ME 212 SEMINAR QUESTIONS, 2017-2018

College Of Education

School of Educational Studies

Department of Educational Management and Policy Studies

ME 212: Educational Planning

Seminar Questions 2017/2018

1.              a) What does it mean when we discuss a planning theory as:

                           i.          Theory of education planning,

                         ii.          Theory for education planning,

                       iii.          Theory in education planning

b) Describe the major differences between normative theory and positive theory in education planning.

c)     Differentiate between procedural normative theory and definitional normative theory for education planning.

2.              “Secondary education should be free to all capable students to relieve poor families from tuition fees and to create equity among Tanzanians”. Focusing on equity policy as an issue of fairness, which goes beyond equality; discuss how planning theory can be appropriately used to establish social equity in educational setting?

3.              a) Explain the necessity and the inevitability of stakeholders’ inclusion in formulating the educational policy for effective implementation of education planning.

b) Discuss the usefulness of seven models of policy making in education planning process.

c) Explain the main differences between Lindblom-Cohen Approach and Allison model of policy making.

4.              a) What is education planning?

b) Explain the characteristics of plans and planning process.

c) Differentiate between advocacy planning and radical planning.

5.         a) Describe the main features of education planning that preceded World War II in Europe.

b)    Explain the episodes in the development of education planning under the following phases:

                           i.          Reconstruction phase

                         ii.          Manpower shortage phase

                       iii.          Rampant expansion phase

                       iv.          The innovation phase

6.                             a) “Tobias survey is a landmark in manpower surveying in Tanzania, because it is the first systematic record of high-level manpower, which provided projections of manpower requirements in the different categories within broad classes” (Skorov, 1966). Discuss the weaknesses and strengths of Tobias survey with regard to education planning in Tanzania.

b)      Discuss the post-Arusha development planning up to the reform period 1986-2002.

7.              a) Discuss the following as basic aspects in educational planning process:

                           i.          knowledge skills

                         ii.          social skills

                       iii.          empowerment

b) Explain the difference between macro and meso planning.

c) Discuss the effects of macroeconomic variables to educational planning.

8.              Discuss the tree fundamental reasons planners use to justify the inclusion of education in national development planning.

9.              a) Discuss the four major functions of educational planning.

      b) Explain the differences between strategic planning model and systems planning model.

10.          a) Discuss the following aspects of sector analysis:

                           i.          Macro-economic and socio-demographic frameworks;

                         ii.          Access to and participation in education;

                        iii.          Quality of education;

                        iv.          External efficiency;

b) Calculate the access to primary education indicator for Dodoma region given that the Grade I school-aged children in Dodoma region is 75,867 for 2013 while all primary schools in Dodoma region can only enroll 53,024 students for the same year?

c) Calculate Gross Enrolment Ratio for Grade I intake given that, Grade I enrolment was 655,800 in the year 2011, and was 690,756 in 2012.

11.          Critically discuss the following approaches to education planning:

a)    Human Resources Development Approach,

b)    Social Demand Approach,

c)     Manpower Requirement Approach,

d)    Cost-Benefit and Cost-Effectiveness Approaches.

12.          i) Access to education can be defined as the extent to which the school-age population is able to access the first grade of a particular level or cycle of education. Taking this definition as your focal point of analysis, discuss the importance of the following indicators of access to education:

a)    The apparent intake rate;

b)    The net intake rate;

c)     The transition rate; and

d)    The registration rate

                            ii.   With clear examples, calculate each of the above indicators of access to education.

13.          Globalization is a flow of technology, economy, knowledge, people, values and ideas; it is also known as mobility in forms of information, knowledge, people and employment (Carnoy, 1999; Hirst and Thompson, 1999). Substantively discuss the contention that, globalization as a process has become inseparable from teenagers’ life and consequently it is inescapable in planning the educational systems.

14.          Though found in children of primary school-age, HIV/AIDS cases are comparatively rare in children aged between 5-14 years. This age group has been referred as the “Window of Hope”, because they are least likely to be HIV-infected (Kelly, 2000). From the above speculation, explain:

                           i.     The roles of ministry of education in planning for “prevention education” that is more likely to mitigate the HIV scourge among school-aged children in Tanzania.

                         ii.     The roles of teachers as planners in implementing prevention education against HIV scourge among school-aged children in Tanzania.