Advanced Educational Planning
Advanced Educational Planning
education.
🞂 It enables a nation to make her choices clear in terms of
educational needs.
🞂 It enhances optional utilization of resources and so
Primacy of Planning
🞂 Planning is the first step in management. It takes precedence over all the other managerial
Planning is pervasive
🞂 Planning cuts across all levels of management and all the other managerial functions.
Whether at the primary, secondary or university level of education, planning is done. For
example the managerial functions of organizing, staffing, etc. involve some planning.
satisfy human wants. Thus, planning is goal-directed i.e. planning is directed at achieving a
specified goal or a set of goals.
Planning is Future-Oriented
🞂 Planning as said earlier on, is a process of deciding in advance what should
be done in future, how it is to be done, who will do it, when and where to
do it. This process takes into consideration past trends and present
experiences in order to project into the future.
Educational Planning Process (Broad)
Clear choices
Planning enables a nation to make its choices clear in terms of the
aim and objectives.
🞂Educational status
🞂Supply and Demand of Teachers
🞂Educational Financing
🞂School Buildings
🞂Curriculum Development
🞂Educational Materials
🞂Expansion Models
🞂Relevance to Political, Economic, Social and Cultural
🞂Policies and Objectives
🞂Integrated Implementation
🞂Legal Bases
Traditional Development Planning
Too much focus on plan preparation and not enough on plan implementation
🞂 It was assumed too quickly that once a good plan had been prepared the
little or noninvolvement from the rest of the ministry staff, not to mention staff at
decentralized levels of management and civil society partners. The consequence
was again a severe lack of identification with (or even knowledge of) the objectives
of the plan and priority actions by those responsible for implementing it. Indeed,
while a plan can easily be prepared by a handful of technical experts, the
responsibility for its implementation involves, the entire ministry staff and requires
the commitment of
all.
Not enough consideration was given to the changing
environment
🞂Plans were being prepared with the implicit assumption
that the planners have all the information and techniques
needed to develop a complete, correct plan which can be
executed from beginning to end. Many plans simply
ended up on the bookshelves of the Ministries, however,
whenever they were implemented , it was done in a rigid,
mechanical way. Not enough flexibility was built in to
adapt to changing circumstances.
Strategic Planning
🞂 Leaders give directions to what is the course of performance and the ways to
accomplish that. Broadly, leader associated with an institute has the
responsibilities for offering the vision, and he taking recourse of strategies
reflects, chalks out the plan, and oversees the functioning undertakings.
Moreover, he makes an attempt to suit his organization in congruity with the
needs of the circumstances. Leaders disseminate energy boosting activities
and heightened the morale and the spirit of the workers.
What is Leadership?
🞂Balanced Scorecard
🞂The Balanced Scorecard is a strategy management
framework created by Drs. Robert Kaplan and David
Norton. It takes into account your:
🞂Objectives, which are high-level organizational goals.
🞂Measures, which help you understand if you’re
accomplishing your objective strategically.
🞂Initiatives, which are key action programs that help
you ach
🞂 Strategy Map
🞂 A strategy map is a visual tool designed to clearly communicate a
need work.
🞂 It helps you see how your objectives affect the others.
🞂SWOT Analysis
by Michael Porter in 1979) built around the forces that impact the
profitability of an industry or a market. The five forces it examines are:
🞂 The threat of entry. Could other companies enter the marketplace easily,
or resource?
Once you answer these four questions, you’ll be able to formulate a more precise vision
statement to help carry you through all the additional strategic elements in your plan.
Baldrige Framework
🞂 The Malcolm Baldrige National Quality Award is “the highest level of national recognition
for performance excellence that a U.S. organization can receive.” Created in 1987, the goal of
Baldrige is to help organizations innovate and improve, while achieving their mission and
vision. The award is currently open to manufacturing, service, small business, nonprofit,
government, education, and healthcare sectors.
🞂 When applying to win the Baldrige award at the national level, organizations undergo a
🞂 Process
🞂 Results
that help you self-assess based on the seven Baldrige Criteria categories, and get a snapshot of
your strengths and opportunities for improvement.
