Individual-Final Project Work 29th April 2024

 DEPARTMENT OF EDUCATIONAL MANAGEMENT AND POLICY STUDIES

ME 323: Educational Sector Analysis and Project Design

Individual-Final Project Work 29^th April 2024

1. Critically analyze the existing education policy and education system performance of a selected primary or secondary school in Tanzania.

a)      From your analysis, identify major challenges (gaps) as unfulfilled commitments made by the Tanzania Government in its Education and Training Policy of 2014 and/or education planning documents such as PEDP or SEDP.

b)    Applying your knowledge of education policy-making and planning, propose a relevant project to overcome the identified challenge (gap).

c)       In your project proposal document, show a schedule of phases, strategic activities, specific activities, events, timeframe, Objectively Verifiable Indicators (OVI), means of verification (M.V), costs of each specific activity (can be in U.S. Dollars or Tanzania Shillings), expected outputs and responsible agency (personnel).

d)        Using your schedule of strategic activities from section (c) above, prepare a Program Evaluation Review Technique (PERT) to illustrate how the specific activities of your project. Indicate the Critical Path of your project activities.

N.B: Each project section should mirror your maturity in preparing project work. Your work should not exceed 16 pages, including references (Deadline 21^st May 2024)

ME 323 Individual Assignment 1

 

DEPARTMENT OF EDUCATIONAL MANAGEMENT AND POLICY STUDIES

ME 323: Educational Sector Analysis and Project Design

Individual Assignment 1

Instructions:

                                              i.            Attempt all questions and submit your work on 22^nd April 2024.

 

1.     Conduct a needs assessment as part of sector analysis in a primary education sub-sector in Tanzania (you can use a documentary review or make a field visit).  

2.     Identify the elements of analysis of the education system performance, giving examples of how their indicators apply in project implementation.

3.     Using data and information from the needs assessment you conducted, with evidence from the literature review, describe the following situations:

a.      What is expected (the ideal situation) from the primary school level in a selected district or ward?

b.     What is the actual practice (the current situation) at the primary school level (real situation),

c.      What are the negative consequences of the current situation (the problem-project gap), and

d.     What should be done to reduce or eliminate the problem (to plug the gap)?

4.     Prepare a problem tree to indicate the relationship between the cause of the problem and the effect of the problem (cause-effect relationship)

5.     Prepare an objective tree to indicate the relationship between means and ends (inputs-impact relationship).

6.     Design a hypothetical educational programme using a Logical Framework Matrix (Logframe) with principal questions.

7.     Use the data and information obtained from steps 2 to 6 above to design a project (write a project proposal for the identified problem). 

Course Outline for ME 323: Educational Sector Analysis and Project Design

 

1. Course Title: ME 323: Educational Sector Analysis and Project Design
2. Course Aim

This course introduces student-teachers to educational sector analysis, project formulation and implementation. This course intends to expose student-teachers to various concepts regarding the internal processes of the educational system. These processes comprise needs assessment, educational sector analysis, project identification, project elaboration, and implementation. The major focus of the course is to equip student-teachers with appropriate skills that will enable them to assess the social needs in education, analyze the education sector and reveal serious maladjustments internal to the education system concerning educational policies and planning. By taking this course, students are expected to be able to apply their knowledge and skills to identify burning issues in education and design appropriate project proposals focusing on solving educational problems in the global, national, and local contexts.

3. Course Expected Learning Outcomes

At the end of the course, the graduates are expected to:

• Show the ability to analyze internal processes of the educational sector
• Use knowledge and skills to carry out educational sector analysis
• Demonstrate ability to carry out needs assessment in project identification
• Show ability to use SWOT/SWOC analysis, Problem Tree, Objective Tree and Logical Framework Matrix in designing programmes and projects in education.
• Use skills and knowledge in designing appropriate projects to solve educational problems.
• Critically analyze risks associated with external sources in financing educational projects.
• Show ability to design and prepare appropriate fundable education project proposals.

iv.                Course Status: Core

v.                  Credit Rating: 7.5

vi.                Total Hours Spent: 90

vii.              Course Content

Course Module

Strategies in Needs Assessment for Project Identification in Education

• Deductive approach to needs assessment in education
• Inductive approach to needs assessment in education
• Proactive inductive needs identification in education
• Project assumptions/risks
• Stakeholder analysis

Education Sector Analysis

·         Framework for educational sector analysis

·         Main steps in Sector diagnosis

·         Key plan objectives and priority areas in educational sector analysis

·         Developing a problem tree and objective tree in educational sector diagnosis

