposals:

The statistical information collected helps in identifying the gaps, weaknesses and
shortcoming and provides the planners with a clear idea of the existing conditions. This
helps the planners in formulating policy proposals aimed at accomplishing pre-
determined objectives.
The formulation of the policy proposal requires an over-all view of the role of education
vis-a-vis the economic development and the over-all planning. It should also take into
account the complexities of a large country like India, the diversities of cultures within it
as well as the regional aspirations.
These necessitate the introduction of a uniform educational system (e.g., 10+2+3

system) along with scope for regional diversities in the curricula. It should also aim at
evolving policy decisions concerning rational norms of optimum class-size in terms of
enrollment and student-teacher ratios at different levels and types of education.
Besides, policies concerning admission criteria (except the compulsory primary

education level), promotion of students, fees to be paid on the basis of the principle of
social justice, supply of text-books, equipment, devising curricula, methods of teaching,
teachers’ qualifications and in-service professional development, methods of evaluation,
medium of instruction, language policy and teachers’ salaries must be taken into
account.
(3) Projections, Programming and Project Analysis:

An effective plan necessitates projections of all the inputs of the educational system –
students, teachers, administrators, school buildings and classrooms, equipment and
financial requirements.
Projections have to be made of the future nature and size of the demographic
composition of population for a period of fifteen to twenty years. Since student is the
focus of the educational process, projection should begin with the school and the
college age-groups drawn on a yearly basis in terms of enrolments.
There are two commonly employed procedures available for scientific projections:
(i)The enrolment ratio method which is based on the projection of past and present
ratios of school enrolment or school attendance into the future. It requires estimates of
population by age and sex regarding school enrolment and/or attendance data.
)The grade cohort method which is also known as cohort survival method. This method
also makes use of the past and current enrolment data by grade for every school level
and for approximately seven-year and ten-year data for primary and secondary levels
respectively.
It also requires data on the number of new students, repeaters and those who pass on
to the next higher class for every standard/class. Projections are calculated from the
survival rates of students after taking into consideration demographic characteristics
such as birth rate, mortality rate and migration rates.
Alongwith this, a minimum social standard of education needs to be postulated such as

compulsory schooling for every child for a certain number of years.
Besides, provisions should be made in the estimates for the changes made by students
midstream (e.g., switching from science faculty to commerce faculty) and other forms of
turnover, adult education, literacy programmes, excess supply of products in a particular
stream etc.
An assessment should also be made about the efficiency and effectiveness of the
curricula, pedagogy used and criteria of admissions and evaluation as well as the
changes required therein.
This is followed by programming and operation. For example, if 800 technicians are to
be produced, a programme on the number of institutions, teachers, equipments, space,
syllabi, courses, etc., is to be worked out. Here, one institution is called a project
programming and project analysis involves the application of administrative and
economic principles in order to assess a particular situation and establish an operational
programme.
(4) Costing Educational Plans:

Education is an activity wherein the institution and the society bear part of the cost and
the learner bears part of the cost. In order to improve the formulation and
implementation of educational plans, it is necessary to understand the methods of
costing education and the problems associated with it.
The unit costs of different types of educational facilities need to be computed. These
costs are to be studied in terms of the availability of present and future financial
resources. It should be ensured at this stage that the real cost of education is not too
high so as to be inconsistent with the attainment of the overall plan objectives.
(5) Decision, Implementation and Evaluation:

A five year plan needs to be broken up into annual plans. Each annual plan is
scrutinized, discussed and criticized in relation to a review of previous year’s strengths,
weaknesses and achievements. At this stage, the necessary conditions for effective
implementation of the programme need to be created. Thereafter, the actual operations
take place.
At the end of the plan, evaluation is done in terms of the extent to which the objectives
of the plan have been accomplished in an effective and efficient manner.
What are the Essential Principles

of Educational Planning?
Explained
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Essential principles of educational planning are as follows:

(1)Educational planning should be an integral part of the overall planning for national
development.
(2)It is pre-eminently long-term in nature. This requires proactive, forward-looking
studies to be conducted before d awing up medium and short-term national plans,
programmes and projects. In other words, research is a pre-requisite to planning.
It must be comprehensive in nature, and must incorporate every level and type of
education, all stages of life as well as life-long learning.
(4)It is necessarily a continuous process and not a sporadic activity.