🞂 OKRs (Objectives and Key Results)
🞂 The strategic planning model of choice for Google, Intel, Spotify, Twitter,
LinkedIn, and many other Silicon Valley successes, the OKR framework, is
one of the more straightforward strategic planning tools. It’s designed to create
alignment and engagement around measurable goals by clearly defining:
🞂 Objectives: What you want to achieve. Choose three to five objectives that are
“reverse” hierarchy that works to gain buy-in and alignment from the ground
up. You begin by setting OKRs at the employee level and then flow upward
through the management levels. The OKR framework is also effective because
goals are continually set, tracked, and re-evaluated so organizations can quickly
adapt when needed. This is a fast-paced, iterative approach that flips the
traditional top-down strategic models. The RACI matrix is a helpful visual for
defining the role each person in your organization has for projects and
processes, ensuring it aligns with their OKRs.
What is a RACI chart?
A RACI chart, also known as a RACI matrix or RACI model, is a diagram that identifies the
key roles and responsibilities of users against major tasks within a project. RACI charts
serve as a visual representation of the functional role played by each person on a project
team. Creating these charts is also an excellent exercise in balancing workload and
establishing the decision-maker.
Step 1: Identify the team members.
🞂 Examples include the project manager, executive sponsor, product manager, software
Step 4: Fill in each box with the corresponding R, A, C, and I to designate the role of
each person for every task.
🞂 For the client approval milestone in the aforementioned website building example, the
project manager would be responsible for getting the client’s approval, the executive
sponsor would be accountable, and the developer needs to be informed of the outcome.
Step 5: Discuss, analyze, and get approval from the project team.
🞂 To take our example again, it’s possible the executive sponsor wants to be the person
who meets with the clients to get their approval, hence they would be responsible for this
task.
Step 6: Provide everyone a copy. You can just email the file out to everyone.
Hoshin Planning
🞂 The Hoshin Planning approach aligns your strategic goals with your projects
and tasks to ensure that efforts are coordinated. This strategic management
model is less focused on measures and more on goals and initiatives.
🞂 Some sources cite up to seven steps in the Hoshin Planning model, but the four
most critical are:
🞂 Identify key goals. Ideally you’d focus on three to five goals.
obtain buy-in.
🞂 Gather intel through “gemba.” Track the execution of your key goals and
🞂 You visualize your objectives, measures and targets, measure programs, and
action items in a Hoshin Planning matrix. Four directional quadrants (north,
south, east, west) inform each other and demonstrate alignment.
🞂 Step 1. Establish Organizational Vision
🞂 What is your current state with respect to your vision, business planning processes
to stretch itself and will take three to five years to achieve. To develop these, we apply
a variety of tools to identify growth opportunities, including the four quadrants of
growth, which is an adaptation of the Ansoff Matrix. Using this model, we consider
consumers and non-consumers—those who are currently using your product or
service and those who aren’t—against current jobs and new jobs in order to outline
stretch objectives in each area.
🞂 Step 3. Develop Annual Objectives
🞂 What will you need to achieve this year in order to reach those three- to five-year
🞂The Hoshin Planning Matrix, or X matrix, captures the objectives and cascading priorities. Other tools, such as
detailed action plans, summary reports and value stream maps, also help in identifying improvement opportunities and
managing progress toward achieving goals.
🞂The Hoshin Planning X-Matrix
Group’s five-step methodology for executing Kaizen events—SCORE (Select, Clarify, Organize, Run, Evaluate)—
provides an excellent framework for getting teams together to make improvements. The SCORE methodology is
featured in A Team Leader’s Guide to Lean Kaizen Events. In addition to SCORE events, other problem solving
approaches might include innovation projects, capital improvement projects, Lean Six Sigma DMAIC projects and
just-do-its.
those that are behind? A monthly review fosters a culture of accountability and action by reviewing progress toward
achieving annual improvement objectives.
organization is against the stated objectives and what adjustments must be made to the next cy
Issue-Based Strategic Planning
🞂 The issue-based strategic model is oriented in the present and
In the simplest form, there are three basic steps to follow when implementing the organic model of
strategic planning:
🞂 Stakeholders clarify vision and values. This is a collaborative process that could involve both
external and internal stakeholders—who’s in the meeting depends entirely on your organization’s
ultimate purpose for the planning. The goal is to establish common visions and values for all
stakeholders.
