DOCUMENT RESUME ED 386 802 EA 027 013 Hallak, Jacques, Ed .
DOCUMENT RESUMEEA 027 013ED 386 802AUTHORTITLEINSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROMHallak, Jacques, Ed.; Caillods, Francoise, Ed.Educational Planning: The International Dimension.International Rureau of Education, Geneva(Switzerland).ISBN-0-8153-2024-8; ISBN-92-3-103036-195307p.UNESCO, International Bureau of Education, P.O. Box199, 1211, Geneva 20, Switzerland (Garland ReferenceLibrary of Social Science, 6-1).Collected WorksGeneral (020)PUB TYPEBooks (010)EDRS PRICEDESCRIPTORSMFOI/PCI3 Plus Postage.*Educational Administration; *EducationalDevelopment; Educational Economics; *EducationalPlanning; Elementary Secondary Education; *ForeignCountries; Futures (of Society); Government SchoolRelationship; *International Education; Long RangePlanning; Resource Allocation; Strategic PlanningABSTRACTWith the exception of one essay, the content of thisbook is a selection of articles from past issues of "Prospects,"UNESCO's quarterly review of education. Most of the articles werewritten in the late 1980s or early 1990s. They identify trends ineducational planning and management and explain why planning is morenecessary than ever. Following "Introduction: A New Scope forEducational Planning," by Francoise Caillods and Jacques Hallak,articles in part 1 examine new issues for the educational planner:(2) "Teaching/Learning Conditions in Developing Countries" (FrancoiseCaillods and T. Neville Postlethwaite); (3) "Planning the Quality ofEducation: Different Informac'-n for Different Levels of DecisionMaking" (Kenneth N. Ross and T. Neville Postlethwaite); (4)"Educotional Reform and Planning in the Current Economic Crisis"(Martin Conroy); (5) "The Impact of the Debt Crisis on Educatic,n inLatin America: Implications for Educational Planning" (Ferna:IdoReimers); (6) "Education, Work, and Employment in DevelopedCountries: Situation and Future Challenges" (Henry M. Lavin andRussell W. Rumberger); (7) "Management and Administration ofEducation Systems: Major Issues and Trends" (Benno Sander); (8)"Managing Schools for Educational Quality and Equity: Finding theProper Mix To Make It Work" (Jacques Hallak); and (9) "The Role ofthe State in Education" (Juan Carlos Tedesco). Articles in the secondpart examine the practice of educational planning in differentregions: (10) "Educational Planning, Administration, and Managementin Africa" (Vinayagum Chinapah); (11) "Educational Planning andAdministration in Latin America: From Optimism to Uncertainty" (FabioM. Bustos); (12) "Review and Prospects of Educational Planning andManagement in the Arab States" (Antoine M. Gennaoui); (13)"Commonality among Diversity: A Review of Planning and Administrationof Education in Asia" (Cheng Kai Ming) ; and (14) "EducationalPlanning and Management in Europe: Trends and Challenges" (IngemarFagerlind and Britt Sjostedt). Part 3 discusses the possibleevolution of educational planning. Articles include: (15) "Seeking
New Paradigms To Plan Education for Development--the Role ofEducational Research" (Daniel A. Morales-Gomez); (16) "EducationalPlanning Problems, Decision Making, and Communication" (Dan Inbar);(17) "Integrated Development of Human Resources and EducationalPlanning" (Vinayagum Chinapah, Jan-Ingvar Lofstedt, and Hans Weiler);(18) "Does Company Strategy Have Any Lessons for EducationalPlanning?" (Alain Bienayme); and (19) "Does Education Need StrategicPiloting?" (Sylvain Laurie). References accompany each article'and anindex is included. (LMI)*Reproductions supplied by EDRS are the best that can be made*from the original ******************************
C*4 0000r-1-1U S. DEPARTMENT Of EDUCATIONOltr. ot Eclocatioosi ROWItCh and ImoroEDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)114 dor .olot has Owl rmsoductml ssmt.'', A hots the Immo of onammattonongmsongCI Minot chimp's have 0 mods to woorovrtsprottuchon mmIttYPoints of rims of %soar% stated In sus docu-moot de not otwessamy ravrasant officialOERI posdtoo of policy"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYBEST COPY AVAILABLETO THE EDUCATIONAL RESOURCESINFORMATION CENTER (EMI"
IBE STUDIES ON EDUCATIONEDUCATIONALPLANNINGGARLAND REFERFNCI: LIBRARY01: SOCIAL SCIFNCI:Voi.1032.-
On the eve of the twenty-first century, education-3 planning hasbecome elastic. It has expanded its activity f. cover not only schools,but nonformal education and questions of ed, cational quality as well.Experience has also shown that, to be effecti; , planning 1ias to comecloser to the actionit must be flexible, inte, .ctive and pragmatic,taking the educational, social, cultural, financial and humAn dimensions into consideration. As planners juggle with a statisticai cocktailof projections, analyses, indicators and targets, the challenge in termsof training and capacity building is enormous.Planning activities, far from disappearing, have developed at both thelocal and central levels, both inside and outside ministries of education and in the developing and industrialised countries. i4
EDUCATIONALPLANNINGThe InternationalDimensionedited byJacques HallakFrançoise CaillodsWHOInternational Bureauof Education, GenevaInternational Institutefor EducationalPlanning, ParisGARLAND PUBLISHING, INC.New York & London 1995BEST COPY AVAILABLE