(5)The finances required for educational development of the country should be treated
as an investment and not just as social welfare.
6)It should focus on the structures, methods and contents of education, the qualitative
and the quantitative aspects of education.
(7)There should be a policy of educational development allowing continuous and
balanced expansion based on the principles of equality and equity.
(8)It should be aimed at democratization of education and educating individuals for their
maximum development and full participation in social life through all-round development
and through action for international co-operation and understanding.
(9)It is aimed at continuous forecasting and guidance so as to match the demand for
human resources with its supply in required quantity and quality.
(10)It requires application of economic analysis (forecasting of demand and supply of
human resources, cost studies etc.) and of educational evaluation techniques in order to
ensure efficient use of resources allocated to education for investment in physical plant,
equipment, research, faculty development or the organization of teaching-learning
process.
(11)It should emphasize on the reduction of wastage, stagnation and drop-out rates
among the deprived and disadvantaged sections of society.
(12)It should be aimed at equitable distribution of educational facilities vis-a-vis the
distribution of population and the level of its economic development.
(13) It should provide for the special requirements of planning at the local, state and
national levels.
Educational Planning: Nature and
Characteristics and Principles of
Educational Planning
Date: 21/12/2019Author: DEVASIS CHAKMA0 Comments
A. Nature of Educational Planning: The following viewpoints have been utilized by the

experts to understand and explain the meaning and nature of planning.
(1) Forecasting : Educational planning is describing or defining or determining events,
conditions
and needs of some future point in time. It implies forecasting or projections of important
factors
in education such as number and types of students and expansion of facilities needed for
them.
(2) Interpretation : Educational planning should also call for interpretation of future’s
data and its
translation into competencies or operational capabilities demanded to maintain
effectiveness under the conditions anticipated.
(3) Goals and Objectives : Educational planning is a means of generating relevant present
and future goals and objectives for the organization.
(4) Decision-Making : Educational planning is the preparation or pre-courses in the
decision-
making process. It is to help determine the optimal decision or choice rendered. While
educational
administration is mostly decision-making, planning in education is only the other side of
it.
(5) Operations Optimization : Educational planning is operations optimization or
performance
improvement. It is for the enhancement of existing conditions rather than for those that
exist in
the uncertain future. It is to guide the actions of the operations. It must result into
standard operating procedures, operations manuals, administrative guidelines or system
and policies.
(6) Problem Prevention : Educational planning is a kind of contingency anticipation or
problem-
prevention. It should minimize the magnitude of an educational problem likely to be
encountered
at some future point in time. It should spell out the procedures to be followed if some
crises or
contingencies arise.
(7) Management Change : Educational planning is a part of organization renewal. MBO,
PERT and various other forecasting techniques are part of the process of educational
planning. It provides a mechanism, a model or a tool for achieving specific objectives of
an organization.
(8) Complexity Resolution : Educational planning is complexity resolution, a process for
coordination and control. It is interpreted as a means of coping with complexity or co-
rdination
of facets of such projects. Planning has been defined by Dror as “the process of preparing
a set of decisions for action in the future directed at achieving goals by optimal means.” It
relates to decision-making. Knezevich defines it as a “set of formal and rational activities
that seek to anticipate conditions, directions, and challenges at some future points in the
time for the purpose Notes
of enhancing the readiness of the personnel and organization to perform more effectively
and
to attain relevant objectives by optional means.”
This definition contains four important characteristics of planning (a) future orientation,
(b) goal orientation, (c) related to performance enhancement and (d) goal achievement by
optimal means. Most people prefer to describe or
define planning ‘to make plans’. They emphasize the plans as the product of planning. If
a plan has been prepared it means that they have done planning. However, planning
means more than the development of plans. It is a process resulting into a product. But
plan and the process of preparing the plan are future-oriented. Planning seeks to gain
some control over future
developments.
B. Principles of Educational Planning:

