educational planning ASIMA SHAHZADI COURSE CODE 6502 AIOU

1. Educational
management and
supervision
6502
Asima shahzadi
asimashahzadi7@gmail.com

3. After studying this unit students will be able;
 To describe the concept, objectives and importance of education.
 To explain the approaches of educational plan.
 To discuss the types, goals and process of educational planning.
 To understand the process of project planning.
Objectives of the Unit

4.  Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include teaching, training, storytelling, discussion and directed research.
Education

5. According to Aristotle
“Education is the process of training man to fulfill his aim by exercising all the faculties to
the fullest extent as a member of society”.
According to Socrates
"Education means the bringing out of the ideas of universal validity which are latent in the
mind of every man".
According to John Dewey
“Education is a process of living through, a continuous reconstruction of experiences”.
DEFINED BY WESTERN PHILOSOPHERS:

6. According to Allama Iqbal
“Education is the activity of recognizing God and understanding oneself”
According to Ghazali
“Education is the activity of enabling an individual to recognize the God and discriminate
between good and bad”.
According to Shah Wali ullah
“Education is the activity of developing the sense of good and evil so that an individual can
choose the good and reject the evil”.
DEFINED BY MUSLIM THINKER:

7. TRADITIONAL AND MODERN CONCEPT OF
EDUCATION
Traditional Classroom:
The teacher in a traditional classroom will try to explain the concept verbally and/or
through the blackboard where she will diagrammatically explain how evaporation of water
occurs. There were no technology, no multimedia. There was no freedom of speech.
Modern Classroom:
The teacher in a modern classroom could choose from a wide variety of real life
examples of evaporation such as boiling water for tea or clothes drying up in sun etc. and run
a short video to take the students through the experience of evaporation.

8.  Aims give direction to activities.
Aims of education are formulated keeping in view the needs of situation.
Human nature is multisided with multiple needs, which are related to life.
Educational aims are correlated to ideals of life.
According to a UNESCO study, “the physical, intellectual, emotional and
ethical integration of the individual into a complete man/woman is the
fundamental aim of education.”
Aims and Objectives of Education

15. Bloom’ Benjamin’s has put forward a taxonomy of educational
objectives, which provides a practical framework within which
educational objectives could be organized and measured. In his taxonomy
Bloom divided educational objectives into three domains. These are:
1. Cognitive Domain (Head oriented )
2. Affective Domain ( Heart oriented )
3. Psycho-motor Domain ( Hand oriented )
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

16. 16

17. Table – Bloom vs. Anderson/Krathwohl. Visual
comparison of the two taxonomies

18. Affective Domain (feelings, emotions and behaviour,
ie., attitude, or ’feel’)

19. Psychomotor domain (manual and physical skills,
ie., skills, or ’do’)

20. There are four major approaches to educational planning.
1. Social Demand Approach:
2. Social Justice Approach:
3. Rate of Returns Approach:
4. Manpower Planning Approach:
Approaches of Educational Planning

21. In this method are involved the following steps:
(a) To estimate the proportion of students completing school education and are likely
to enter into higher education.
(b) To estimate how many of these successful school leaving students would actually
apply for admission to colleges.
(c) To determine how many of the applicants should be given admission to higher
education.
(d) To determine the length and duration of the study.
1. Social Demand Approach:

22. This approach is more prevalent in those societies which favor
traditional cultural values, where decisions are taken on the basis of
public opinions (in a fragile polity and sometimes in a democracy) and
in societies where the social environment is generally pessimistic in
nature.
1. Social Demand Approach:
(CONTIN---)

23. This approach is aimed at making special provisions for the
socially, economically and educationally disadvantaged
communities for a longer duration.
This includes opening Ashram schools for tribal areas, special
concessions and scholarships, incentives and relaxation.
2. Social Justice Approach:

24.  According to this approach, investment in education should take place in such a way that
the returns from the investment are equal to the returns from other kinds of investment of
capital, e.g., investment in industry. This principle is known as ‘equi-marginal returns’ in
economic theory and could be extended to educational sector.
 This approach treats education as an investment in human capital and uses rate of returns
as a criterion in allocation of financial resources. The approach implies that if the rate of
return is low, expenditure on education should be curtailed.
3. Rate of Returns Approach:

