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.
