Educational Planning: Who Does What to Whom and with What Effect? [electronic resource] : Educational Planning Documents. Reprint Series Number A.6 / Seth Spaulding.
An analysis of the general trends in nationwide educational planning in third-world countries shows that most educational plans to date have largely been limited to simple forecasting. Political and social factors that affect decisions on educational expansion have not been incorporated sufficiently...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1978.
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MARC
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| 100 | 1 | |a Spaulding, Seth. | |
| 245 | 1 | 0 | |a Educational Planning: Who Does What to Whom and with What Effect? |h [electronic resource] : |b Educational Planning Documents. Reprint Series Number A.6 / |c Seth Spaulding. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1978. | ||
| 300 | |a 24 p. | ||
| 500 | |a ERIC Document Number: ED193747. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a An analysis of the general trends in nationwide educational planning in third-world countries shows that most educational plans to date have largely been limited to simple forecasting. Political and social factors that affect decisions on educational expansion have not been incorporated sufficiently into such forecasts. There continues to be a need for better quantification of what exists in the educational systems of most countries, within both the formal and nonformal sectors. Especially lacking, however, is good knowledge of the qualitative aspect of education as it relates to the aspirations of individuals, communities, and governments. New economic development strategies, such as those that stress employment and income distribution, will increasingly affect what happens in the education sector and suggest that educational planning must be linked more closely to new concepts of development. The future probably lies in many small incremental changes through continuous research and development strategies linked to planning efforts. Each country must develop its own capacity for continuous educational planning, research, and development in the search for education that has the quality, relevance, and efficiency appropriate in the national context. (Author/MLF) | ||
| 650 | 1 | 7 | |a Developing Nations. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Educational Planning. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 1 | 7 | |a Futures (of Society) |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Labor Force Development. |2 ericd. |
| 650 | 1 | 7 | |a Long Range Planning. |2 ericd. |
| 650 | 0 | 7 | |a Resource Allocation. |2 ericd. |
| 650 | 1 | 7 | |a School Statistics. |2 ericd. |
| 710 | 2 | |a Unesco. |b Regional Office for Education in Asia and Oceania. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED193747.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED193747 |h Other scheme |i web |n 1 |