25. An educated person’s earnings or rate of returns depend upon
his/her innate intelligence, parental socio-economic status,
motivation and aspirations.
Hence, it is not easy to attribute the rate of returns only to
education acquired. Hence, this approach is least frequently applied
to education.
3. Rate of Returns Approach: (Contin---)

26. The approach asserts that the system of education produces the right
quality of human resources with desirable knowledge, attitudes and
skills in the right numbers and thus, education is directly linked with
economic development.
4. Manpower Planning Approach:

27.  (a) An appraisal and analysis of the existing employment conditions and the system of education,
 (b) Planning the system of education vis-a-vis the manpower needs of the economy, and
 (c) Using the financial resources (which are limited) in an optimum way so as to fulfill the demands
of the employment sector without incurring wastage on account of unemployment.
 (d) Making an appraisal of the number of students enrolled, the number of existing teachers and
their qualifications, enrolment in teacher education institutions (availability of future teachers), as
well as the existing number of school buildings, equipments, infrastructure and other facilities.
 (e) The requirements of the employers regarding occupational and/ or professional qualifications
for employees, their levels of training and abilities should also be assessed.
The application of the manpower planning
approach depends on these factors:

28.  Planning refer to the act of deciding in advance what is to be done, how and
when to do it, where and who is to do it in order to achieve the goals or
objectives or the system.
 Educational planning is the process of setting out in advance, strategies,
policies, procedures, programes and standards through which an educational
objectives (or set of objectives) can be achieved.
 It is goal oriented , it is directed at achieving a set educational objectives.
Educational Planning

29. 1. Imperative or Centralized Planning
2. Indicative planning or local level Planning
3. Integrated Planning
4. Sect oral Planning
Types of educational Planning

30.  Under this type of planning, economic decisions are made through a central planning
authority instead of a market system. Allocation of resources, the mix of output and the
distribution of output among the people (i.e., ‘What, How and For Whom’ problems) are
determined centrally in accordance with the predetermined plans and targets.
 imperative planning is comprehensive as it includes the entire facet of an economy.
Having full control over the available resources, implementation of plan becomes easier
and highly effective. As a result, plan targets never remain unfulfilled.
Imperative or Centralized Planning

31.  This type of planning is done at the local level or at the grass root level of the
society.
 Local people determine priorities.
 They prepare projects with the help of experts.
 Funds are allocated for the completion of local projects by the government.
 Pakistan has started this type of planning with the help of district Nazims of the
concerned areas.
Indicative planning or Local level Planning

32.  Integrated planning is a sustainable approach to planning that builds relationships, aligns the
organization, and emphasizes preparedness for change.
 Integrated planning engages all sectors of the academy—academic affairs, student affairs,
business and finance, campus planning, IT, communications, development, etc. Integrated
planning involves all stakeholders—faculty, students, staff, alumni, and external partners—
to work together toward a common vision.
 Integrated planning aligns higher education plans both vertically (from mission to on-the-
ground operations) and horizontally (across schools, departments, offices, and units).
Integrated Planning

33.  Sectoral plans are developed on the base of comprehensive plans by sectoral ministries or
responsible organizations at all levels.
 Horizons of sectoral planning are agreed with horizons of appropriate comprehensive plans ,
with programs and forecasts of social-economic planning.
 Procedure of sectoral plans development is not legally fixed, however, they are significant to
define state financing and to co-ordinate it with local financial capacities.
 Sectoral plans and projects focus on planning of the dispersal of the population,
development of construction areas, industrial and social infrastructure and allocation of
communications, objects on the relevant territory; etc
Sect oral Planning

34.  Determine how you will do planning
 Finalize requirements
 Create project scope statement
 Determine what to purchase
 Determine the team
 Create Work Breakdown Structure and Work Breakdown Strategy
Process of project Planning

35.  Create activity list
 Create network diagram
 Estimate resource requirements.
 Estimate the time and cost
 Determine critical path
 Develop schedule
 Develop budget
 Determine quality, standards, procedures & metrics
Process of project Planning

36.  Determine all roles & responsibilities
 Plan communications
 Finalize “how to execute & control” parts of all management plans
 Gain formal approval of the plan
 Hold kick-off meeting
Process of project Planning