EDITED Ed PM 571 Intro to Edu Planning

8/7/2019 EDITED Ed PM 571 Intro to Edu Planning

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Course title: Introduction to Educational PlanningCourse No. Ed. PM. 527 Full marks 50

Nature of the course: Theory Pass marks: 20Level: M.Ed. Time per period: 55 minutes

Year: Second Periods per week: 3

Total periods: 75

1. Course Description

This course aims to help the students acquire the basic knowledge on principles and practicesof educational planning and management. It includes the concepts of planning development,

information system, planning dynamics, and implementation of education plans. Further, this

course outlines some major issues and discourses of educational planning as they relate to

Nepal and other countries.

2. General Objectives

The general objectives of the course are as follows:

To provide the students with the essential up-to-date knowledge on different aspects ofeducational planning such as indicators of and information system for education

planning, human resources planning and planning for dynamic educational change.

To make the students familiar with the educational planning practices in the past decades.

To acquaint the students with the educational policies and development planning

practices in Nepal.

3. Specific Objectives and Contents

Specific Objectives Contents

Clarify the concept of plan,

educational plan and indicator in thecontext of educational planning.

Develop the fundamentals ofeducational planning.

State the components of indicators.

Explain the difference of quantitativeand qualitative indicators.

Relate objectives with indicators.

Analyze the indicators of educationalplanning.

Unit I: Concept and Indicators of

Educational Planning (10)1.1. Concept of a plan

1.2 Concept of an educational plan1.3 Fundamentals of educational planning

1.4 Concept of an indicator

1.5. Components of indicator1.6. Moving from objectives to indicators

1.7. Quantitative versus qualitative

indicators1.8 Analysis of indicators of educational

planning

Differentiate traditional human

resources planning methods from the

modern one.

Explain the lessons learnt for future

planning in Nepal

Derive implications for prospectiveeducation planning in Nepal

Unit II: Human Resources Planning:

Methods, Experiences and

Practices (15)

2.1 Traditional planning methods

2.1.1 Educational planning based

on man power approach2.1.2 Educational planning based

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on human potentiality

2.1.3 Alternative approaches to theevaluation of training needs

and priorities

2.1.4 Approaches on the evaluation

of the efficiency of thetraining system

2.1.5 Implications for Nepalsplanning practices

2.2 Recent trends in human resources

planning

2.2.1. Forecasting and prospectiveplanning for employment and

skills

2.2.2. Prospective planning formind harvesting

2.2.3. Implications for Nepalsplanning practices2.3. The lessons for future planning

2.3.1. Experiences as lessons for

human, financial and

material resources planning2.3.2 Implications for Nepal

Describe the need of planning for

UPE, compulsory education and

reaching the un-served children and

pluralism. State the need of planning for

vocationalization and financing ofeducation.

Explain the future direction for

education planning.

Unit III: Educational Planning in Nepal:

Retrospect and Prospect (15)

3.1 Planning for universalization of

primary education (UPE)3.2 Planning for compulsory education

3.3 Planning for reaching the un-servedchildren

3.4 Planning for pluralism

3.5 Planning for vocationalization of

education.3.6 Planning to finance education

3.6.1. Educational planning: national

to external funding3.6.2. Educational planning:

consumerism to national rate of

return3.7 Future direction for educational

planning

Elucidate planning for mass

education, corporate capital andprogressive education

Unit IV: Planning for Dynamic

Educational Change (15)

4.1. Planning for mass education

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Highlight the need of planning fortransformation of higher education,

capital accumulation, conflict

mitigation and educational change.

Draw implications from planning

practices for dynamic educationalchange.

Discuss the issues and directions ofeducational planning for Nepal.

4.2. Planning for corporate capital and

progressive education4.3. Planning for the transformation of

higher education

4.4. Planning for capital accumulation,

conflict mitigation and educationalchange

4.5. Implications of educational anddevelopment plans (1956 to date)

of Nepal for educational change.

4.6. Issues of and directions for

educational planning

Explain the pedagogical,

political, cultural, economic and

organizational discourses on

educational planning Derive their implications for

planning in Nepal.

Unit V: Discourses on Educational

Planning (10)

5.1. Pedagogical discourse

5.2. Political discourse5.3. Cultural discourse

5.4. Economic discourse

5.5. Organizational discourse

5.6. Implications for educationalplanning in Nepal

Explain the formulation process and

issues of educational policies.

Analyze the educational issues andpolicies.

Highlight the reforms of educationalpolicies.

Differentiate micro planning from

macro planning practices in education

Unit VI: Educational Policies and

Planning in Nepal (10)

6.1. Formulation of educational policies6.2. Issues of related educational policies

6.3. Analysis of educational issues andpolicies6.4. Reforms of educational policies

6.5. Micro and macro planning practices

in education

Note: The figures in the parentheses indicate the approximate periods allotted to respective units.

4. Instructional Techniques

Instructional techniques of this course are divided in two parts which are as follows.

4.1 General Instructional Techniques

Lecture, question answer and discussion

Brain storming exercises and group work followed by presentation

4.2 Specific Instructional Technique

Unit I: Library work for collecting a list of indicators for unit I

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Documents

EDITED Ed PM 571 Intro to Edu Planning