Educational Planning
Introduction
Planning is the formal process of making
decisions for the future of individuals and organizations. Plans are statement of things to be done and
the sequence and timing in which they should be done in order to achieve a
given end. Planning implies thinking
about the future and trying to assume control over future events by organizing
and managing resources so that they cater to the successful completion of the
objectives set forth.
Educational planning, is the application of
rational, systematic analysis to the process of educational development with
the aim of making education more effective and efficient in responding to the
needs and goals of its students and society.
Features of Educational Planning
} The main objective of education
planning is to get the most and best educational results and to maximize
educations contribution to each individual and to the whole society.
} Planning is a continuous process .
Educational planning deals with the future, drawing enlightenment from the
past.
} The important function of
educational planning in linking a society’s educational system to its goals,
whatever these goals may be.
} An
educational plan cannot make in a vacuum it has to be integrally related to
social and educational and cultural background.
} The
educational planner must plan first ascertain the goals of national
development.
} The
investment in education should be
properly planned so as to get the maximum return . social return. It’s part of the community's resources
Planning in Indian Education
Education in India is primarily a
state sponsored activity. Therefore, the pattern of educational development
depends, to a great extent, on the availability of governmental resources for
education. There are multiple sources of
finances for education in India. These sources can be broadly classified into
external and internal or domestic sources of financing. External sources do not form a significant
part of educational finances in India. The domestic sources of funding are
broadly divided into public and private sources. The public sources include contributions made
by central, state and local governments. The private or non-governmental sources
include fees and other household expenditures incurred by the direct
beneficiaries (students/parents) of education and endowments and donations made
by individuals, trusts, etc.
There are three layers of control of
education in India — the central, the state and the district levels.
Among these, districts are not constitutional
or statutory units though they are important administrative units.
Therefore, resource allocation
mechanisms are based on centre-state partnership in educational endeavours.
Among the private sources, fees are
a compulsory payments whereas others are voluntary contributions
Education in India is financed by
both central and state governments. The governments at these levels provide
funds for their own institutions and to institutions set up by private individuals
or societies to whom grants are made on the basis of grants-in-aid
policies of the government. The state governments differ in terms of the system
of grants and they also differ by levels of education
} Generally, private institutions
which come under the purview of grants-in-aid code are given recurring and
non-recurring grants.
} The recurring grant includes salary grant,
hostel grant and maintenance
grant.
} Non-recurring include building grant, equipment grant, etc.
The grants-in-aid policies also help
to keep a check on and ensure certain levels of standards in terms of teacher
qualifications, fees, maintenance of accounts, etc.
Moreover, all the institutions
receiving grants-in-aid are subjected to governmental inspection and supervision.
The Constitution of India has
categorised the government functions into three:
List I : list of union or central
government functions;
List 2 : list of state government
functions; and
List 3 : list of concurrent
functions.
In 1976, through a constitutional
amendment, education was shifted from the state list to the concurrent list.
This legalised the involvement and dominance of the central government in
educational development
The following sectors of education
were listed as functions of the central government (List 1):
central universities
Union agencies and institutions for
professional and technical education
Union agencies for co-ordination and
determination of standards in institutions for higher education and any other
institution declared by the Parliament to be an institution of national
importance.
These provisions of the Constitution
resulted in the establishment of such institutions as the Central Board of
Secondary Education (CBSE), the University Grants Commission (UGC) , Deemed
Universities, the National Council of Educational Research and Training (NCERT )
and The National University of Educational Planning and Administration (NUEPA).
Vocational and technical training of
labour was listed in the concurrent functions.
All other areas and sectors of education were under List 2.
} The Central Government intervenes in
education in three main ways:
} the Central government has its own
central sector in education, which includes, besides the sectors listed in the
Union List (List 1),
} the Central schools, the Regional
Colleges of education, National scholarships, the programmes of the University
Grants Commission (UGC ) such as the creation of Centres for Advanced Study,
etc.
} Administrative as well as financial
functions of this sector are the total responsibility of the Central
government. These activities are planned, implemented and financed exclusively
by the Centre.
} Secondly, there is a sector known as
centrally sponsored sector the responsibility of which the states
do not accept on their own . The central government could however persuade the
state governments to accept the responsibility of their implementation.
} They constitute part of the central
plan in respect of which the states act as executive agencies.
} They are designed and developed by
the centre.
} The activities in this sector
include promotion of Sanskrit, Hindi in non-Hindi speaking states, promotion of
students tours, etc.
} The central government takes care of the
financial part of these activities.
} Finally there is the centrally
assisted sector which includes activities in the promotion of which the
centre is actively interested though they are embodied in the state plans. The
states only partially accept the financial responsibilities of this sector.
} The opening of non-formal education
centres, enrolment of handicapped students in the integrated schools, etc., are
some of such activities.
} The financial contribution of the centre to such
activities might vary between 25 per cent to 100 per cent of the total cost of
these activities. (Chelliah et al: 1981).
The plan and non-plan expenditure in education.
The educational budget in India contains two parts
plan (also called developmental) and
non-plan (also called committed) expenditures.
The plan expenditure is mainly for development purposes such as the
building of new schools or the introduction of a new programme in a school.
The non-plan expenditure is generally for maintenance of on-going
programmes as well as of buildings, furniture and equipment
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