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2. Hindrances in Educational Planning
Sajjad Awan

3. Planning
Planning is an act of preparing a set of options
or choices for future action in such a way that
the available resources (men, money and
material) are properly used to achieve the
desired goal(s).
It is a conscious effort and a comprehensive
activity of reconciliation between the goals and
the resources through most desirable
procedures to avoid waste. Planning
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4. Planning differs from policy, decision making
and administration. Policy is a general statement
to guide decision-making. Decision-making is
about choosing from among alternative courses
of action. Administration means using
appropriate procedures to carry out decisions
already made in the light of policy statement.
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5. Planning covers both
What is to be done, when, by what means, by
whom.
And for what objectives.
So that maximum out put is achieved with
minimum inputs and resources.
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6. A planner must know ;
What the goals or objectives are.
Identify and analyse the needs (Demand).
How they are to be met (Supply).
What it will take to meet the needs (Costs).
The hierarchy of the needs (Priority).
Whether the cost will be regarded as investment or
consumption and resources for producing change
(Growth).
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7. Types of Planning
i.
ii.
iii.
iv.
v.
Short Term Plans
Annual Plan
Roll-on Plan
Five Year Plan
Perspective Plan
=
=
=
=
=
(Span over some months)
(Span over one year)
(Span over 3 years)
(Span over 5 years)
(Span over 15-25 years)
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8. Need for Planning
To achieve the desired goals of development there
is a need for planning because ;
Planning is always goal oriented. It follows
lines of action (policy and decisions), the steps
or stages go through (execution techniques)
and the methods properly used. All these
activities minimize, if not totally reduce, waste.
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9. Planning helps us visualize the future we want to
predict and it sets up methods, resources etc for
helping to achieve that future.
Planning shows step by step procedures towards a
goal and reveals where and when we go wrong.
Planning brings higher rationality and order in
organization. The plan co-ordinates the activities of
various executing agencies towards the definite goal.
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10. Hindrances in Educational Planning
Shortsighted and poor visualization.
Poor goal definition or ambitious targets.
Lack of co-ordination.
Poor information (Data, Statistics etc.).
Scarcity of resources, and
Inadequate/incompetent administrative structure for
planning monitoring and evaluation (lack of planning
accentuation) and unrealistic, under estimated
expectations/targets.
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11. A Good Planning
Planning should be goal oriented. These goals
should be realistic and be defined clearly after
careful analysis and predicted future.
Plan should be simple and viable within the
available resources.
The actions, decisions and operations should
be carefully programmed. The expected
standards/norms should be clearly indicated.
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12. Plan should be flexible and adjustable with alternate
policy, choices and targets.
It should be balanced and should take into
consideration all possible factors, constraints and
contingencies.
It should ensure the best approaches and judicial use of
resources.
Vi innovative approaches may be applied where
traditional approaches fail to achieve the targets/ goals
due to resource constraints etc.
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13. Phillip. H. Combs, the author of
‘What is Educational Planning’ says ;
“Whatever educational planning is, it certainly is not a
miracle drug for ailing educational system nor
conversely, is it a devils potion that breeds only evils.
Educational Planning, in its broadest generic sense, is
the application of rationale and systematic analysis to
the process of educational development with the aim
of making more effective and efficient response to the
(present and future) needs and goals of the students
(learners) and society.”
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14. Policy and Plan
Coming from policy to plan, educational plans are
ultimately derived from the policies. It is a step next to
policy making, decision making and administration.
Educational plans consist of a series of process
culminating in a document for providing information to
decision makers on how best the educational system
can accomplish its goals through carefully calculated
and determined resources, programs, projects or
schemes.
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15. Educational policies;
1.
2.
3.
4.
5.
6.
7.
8.
All Pakistan Education Conference, 1947.
Education Conference, 1951.
National Commission on Education, 1959.
Commission on students problems and Welfare, 1966.
Proposals for a New Education Policy, 1969.
Education Policy, 1972.
National Education Policy, 1978.
National Education Policy 1998-20
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16. Concerns of good plans
Establishment of clear objectives/goals and targets.