🞂 Stakeholders create personal action plans. The unconventional aspect of this model comes into
play here. Divided into small groups, stakeholders determine the actions and responsibilities for
each person to work toward the vision (according to the values).
🞂 Stakeholders report results of action plans. Each person will take ownership of their plan and
update the group on their progress. This is a communal approach to accountability and the
progress reported can lean toward qualitative, versus quantitative, results.
What type of company would the organic strategic planning model work best for? If your
organization has a large, diverse group of stakeholders that need to find common ground, a vision
that will take a long time to achieve, and a strong strategic emphasis on vision and values (instead
of structure and procedures), this may be the right model for you. It would also be beneficial for
younger organizations that need to gain funding without presenting a formal strategic plan.
Real-Time Strategic Planning
🞂 Similar to the organic model, real-time strategic planning is a fluid,
programmatic, and operational. For the first level, you’ll define the organization’s
mission, vision, market position, competitors, trends, etc. Then, the programmatic
strategy requires research into the external environment to identify approaches and
offerings that would help the organization achieve its mission. The research should
cover opportunities, threats, competitive advantages, and other points to spur
strategic brainstorming.
🞂 The final operational level analyzes internal processes, systems, and personnel to
Policy
🞂 Policy is a statement of aims, purposes, principles or intentions, which serve as
Philosophy
🞂 Philosophy is the science that seeks to organize and systematize all fields of
Vision
🞂 Vision is something which is apparently seen otherwise than by ordinary sight. The
action or fact of seeing or contemplating something not actually present to the eye;
mystical or supernatural in sight or foresight.22 Vision is to articulate the purposes
of an organization into idioms and goals.
🞂Education. According to Mahatma Gandhi,
"Education is an all round drawing out of the best in
the child and man - body, mind and spirit". However,
for the purpose of educational statistics, education,
according to UNESCO, “is understood to involve,
organized and sustained communication designed to
bring about learning”.
🞂 Organized: means planned in a pattern or sequence with explicit or
implicit aims. It involves a providing agency (person or persons or
body), which sets up the learning environment and a method of teaching
through which the communication is organized. The method is typically
the one that is engaged in communicating or releasing knowledge and
skills with a view to bringing about learning. It can also be indirect or
inanimate, e.g. a piece of computer software, a film or tape, etc.
🞂 Sustained: means that the learning experience has the elements of
during which children and youth are legally obliged to attend school
for a specified number of years.5
🞂 Basic Education
🞂 Basic Education refers to a whole range of educational activities that
takes place in different settings and that aims to meet basic learning
needs as defined in the World Declaration on Education For All
Education System
🞂 Education System is the overall network of institutions and programs through which education of all
types and all levels is provided to the population. 5
8. Comparative Education
🞂 The study of educational systems of different countries is defined as comparative education.
🞂 ‘Comparative Education’ and `International Education’ are often confused. The former refers to a field
of study that applies historical, philosophical and social sciences theories and methods to international
problems in education. Its equivalents in other fields of academic study are those dedicated to the trans-
societal study of other social institutions, such as comparative government, comparative economics, and
comparative religions. Comparative education is primarily an academic and inter-disciplinary pursuit.” 8
9. General Education
🞂 General Education is mainly designed to lead participants to a deeper understanding of a subject or
group of subjects, especially, but not necessarily, with a view to preparing participants for further
(additional) education at the same or a higher level. Successful completion of these programs may or
may not provide the participants with a labor-market relevant qualification at this level.
🞂 Knowledge: Knowledge is the aggregate of facts, information and principles that an individual has
acquired through learning and experience; formal education seeks to raise levels of knowledge
systematically.10
🞂 Intelligence: Psychologically, there are different technical meanings of intelligence, such as verbal
reasoning, quantitative thinking, abstract analysis etc. but intelligence in popular understanding is
mental abilities enabling one to think rationally, learn readily, act purposefully and deal effectively with
one’s environment. 10
🞂 Conscience: Conscience is moral sense of right and wrong. `A faculty developed at home and in school
from early childhood, functioning as the center of awareness for an individual’s moral and ethical
beliefs; similar in some respects to what Freudian psychoanalytic theory terms as superego.’ 10
🞂 Vocational Education is designed mainly to lead participants
to acquire the practical skills, know-how and understanding
necessary for employment in a particular occupation or
trade or class of occupations or trades. Successful
completion of such programs can lead, but not necessarily to
a labor-market relevant vocational qualification recognized
by the competent authorities in the country, like Ministry of
Labor & Employment, Education etc.
