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Trends in Educational Planning

Integrated planning in education aims to align all institutional plans and processes to perfectly balance achieving the institution's mission and stated student learning outcomes. It involves defining outcomes and assessing them, then redesigning programs and processes based on assessment results to improve learning. Decentralized educational planning is important to allow for community involvement in local institutions and consideration of local needs. Initiatives in Tanzania to support decentralization include establishing education funds, improving teaching resources, decentralizing textbooks, and aligning interventions with local government reforms to improve service delivery and accountability through community participation in decision making.

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965 views2 pages

Trends in Educational Planning

Integrated planning in education aims to align all institutional plans and processes to perfectly balance achieving the institution's mission and stated student learning outcomes. It involves defining outcomes and assessing them, then redesigning programs and processes based on assessment results to improve learning. Decentralized educational planning is important to allow for community involvement in local institutions and consideration of local needs. Initiatives in Tanzania to support decentralization include establishing education funds, improving teaching resources, decentralizing textbooks, and aligning interventions with local government reforms to improve service delivery and accountability through community participation in decision making.

Uploaded by

Ryan Negad
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© © All Rights Reserved
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Topic : TRENDS IN EDUCATIONAL PLANNING

 Integrated Planning
 Decentralized Educational Planning

 Integrated Planning
To assure and measure achievement of its stated student learning outcomes and systematically strives to
improve those outcomes and makes the results available to appropriate constituencies.
Assesses the effective use of human resources and uses the results of the evaluation as the basis for
improvement.
Finding that point where all institutional plans and processes are working together and aligned in perfect
balance. Ensuring that your performance as an institution (which can be assessed through your planning
processes) is in balance with your mission.
And ultimately, to increase the effectiveness of the plan to enable to achieve the greatest outcomes of the
institution.

How to be effective in the integrated planning?


Define Assess

Outcomes/ goals/ Outcomes/ goals/ objectives/


objectives/ learning learning/ programs/ planning process
/programs/planning process

Redesign Reflect

Course/ program or on results of assessment of


planning processes to improve learning, of programs and of learning
learning program or processes processess

 Decentralized Educational Planning


Experience has shown that highly centralized planning is non-participatory and tends to ignore the
peculiarities of various localities in the development process. In the Education and Training Policy it is
noted that the powers and decision making in the management and administration of education and
training institutions have remained heavily concentrated at the ministerial level. Attempts to involve
regions, districts and communities in the management and administration of education and training
institutions in their areas of jurisdiction are wanting, yet effective management of education and training
institutions necessitates community involvement.
In this regard the education sector has initiated regulatory changes and interventions to support
the decentralization process to lower organs. Among the notable interventions in support of the
decentralization process includes:
 The establishment of District and Community Education Funds, a matching grant intended to
encourage communities to finance the provision of education to their own children.
 DBSPE initiative intended to contribute towards improving the teaching/learning environment to
enhance decentralized management of education and training institutions.
 The institutionalization of district managed Teacher Resource Centers (TRCs) and the
establishment of ward-based teacher development (in-service programmer).
 The decentralization of textbook provision and distribution initiated as a pilot project in 1993.
 The initiation of Primary Education Facilities Project (PEDFAC) intended to mobilize as well as
enhance the capacity of district authorities to plan and manage financial resources at their
disposal therefore promoting accountability, transparency and project management skills.
 To decentralize the management of FDCs with more participation from the Local Authorities.

All basic education-based interventions are gradually being realigned to correspond with the Local
Government Reform Programmer which places emphasis on improved service delivery, autonomy in
decision making, transparency, accountability and good governance. The new Local Government system
is based on political devolution, decentralization of functions and finances within the framework of a
unitary state. The Local Governments will be holistic i.e. multi sectored government units with a legal
status. They have the responsibility for social development and public service provision within their
jurisdiction, facilitation of maintenance of law and order and issues of national importance such as
education, health, water, roads and agriculture. To facilitate these, financial reforms, regulations for
governing the utilization of block grants and basket funds have been issued, service regulations for local
Authorities employees have been approved and the platinum system is being introduced in all local
authorities. Attendant with such developments, education sector specify the performance of indicators and
minimum standards for service delivery.

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