Preparation of alternate courses of action/decision in
the form of projects and schemes.
Indicating various facilities or services required for
each action/decision.
Determining the human resources, the physical
facilities, the financial resources and the involvement
of various agencies; and
Over all social implications in the context of the plans.
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17. Details of Educational plans
1.
2.
3.
4.
5.
6.
7.
8.
9.
First Five Year Plan, 1955-60
Second Five Year Plan, 1960-65
Third Five Year Plan, 1965-70
Non Plan Period, 1970-78
Fifth Five Year Plan, 1978-83
Sixth Five Year Plan, 1983-88
Seventh Five Year Plan, 1988-93
Eighth Five Year Plan, 1993-98
Ninth Five Year Plan, 1998-2000.
Promised
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= 4.8%
= 4.4%
= 4.3%
= 4.6%
= 3.7%
= 2.1%
= 2.2%
= 2.4%
= 3.0%
=
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18. 6.00%
First (1955-60)
5.00%
Second (1960-65)
Third (1965-70)
4.00%
No Plan (1970-78)
3.00%
Fifth Five Year Plan,
1978-83
Sixth (1983-88)
2.00%
Seventh (1988-93)
1.00%
0.00%
Eighth (1993-98)
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Ninth (1998-2000)
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19. Process of Educational Planning.
Planning is a cyclical process. It takes re-start where it ends. It
is generally divided into the following six stages :Pre-planning ;
It is concerned with formation of objectives based on the
identified needs.
Planning ;
It includes diagnosis of existing conditions in terms of
adequacy, relevance and resources.
Plan Formation ;
It is based on the results of the diagnosis and the planning, to
highlight, analyse the problems and propose steps and
policies for solving and overcoming them.
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20. Plan Elaboration ;
It is concerned with details of objectives, resources, procedures
for execution and implementation etc.
Plan Implementation ;
It concerns the form of budgeting, the management process,
execution organization framework and monitoring and
supervision net work etc.
Plan Evaluation ;
This stage of the process is concerned with the formative and
summative evaluation of progress of the plan to determine when
it is to be revised, completed or terminated.
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21. Hindrances in Educational Planning.
Educational Planners have to face hindrances in
the process of formulating and implementing
the plans. Some of them is highlighted here;
Financial Resource
It is a common hindrance. This forces the
policy makers to review their plans and revise
priorities by cutting targets.
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22. General Resource
Non availability of suitable space/land for
establishment of an educational institution or
expansion of the existing institution.
Human Resource
Short supply of personnel with required
professional knowledge, technical skills,
experience and managerial capacity also
becomes a constraint in preparing, executing
and operating the plan/projects.
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23. Material Resource
Non-availability of equipment, machinery and
supplies at the appropriate time and place,
lack of sufficient financial resources, shortage
of funds etc. Which are needed for the
implementation of the project, also hamper the
projects.
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24. Demographic Constraints.
Higher population birth rate, population influx
from rural to urban, disparity between
dependent and active population age group,
etc are some of the demographic constraints
which affect during the process of plan
formulation.
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25. Time hindrance
Unnecessarily delayed projects, at any stage
(formulation, implementation or operation)
always give set back in the achievement of
objectives/returns or benefits. It also cause
increase in financial resources due to
escalation.
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26. Political Factors
High commitments and promises in political
manifestos, political instability, interference at lower
levels and trade unions also create
disturbance/obstacles in the plan formulation as well
as in its implementation.
Complicated codal formalities , and some times
delayed release of funds also hampers the
implementation of the project
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27. Social Factor
Disparities in educational opportunities,
imbalances between male & female, rural &
urban, cultural pressure groups, resistance to
accept change etc some times jeopardize the
plans.
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28. Religious Factor
Repugnance to co-education, religious pressure groups,
changing to old traditional systems are some of the constraints
which affect plans.
Natural and Operational Barriers.
Sometimes legal organizationas, procedural intricacies, feudal
and local contentions become barriers in the implementation
process. Similarly, weather inclemencies, floods, land erosions
and inadequate infrastructures are the common barriers which
are beyond one’s control and they hamper the plan.
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