·         Designing educational programmes/projects through a Logical Framework Matrix (LFM)

Medium-Term Plan and Expenditure Framework

·         Preparation of an annual operational plan and budget for education

·         Characteristics of fully functioning MTEF in education

·         Medium-Term Expenditure Framework in Tanzania educational sector

·         Formulation and implementation of MTEF in Tanzania's educational sector

·         The linkage between MTEF and the National Strategy for Growth and Reduction of Poverty

·         MTEF in project identification in the context of PEDP and SEDP in Tanzania

Significance of Educational Planning for Project Identification

·         The roles of projects in the educational planning process

·         Planning-Programming-Budgeting System (PPBS)

·         The link between educational programmes and project identification

·         Stages of Project Life Cycle in Education

Project Identification and Criteria for Appraising Educational Projects

·         Priority criteria

·         Feasibility criteria

·         Efficiency criteria

·         Justification and design of education projects

·         Justification based on objectives

·         Types of Project Investments

Budgeting for Educational Projects

·         Introduction of budgeting for educational projects

·         Capital and recurrent budgets in education

·         Types of budget format in education

·         Block grant for primary education

·         Primary education development grants

·         School budgeting-working at the local level

·         Income analysis, user fees and parental costs

·         Laws on financing education

·         Procurement policies in education

·         Preparing educational statistics

Conditionality and Risks of External Sources in Financing Educational Projects

·         International constraints on the national budget

·         Impact of IMF Policies on Teacher Recruitment

·         Consequences of IMF policies in financing education sector

·         Problems with national budgets

·         Problems with external financing of educational budgets

·         The impact of the Washington Consensus or Bretton-Woods System

·         Negotiation for educational budgets

Developing Skills in Project Proposal Writing/Project Design

• Project planning and formulation of project elements
• Structure of project proposal

·                     Target group and strategies

·                     Assumptions/risks of the project

·                     Project implementation

§  Activity plan

§  Resource plan

§  Project budget and annexes

8. Teaching and Learning Activities

Course Delivery Mode:

Classroom Lectures:   30 Hours

Seminar presentation: 15 Hours

Assignment: 7.5 Hours

Independent study: 22.5 Hours

9. Assessment Methods

Total Course work (Seminar Presentation, Assignment and Test) 40%

• Final Examination   60%
• TOTAL                  100%

      x.            Reading List

Forojalla, S.B (1993). Educational Planning for Development. New York Macmillan Publishers Limited.

Guruge, A. and Bestercher, D.G (1977). From Planning to Implementation: Introduction to Educational Programming Techniques. Paris. UNESCO/Regional Office for Education in Asia.

Gwang–Chol Chang (2006). National Education Sector Development Plan: A Result-Based Planning Handbook. Paris, UNESCO.

Magnen, A. (1991). Education Projects: Elaboration, Financing and Management. Paris. UNESCO/IIEP.

Mclntosh, S (2008). Education and Employment. Paris. UNESCO/IIEP.

Mosha, H.J. (2006). Planning Education Systems for Excellence. Dar Es Salaam. E&D Limited

Suru, M. (2013): Educational Projects: Strategies, Implementation and Evaluation. SaarBrücken, Deutschland. OmniScriptum GmbH & Co. KG

ME 212 SEMINAR QUESTIONS 2021-2022

 THE UNIVERSITY OF DODOMA

OFFICE OF THE DEPUTY VICE-CHANCELLOR ACADEMIC, RESEARCH, AND CONSULTANCY

SEMINAR QUESTIONS 2021-2022

ME 212: Educational Planning Theories and Strategies

 

1.     Reflecting your understanding of normative views of theory, critically discuss types of normative theories and their utility in the planning of education systems in Tanzania.

2.     Communicative planning theory has been viewed as enlargement and empowerment of democratic process in education planning. Based on public interest and political community as precedence of social justice, discuss the central role of government in distributing educational resources to marginalized groups.

3.     a) As an educational planner at the district, discuss your roles in value identification in a multicultural community.

b)  Discuss the interconnectedness of values, information, and power in educational planning.

4.       a) Critically discuss the differences between positivism and post-positivism theories and their place in education planning in Tanzania.

b)  Briefly explain the applicability of Arnstein's Ladder of Participation concerning power and different people's roles in planning practice.

