- Course Title: ME 323: Educational Sector
Analysis and Project Design
- 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.
- 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
- Teaching and Learning
Activities
Course Delivery Mode:
Classroom
Lectures: 30 Hours
Seminar
presentation: 15 Hours
Assignment: 7.5
Hours
Independent study:
22.5 Hours
- 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
No comments:
Post a Comment