11. Professional Education
🞂 Professional Education is all that education which has direct
school/college study together, regardless of their strengths or weaknesses in any area and become part of
the school/college community.13
3. Recurrent Education
🞂 Recurrent Education is an approach that rejects the concept of education as a preparatory front and/or
apprenticeship process at the beginning of working life but seeks to make learning experience available
flexibly throughout a person’s life according to choice, interests, career, social and economic and job
relevance. It has points in common with adult education, continuing education, permanent in-service
training and life long education but places emphasis on ready availability and access on relevance to
individual needs and on an autonomous learner situation. Recurrent education calls for a radical
reshaping of the educational system rather than the mere provisions of second chance institutions.
14. Tertiary Education
🞂 Tertiary Education is that education which follows the completion of secondary education or its
equivalent. Thus, tertiary education includes higher education and the more-advanced parts of further
education though the term is more often used in the UK in a sense excluding higher education.14
🞂 15. Technical Education
🞂 Technical Education designed at upper secondary and lower tertiary levels to prepare middle level
persons (technicians, middle management etc.) and at University level to prepare engineers and
technologists for higher management positions. Technical education includes general education,
theoretical, scientific and technical studies and related skill training. The component of technical
education may vary considerably depending on the types of personnel to be prepared and the education
level.
Formal Education
🞂 Formal Education refers to intentionally organized full time learning events with fixed duration and
schedule, structural hierarchy with chronological succession of levels and grades, admission
requirements and formal registration; catering mainly to the population of 5-25 years old, which are
held within established educational institutions and use predetermined pedagogical organization,
contents, methods and teaching/learning materials. 15
17. Educational Innovation
🞂 Educational Innovation refers to an idea or practice new to a specific educational context that meets
specified needs. It is the introduction or promotion of new ideas and methods that are devised in
education or school practices which have a substantial effect on changing the existing patterns of
behaviour of a group or groups involved. Innovative strategies imply the development of new ideas
which are disseminated and utilized; these usually occur in response to particular problems. 16
8. Educational Program
🞂 Educational Program is a set of organized and purposeful learning experiences with a minimum
recorded unit. For instance, ‘Radha is 16 years old’ can be reduced to age, sex or both, depending on
what is of interest to us. The only requirement is to classify into meaningful and mutually exclusive
categories. Data collection is the process of allocating to categories and counting and data thus
collected are presented as a data matrix. This matrix can have any number of dimensions.
🞂 POLICY & PLANNING
🞂 29. Policy
🞂 Policy is a statement of aims, purposes, principles or intentions, which serve as continuing guidelines for management in accomplishing objectives20.
🞂 30. Philosophy
🞂 Philosophy is the science that seeks to organize and systematize all fields of knowledge as a means of understanding and interpreting the totality of
🞂 20 International Directory of Management (III Edition), by Hano Johannsen & T. Gerry Page, 1986. A Guidebook 9
🞂 reality, usually regarded as comprising ethics, aesthetics, metaphysics and epistemology.21
🞂 31. Vision
🞂 `Vision is something which is apparently seen otherwise than by ordinary sight. The action or fact of seeing or contemplating something not actually present to the eye;
mystical or supernatural in sight or foresight.22 Vision is to articulate the purposes of an organization into idioms and goals.