5.     a) Referring to Lindblom and Cohen's Approach of 1979 to policymaking and policy actors, discuss the relationship between education policy and education planning.

b)  Discuss the meaning, characteristics and philosophical strands, and adjustment that guides human behaviour in education planning as a comprehensive process.

6.   The similitude of the aims of education and the value of its contribution to students and society is that of the air we inhale unconsciously (Coombs, 1970). Discuss this similitude by examining the four features of education planning in Europe, which preceded World War II.

7.     Although the first Conference of Ministers of Education of Independent African Nations was held in Addis Ababa, Ethiopia, in 1961, little had been improved regarding education planning in Africa up to the Jomtien, Thailand conference of 1990. Discuss the causes of these disruptions in Africa.

 

8.     Critically discuss the contributions and objections to Hunter Study in planning education towards first industrial development before Arusha Declaration in Tanzania.

9.     Tobias Survey has been a landmark in manpower surveying as the first systematic planning of high-level manpower in Tanzania. Discuss the significant contributions of the Tobias Survey to education planning in Tanzania and its shortcomings.

10.     Discuss the significant features of Thomas's survey, which makes it different from Tobias' survey?

11.     a) Discuss the concept of modernization theory as the predecessor of national development.

b)  Discuss the relationship between education, modernization and development through the lenses of educational planning

12.     a) With evidences from Post-Arusha development planning, discuss its features regarding education planning in Tanzania.

b)      Deriving evidences from Primary Education Development Plan (PEDP) of 2001 and Secondary Education Development Plan (SEDP) of 2004 documents, indicate their linkage to National Vision 2025 and industrialization process in Tanzania.

13.     With examples, discuss why sequencing, consistency and probability are presumed to be inevitable process in education sector planning.

14.     Discuss different steps of systems planning model as used in education planning.

15.     a) Critically discuss the use of Human Resource Development as an approach for education planning in Tanzania.

b)      Briefly explain the implications, characteristics and objections to Social Demand Approach (SDA) in education planning.

16.     Discuss the application of Manpower Requirement Approach in education planning and its shortcomings.

17.     a) Discuss the applicability of Cost-Benefit Analysis in education planning.

b)  With examples, show how the rate of return to education investment can be calculated for an individual beneficiary of education planning.

18.        a) Discuss the interconnectedness between strategic management, policy making, and strategic planning in implementing education plans.

b)  Discuss the four primary characteristics of strategic planning as used in the education system

19.   a) There are various strategic planning models when viewed from diverse perspectives (Porter, 1996). Discuss only three principal models of strategic planning as described by Luhanga et al. (2003).

b)  Referring to the context, strategic planning is determining what and how the organization intends to accomplish its specified objectives. Explain.

20.        In the view of vision, mission, and long-term goals of education, discuss the process of strategic planning, strategy implementation, and strategy control.

21.        Educational planners and managers must examine both internal and external aspects of the education systems to improve the practice of education planning. Discuss this view from the perspective of educational sector analysis and its rationale.

22.        Explain the concept of analysis of access to education and, with concrete examples, show how the Apparent Intake Rate (AIR), Net Intake Rate (NIR), and Transition Rate (TR) can be calculated.

23.     Define the concept of analysis of participation to education. With concrete examples, demonstrate how Gross Enrolment Ratio (GER), Net Enrolment Ratio, and Age-Specific Enrolment Ratio (ASER) can be calculated to improve education efficiency and effectiveness.

24.     The delay of pupils' transition from primary to secondary school level for 2020/2021 due to lack of school classrooms reflects a flawed planning process. Explain how planners can ensure a proper transition from one level of school to another level in the education cycle using three cohort analyses.

25. a) Discuss the concept of efficiency coefficient as an ideal way of improving the efficiency performance of the education system, using examples from survival rate, the average duration of studies per graduate, and wastage ratio.

b)       External efficiency or effectiveness is a measure of performance of graduates of a certain level of education in active social and economic life and economic and social benefits individuals, or society can derive from the investment made in education. Substantiate.

26.     Depending on the context and complexities of education, decentralization implies four degrees of authority in the education system. In any situation, planners must decide on what elements of the system to decentralize. Based on Nelson and Cheema's (1984) understanding of four degrees of authority transfer, discuss the significance of decentralization on education planning.

27.     Globalization has broken the barrier between one society and another, the reduced social distance between incompatible values among global, national, and local communities, which has increased behaviour of networking among school-age teenagers. Discuss the role of education planning on mitigating the effects of this interconnectedness on the spread of HIV/AIDS among school-aged teenagers.