Organizational Patterns of Educational Planning

Abstract

Lately, education has been seen more and more as a feasible instrument-and one of the most important-in determining change, especially when human capital formation as the basis of economic and social development is the main target. [1] Such recognition of the place of education in the general process of social and economic development has resulted in increasing attention to educational planning. [2] Replies of 75 countries to a long questionnaire sent by the International Bureau of Education, Geneva, [3] clearly illustrate the widespread consideration given to educational planning. The search for systematized organizational procedures will be the next step, if this increasing awareness is to be translated into action. The following material is essentially based on the I.B.E. questionnaire. Undoubtedly, such questionnaire is vulnerable as to reliability and as to validity. [4] But, taking into account such limitations, it seems that one can still analyse the material to obtain at least two objectives: first, employing it as a survey, summing up numbers of overall plans, compulsory systems, etc. (which was, essentially, done in the original report). Second, trying to find basic relationships between some of the components, ending up by shaping some basic organizational patterns for educational planning, as they emerge from this survey. This is the main purpose of this study.