🞂 32. Planning
🞂 Planning is the formal process of making decisions for the future of individuals and organizations. Planning involves dealing on aims and objectives, selecting to correct
strategies and program to achieve the aims, determining and allocating the resources required and ensuring that plans are communicated to all concerned. Plans are
statement of things to be done and the sequence and timing in which they should be done in order to achieve a given end.20
🞂 33. Types of Planning
🞂 There are two basic kinds of planning: strategic and operational. Strategic planning, also known as long range, comprehensive, integrated, overall and managerial planning,
has three dimensions: the identification and examination of future opportunities, threats and consequences; the process of analyzing an organization’s environment and
developing compatible objectives along with the appropriate strategies with policies capable of achieving those objectives; and the integration of the various elements of
planning into an overall structure of plans so that each unit of the organization knows in advance what must be done when and by whom. Operational planning, also known
as divisional planning, is concerned with the implementation of the larger goals and strategies that have been determined by strategic planning; it is also concerned with
improving current operations and with the allocation of resources through the operating budget23.
🞂 33.1 Macro Planning: Macro Planning deals with broad entities having such large magnitude, aggregates, and averages as National Income, Per
🞂 21 Dictionary of Education, by Carter V. Good & W R Markel, McGraw Hill Book Co. Inc, New York, London.
🞂 22 Oxford English Dictionary (Vol. XII). Clavendon Press, London, 1970.
🞂 23 Directory of Education, Vol.2, by (General Editor) Prof S.K. Singh. Commonwealth Publishers, Delhi. 10 Concepts and Terms in Educational Planning
🞂 Capita Income, National Expenditure on consumption and income; Balance of Trade and Balance of Payment, National Population, Total Enrolment, Enrolment Ratios,
Age Structure etc. Thus, macro-planning deals with broad plans not taking note of breakdowns between skills or scheme implementation at grass root level.
🞂 33.2 Micro-Planning: As against macro theory, micro economic theory analyses consumption and investment of households, prices of particular goods, output, sales and
purchase decisions of individual firms and industries. Micro-Planning in education starts from grass root level. For instance, the head of an institution has to plan how best
he/she should bring all the children to school in his/her area. Here planning at the village level has to be done. How best individual schools can bring and retain all the
children in schools; how schools in individual habitations can be provided; and whether eligible students are getting their scholarships on time.
🞂 33.3 Decentralised Planning: Decentralization implies distribution of administrative powers and functions among local constituents. Decentralized planning means to
confer the authority of planning for the local development. The 73rd and 74th constitutional amendments have placed the primary education under the control of Panchayati
Raj institutions. Under the decentralized planning model, all local units prepare their plans after due consultations with their people and analysis of the strengths and
weaknesses of the planning area. These local level plans are then coordinated and summated to make the district plan by taking into account the availability of the physical
and financial resources. Apart from this, in India the Government have also delegated financial and administrative powers to the heads of educational institutions to which
budget is also allocated for being spent by them according to their requirements. Such financial delegations are available in the general Financial Rules. The administrative
powers are delegated according to the provisions contained in the state Education Code of each state.
🞂 33.4 Many times decentralization is viewed as something opposite to centralization. In the socialist countries, the concept of centralized planning was practised as the
central authority did all planning. These plans were then passed on to the grassroots for implementation.
Rolling Plan: A long-term plan that is revised regularly and each revision is projected forward again for
the same period as the original plan.24 Thus, a three-year Rolling Plan might be revised each year so that
at the end of year one the plan is revised and fresh projections made to the end of the year four.
Strategic Planning: The managerial process of developing and maintaining a viable link between the
organization’s objectives and resources and its environmental opportunities.
Contingency Planning: A planning technique, which determines actions to be taken by individuals and
groups at specific places and times if abnormal threats or opportunities arise.
Corporate Planning: A technique, which aims to integrate all the planning activities of a company and
relate them to the best overall objectives for the company.
Manpower Planning: A generic term for those techniques used to arrive at a specification of any aspect
of future manpower requirement, deployment or development needs. 26 Manpower planning has been an
important feature of centralized planning in socialist countries. The Government of India has established
a specialized institute to undertake manpower planning exercises in the Indian context.
Process Planning: Determining how the product or part should be manufactured by referring to the
component and assembly drawings and
🞂 drafting an operation sequence for each component;
🞂 drawing up the manufacturing layout for each component and sub-assembly, the departments and
type of labor to perform the operations and specifying the tools, fixtures and gauges to be used.
Indicative Planning: Indicative Planning is planning by agreement and indication of desirable targets
rather than by compulsion or decree. It is also known as Participative Planning.