Popular Approaches to Educational Planning in Developing Countries

5698 Words Jun 20th, 2013 23 Pages
With relevant examples and illustrations, discuss some of the popular approaches to educational planning in developing countries.

Educational planning is a worldwide practice found in both developing and developed countries. The developing countries and indeed all countries have placed a premium on education because of the persistent belief that formal education holds the key to national development and economic growth. In the light of this, the modern conception of educational planning has attracted specialists from many disciplines with each of them tending to see educational planning differently. In view of this attraction, the traditional approach to educational planning could no longer hold sway. In an attempt to
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History of Modern Educational Planning
A background history of the modern educational planning will greatly enhance our understanding of the emergence of the different approaches to educational planning in the developed and the developing countries.

Prior to the Second World War (1939 – 1945), educational system everywhere was simple, less complex in structure and content, smaller in size and less intricately tied to the total life of nations. The only exception is probably the Soviet Union which in 1923 made an attempt to use educational planning to help realise a ‘new society’ through what is commonly referred to as the First Five Year Plan of the young Soviet Union. Before the war, the typical kind of educational planning had the following features a. It was short range in outlook (i.e. plan period was short, usually a year, rarely spreading beyond) b. It was fragmentary in its coverage of the educational system, the parts of the system were planned independently of one another. c. It was non-integrated in the sense that educational institutions were planned autonomously without explicit ties to the evolving needs and trends of the society and the economy at large; and d. It was non-dynamic kind of planning which assumed an essentially static educational model that would retain its main features intact year in and year out.

However shortly after the world war (especially from 1945 to 1970), educational system and their environment all over the
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