The following principles of educational planning are formulated :
(1) Educational planning must be one aspect of general national planning.
(2) Research is based planning based on system analysis.
(3) Planning must be a continues process.
(4) Planning should find a definite place in educational organization.
(5) Planning should take into consideration resources and establish conditions of work.
(6) Planning must be realistic and practical.
(7) Planning must involve active and continuing participation of all interested individuals
and groups.
(8) The content and scope of planning should be determined by the needs of the
individuals and groups to be served.
(9) Planning should utilize the services of specialists without allowing them to dominate.
(10) Planning should provide opportunity for all persons and groups to understand and
appreciate
the plans.
(11) Planning should provide for continuous evaluation.
(12) Planning should have opportunity for modification for further action.
C. Characteristics of Educational Planning: The

following are the main characteristics of
educational planning :
(1) Choice of Best Alternative : Modern educational planning is a logical systematic and
scientific
process difference from the elementary kinds of procedure utilized in the past of bringing
about changes in the systems of education. Earlier adhoc decisions were taken by the
administrators to solve immediate problems faced by them.
(2) Team Work : Modern educational planning emphasizes that only the top
administrator or the government should be involved in planning. Planning should be a
responsibility of all people concerned with the desired change. A team of experts,
responsible people and those who are to implement the plan should determine the goals
and appropriate ways of attaining them.
(3) Social and Economic Goals : Modern educational planning emphasizes that the goals
of a
democratic society should be social and economic concerned with the welfare and
progress of all citizens rather than the selfish goals of some special interest groups. The
expected goals of the society and needs of children and young pupils in the schools and
colleges should be the
broad frame of reference.
(4) Co-operation : Modern educational planning emphasizes involvement of
representatives ofbmost of the concerned sectors of the society in the process of planning.
Co-operative planning is considered an important principle of planning in all fields.
(5) Anticipation : Modern educational planning anticipates probable developments and

needed change in future, much ahead of time so that proper facilities, supporting media
and required resources for implementing the planned change may be secured. Thus,
relevant changes andbefforts are avoided and the changes are effectively implemented.
(6) Remedial Measures : Another characteristics of modern-education planning is that it

is remedial
and guidance-oriented. With appropriate planning procedures it is possible to identify
maladjustments or deficiencies in the system that cause educational problems. Identifying
cause of the educational problems and suggesting relevant solution is the main objective
of educational
planning.
(7) Scientific Changes : Changes made on adhoc piecemeal basis to solve immediate
problems may create some kinds of problems in course of time. Hence, modern
educational planning carefully and objectively collects data, interprets and analyses inter-
relationships between present
and future needs. It also interprets analysis inter-relatedness of the various components of
the
social and educational system.

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There are five main stages of

(2) Evolving Policy Proposals:

These necessitate the introduction of a uniform educational system (e.g., 10+2+3

Besides, policies concerning admission criteria (except the compulsory primary

(3) Projections, Programming and Project Analysis:

Alongwith this, a minimum social standard of education needs to be postulated such as

(4) Costing Educational Plans:

(5) Decision, Implementation and Evaluation:

What are the Essential Principles

Essential principles of educational planning are as follows:

(4)It is necessarily a continuous process and not a sporadic activity.

A. Nature of Educational Planning: The following viewpoints have been utilized by the

B. Principles of Educational Planning:

(2) Research is based planning based on system analysis.

(3) Planning must be a continues process.

(4) Planning should find a definite place in educational organization.

(6) Planning must be realistic and practical.

(11) Planning should provide for continuous evaluation.

C. Characteristics of Educational Planning: The

(5) Anticipation : Modern educational planning anticipates probable developments and

(6) Remedial Measures : Another characteristics of modern-education planning is that it

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