ME 212 COURSE OUTLINE 2015

College of Education

School of Educational Studies

Department of Educational Management and Policy Studies

Lectures: Wednesdays, 12:00-14:00 Hrs

Seminars: Wednesdays, 18:00-19:00 Hrs (BEDADMAN)

Seminar: Thursdays, 18:00-19:00 HRS (BEDPMM)

Course Instructor: Dr. Suru, M. H.

ME 212: Educational Planning (7.5 Credits)

Course Description

This is a core course of both analytical and descriptive in perspective. It is a 7.5 credit hours course, specifically designed for second year BED-PPM students. It is intended to enable prospective school teachers and College tutors with appropriate knowledge and technical skills for analyzing and describing education in the perspective of planning. The goal is to enable students analyze and describe planning in education and development, the nature and scope of educational planning, essentials of educational planning, macroeconomic context and educational planning in Tanzania, School Mapping and Micro Planning, methodologies for educational planning, approaches and models of educational planning, and planning techniques in education. Significantly, it is expected that, at the end of this course students would acquire knowledge and skills in education planning, programming and project formulation and be able to implement education projects at both micro and macro levels.

Course Learning Objectives

By the end of the course delivery as students you should be able to:

• Identify and explain different types of theories of planning.
• Explain factors affecting educational planning in developing countries.
• Explain and apply the skills of educational planning in education system.
• Discuss the macro-economic context and its effects to educational planning in Tanzania.
• Identify and critically discuss different approaches in educational planning
• Explain the process of school mapping in relation to planning education at micro level.
• Identify emerging issues in educational planning in Tanzania.

Course Learning Outcomes

At the end of your study and back in the society you are expected to be able to:

·         Use different theories to justify decision-making in education planning

·         Demonstrate ability to identify factors affecting educational planning and systematically overcome such factors in the future planning process.

·         Demonstrate the skills and ability to implement educational plans.

·         Use different approaches/models in decision-making for educational planning.

·         Identify past trends in macro-economic context to solve anticipated future effects on educational planning.

·         Illustrate strategy on applying school mapping process in planning education at the micro level (districts, wards, council, villages, institutional or school levels)

·         Use calculations of students flows and teachers flows to plan education systems

·         Solve the cross-cutting issues in education systems under the context of globalization.

Course Outline

·         Theories in education planning

·         Development of education planning

·         The Nature and Scope of Educational planning

·         Essentials in Educational Planning

·         Macroeconomic Context and Educational Planning in Tanzania

·         Approaches to Educational Planning

·         Decentralization and School Mapping

·         Globalization and cross-cutting issues

Course Modules and Teaching Schedules

Module 1: The Planning Theory (6 HRS)

• Debate on planning theory
• Theory in planning versus theory of planning
• Positive theory versus normative theory of planning
• A choice of theory of planning: definition of planning, value formulation, means identification and effectuation
• Comprehensive planning: synoptic rationalism (rational theory), incremental theory, advocacy planning theory, equity planning theory, and communicative action theory, radicalism, utopianism and Methodism.

Module 2: Planning in Education and Development (8 HRS)

·         An overview of policy making in education planning

·         Education in the context of development planning

·         Education, modernization and economic development

·         Education, political mobilization and development

·         The influence of political system on education planning.

Module 3: The Nature, Scope and Essentials of Educational Planning (8 HRS).

·         The role of educational planning

·         Sequence, consistency and probability in planning

·         Special characteristics of the planning in education

·         Objectives for educational planning.

·         Knowledge, skills and empowerment.

·         Types of educational planning

·         Dimensions of educational development.

·         Rationale for educational planning

·         Problems in education planning

Module 4: Macroeconomic Context and Educational Planning in Tanzania (6 HRS).

·         Macroeconomics and educational policy.

·         The Tanzania Experience and trends.

Module 5: Methodologies for Educational Planning (7 HRS)

·         Calculation of students flows

·         Calculation of teacher requirements and supply

·         Factors influencing teacher requirement

·         Structuring the education system.

Module 6: Approaches and Models of Educational planning (6 HRS)

·         Basic characteristics of social demand.

·         Manpower requirements and educational planning

·         Cost–Benefit and rate of return analysis in educational planning

·         Social demand, manpower and rate of return approaches

Module 7: School Mapping and Micro Planning (4 HRS)

·         The Concept of school mapping

·         The process of school mapping

·         Micro Planning.

Module 8: Globalization and its Challenges

·         Meaning and impacts of globalization in education

·         Planning in the context of HIV/AIDS in education

·         Intervention on gender disparities

Course Delivery Mode

Lectures: 30 HRS

Seminar Presentation: 15 HRS

Course Evaluation Mode

The evaluation of this course will comprise seminar presentations, tests and end of semester examination. Tests and examinations are intended to assess and monitor individual capability as opposed to group performance which will be done through seminar presentations and project works.

Course work distribution shall be as follows:

Seminar Presentations 10%

Tests                             20%

Project proposal           10%

Total Coursework 40%

Final Examination 60%

Total 100%

References

Babyegeya, (2002), Educational Planning and Administration, Faculty of Education, the Open University of Tanzania

Baker, S. and Baker, K (2000), Project Management Development: Educational Models and Schema. Chicago, Rand McNally & Company.

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

Faludi, A. (1993), A Reader in Planning Theory. Pergamon Press, Oxford

Galabawa, C.J.C (2005), Returns on Investment in Education: Startling Revelations an Alternative before Tanzanians. Dar es Salaam. KAD Associates

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

Chang, G. (2006), National Education Sector Development Plan: A Result-Based Planning Handhook, Paris, UNESCO

Haddad, W.D (1995), Education Policy-Planning Process: An Applied Framework. UNESCO/IIEP

Kelly, M.J. (2002), Planning for Education in the Context of HIV/AIDS. Paris. UNESCO/IIEP

Lewis, J.P (2000), Fundamentals of Project Management. New York, AMACOM.

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

Mintzberg, H (1979), The Structuring of Organizations, London, Prentice-Hall International (UK) Limited.

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

Skorov, G. (1966), Integration of Educational and Economic Planning in Tanzania. UNESCO/IIEP

Wood hall, M (2004), Cost-Benefit Analysis in Educational Planning. Pairs UNESCO/IIEP.