PLANNING PROCESS IN EDUCATIONAL PLANNING AND DEVELOPMENT

2. a detailed examination of anything complex in order to
understand its nature or to determine its essential
features.

3. Education sector analysis (ESA) is the first step in
sector planning, and consists in conducting an
in-depth and holistic diagnosis of recent trends
and of the current status of the education
system, to identify progress achieved and
outstanding challenges

5. One of the important processes in designing curriculum.
It aims to examine the situational factors that strongly affect
the course and learners.
It assists decision makers to anticipate the current happenings
in the state, region, nation and world that shall affect the nature
and quality of the institution and its educational programs.

6.  involves looking at the factors that will have a strong effect on decisions
about the goals of the course, what to include in the course, and how to
teach and assess it (Tessmer, 1990).
 Aguilar (1967) defines “environmental scanning or analysis” as the
process of collecting information about the external world to decrease
the uncertainty of information that flow in the organization and also
helps in warning the managers/stakeholders of the organization about
the external changes.

7. Coates (1985) has identified the objectives of an environmental analysis as:
detecting scientific, technical, economic, social, and political
interactions and other elements important to the organization.
defining the potential threats, opportunities, or potential changes for
the organization implied by those events.
promoting future orientation in management and staff.
alerting management and staff to trends that are converging,
diverging, speeding up, slowing down, or interacting.

8.  determine the social, political, economic and
technological changes in which school system
operates.
 highly valuable in order to assist the educational
planner to assess the possible benefits of school.

9. important for the educational planners to gather entire
information about the events occurring that may affect the
future growth of the educational institutions.
it aids the stakeholders in the strategic planning process
which is essential for the survival of the better school system
in future.

10. helps in analyzing the internal environmental
strengths and weaknesses and examining the
environmental opportunities and threats and thus
aids decision-makers to take appropriate decision.

14. Resource Analysis
 stands for the steps you take to identify and realistically
evaluate all the resources at your disposal (resource
availability) to reach a specific objective or deliver a project.
 school Funds, people, space/facilities, technology,
equipment, furniture, curriculum materials, manipulatives,
textbooks, and any other materials within the school.

15. Three kinds of Resource
Human resources
Material resources
financial resources

17. Resource Analysis
1. Ask Questions and Identify Goals
 What are my educational goals for my school? Determining
these goals will allow administrators to focus their attention
on specific areas of need.
 to examine a school’s current resource pool to determine if
any existing resources can be reallocated to better support
student and teacher needs.

18. While school administrators are responsible for setting a
strategic vision for the school, they cannot do so without input
from teachers. Asking for teachers to share their priorities and
areas of need can help school administrators identify priorities
they might not otherwise be aware of.

19. Resource Analysis
2. Analyze the Data
 To determine whether certain resources benefit students
and justify the cost, administrators can collect and analyze
data.

20. Resource Analysis
2. Analyze the Data
For example, to determine whether a particular software program
helps English language learners develop English speaking, reading, and
writing skills, they can monitor student performance before and after
implementing the new resource.
 If teachers notice a significant improvement in student outcomes,
administrators will know to continue investing in the program.
 If the language learning software only seems to be helping a small
percentage of students, administrators may decide to reexamine their
investment and search for other resources to implement instead.

21. Resource Analysis
3. Prioritize Equity
Equitable resource management is vital when working to
ensure that students, staff, and families have access to the
resources they need to succeed. To allocate resources in a
manner that will best serve all students, administrators must
advocate for equitable education and identify ways to support
underserved or marginalized groups.

22.  a detailed, step-by-step processing of analyzing value
questions, particularly complex issues that involves a
large number of facts and possible consequences.
Value Analysis
 trains individuals to deal rationally with the ethical
problems surrounding the personal and social issues.

23.  The implementation of a model of value development in
a real situation of the classroom is a challenging job and
it requires a perfect understanding of the theoretical
aspect as well as a competence in the practical aspects of
the model.
Value Analysis

24. a teacher has to follow seven steps in a classroom situation:
Analyzing a Value Dilemma through Value Analysis
i) Presenting the dilemma
ii) Identifying and clarifying value conflict
iii) Asking for conceivable alternatives
iv) Asking for possible consequences of each alternative
v) Asking for evidence to support the likelihood of consequence occurring
vi) Asking for evaluation of likely consequences.
vii) Asking for judgement as to which alternative seems the best and why.

25.  dilemma may bepresented in the form of short readings,
through a film, film strips, OHP/LCD projection, Xerox
copies, readings
Phase One: Presenting the Dilemma
 teacher asks certain questions in order to help the
students to clarify the circumstances involved in the
dilemma, identifies and defines difficult terms, identifies
the characteristics of the central character.

26.  The teacher clarifies the value questions and helps the
students to do the same.
Phase Two : Identification and
Clarification of Value Conflict
 The responsibility of the clarification of value conflict
should be shared by teacher and students.
 The teacher asks about the value conflict faced by the
central character, the conflicting situations etc.

27.  the activities which should be done through group work,
brain storming, encouraging the class to suggest ideas
etc.
Phase Three : Asking for Conceivable
Alternatives

28.  the students predict the consequences of each
alternative.
Phase Four : Asking for Possible
Consequences of Each Alternative
 The teacher ask questions like:
• What might be the consequences of various alternatives?
• What might be the short range and long-range consequences?
• What might happen if the alternative were to become a reality?
• Who would be affected and how?
• What about the effects on the future generation?

29.  the students to begin the search for evidence to estimate the
degree of desirability of each consequence occurring.
Phase Five: Asking for Evidences to Support the
Likelihood of Consequences Occurring
 encourages the students to search for data, reports, newspaper
articles, television news etc.
 These evidences describe what happened in similar situations in
the past. The teacher assesses the relevance of the evidence.

30.  the teacher presents the criteria to analyze the consequences in
terms of desirability/undesirability.
Phase Six: Asking for Evaluation
of Likely Consequences
 Each of the consequences is to be rated on a five-point scale.
 The alternative, which got high total, will be considered as the
best alternative.

31.  Based on the scores the students decide that some consequences
are desirable and some others are undesirable.
Phase Seven: Asking for a Judgment as to
which Alternative seems the best and why
 Each of the consequences is to be rated on a five-point scale. The
choices are ranked from the most desirable to the least desirable.
 students will be able to analyze their value conflicts or conflicts
related to the different life situations.

32.  Values cannot be forced, even if conveyed with good intentions.
Educational Implications of Value Analysis
 No real integration or internalization of a value can be achieved
unless the learner desires or agrees with the said value.
 Values may be shared and argued, but not imposed. The
individual holds the right to his or her own choices in life.

33.  The learner exposed to value analysis process begins to master
the art of discernment.
Educational Implications of Value Analysis
Learner:
 will be more able to live consciously and responsibly.
 become more critical and independent minded
 more attuned with their inner selves and empowered to do
something about their conditions, rather than blame outside
forces.

34.  The essence of value analysis lies in helping the learner to ask the
‘why?’ and ‘what for?’ in life.
ESSENCE OF Value Analysis
 In summary, the valuing process in the context of learning to be
fully human challenges the individual not to lose his or herself
(soul): a self that is discerning and empowered to define and not
be defined.