Copyright1995 UNESCO: International Bureau of EducationP.O. Box 199, 1211 Geneva 20, SwitzerlandAll rights reservedLibrary of Congress Cataloging-in-Publication DataEducational planning the international dimension / edited byJacques Hallak, Francoise Caillods ; International Bureau ofEducation.(IBE studies on education) (Garland referencecm.p.library of social science ; vol. 1032)Chiefly articles selected from past issues of Prospects, published:between 1984 and 1991.Includes bibliographical references and index.ISBN 9231030361ISBN 0-8153-2024-8 (Garland alk. paper).(Unesco : alk. paper)1. Educational planning. 2. School management andorganization. I. Hallak, Jacques. II. Caillods, Françoise.III. International Bureau of Education. IV. Prospects.V. Series. VI. Series: Garland reference library of social science ;:V. 1032.1 ,C71.2.E391995371.207dc20Printed on acid-free, 250-year-life paperManufactured in the United States of America94-46771CIP
CONTENTSPrefaceIntroduction: A new scope for educational planningviiixFrançoise Caillods and Jacques Hal lakA New Agenda for the Educational PlannerTeaching/learning conditions in developing countriesI3Frangoise Caillods and T. Neville PostlethwaitePlanning the quality of education: different information for differentlevels of decision-making25Kenneth N. Ross and T. Neville PostlethwaiteEducational reform and planning in the current economic crisis43Martin CarnoyThe impact of the debt crisis on education in Latin America:Implications for educational planning53Fernando ReimersEducation, work and employment in developed countries:situation and future challenges69Henry M. Levin and Russell W. RumbergerManagement and administration of education systems: majorissues and trends89Benno SanderManaging schools for educational quality and equity: finding theproper mix to make it work107Jacques HallakThe role of the state in educationJuan Carlos Tedesco119
ContentsviThe Practice of Educational Planning in Different RegionsEducational planning, administration and management in AfricaII143Vinayaguni ChinapahEducational planning and administration in Latin America:From opfimism to uncertainty159Fabio M. BustosReview and prospects of educational planning and managementin the Arab States167Antoine M. GennaouiCommonality among diversity: A review of planning andadministration of education in Asia185Cheng Kai MingEducational planning and management in Europe: Trendsand challenges199Ingemar Fagerlind and Britt SjiistedtIII The Future of Educational PlanningSeeking new paradigms to plan education for developmentthe role of educational research215Daniel A. Morales-GOmezEducational planning problems, decision-making andcommunication229Dan InbarIntegrated development of human resources and educationalplanning237Vinayagum Chinapah, lan-Ingvar Leifstedt and Hans WeilerDoes company strategy have any lessons for educationalplanning?259Alain BienayineDoes education need strategic piloting?273Sylvain LourieIndex285
With the exception of the essay "Managing schools for educational qualityand equity: finding the proper mix to make it work", the content of this bookis a selection of articles drawn from eight past issues of Prospects, UNESCO'squarterly review of education, namely: No. 52 (vol. 14, no. 4, 1984); No. 58(vol. 16, no. 2, 1986); No. 67 (vol. 18, no. 3, 1988); No. 69 (vol. 19, no. 1, 1989);No. 70 (vol. 19, no. 2, 1989); No. 72 (vol. 19, no. 4, 1989); No. 76 (vol. 20, no. 4,1990); No. 77 (vol. 21, no. 1, 1991).The idea of collectthg these articles aryl publishing, them as a separatevolume originated with Zaghloul Morsy, at that time editor of Prospects, andProfessor Philip G. Altbach, until recently director of the ComparativeEducation Center, State University of New York at Buffalo, and presently atthe School of Education, Boston College.As of 1 January 1994, and with the retirement of Zaghloul Morsy,editorial responsibility for Prospects has passed to the International Bureau ofEducation (IBE) and, with it, the task of producing this book. Happily, theIBE has been able to count upon the enthusiastic support of Zaghloul Morsyand Philip Altbach, and to them it extends its deep gratitude. The index hasbeen prepared by Hyaeweol Choi, and to her too we extend our thanks.The IBE invited Jacques Hallak, director, and Françoise Caillods of theInternational Institute for Educational Planning, Paris, to select these worksand write an introduction, giving an up-to-date overview of the educationalplanning situation over the past decade in different regions of the world.Since 1989 there has been an unprecedented number of changes in thestatus of countries, particularly in Central and Eastern Europe. Many of thetexts reproduced here were written at a time when these changes had nottaken place and could hardly have been envisaged. Since these texts havebeen reproduced directly from the pages of Prospects, these changes are notreflected here and we apologise to readers beforehand for any expressionsthat must now be considered out of date.The first attempt to publish collections of articles from Prospects inbook form led to Higher Education in International Perspective: Tothard the 21stvii
NV).viiiPrefaceCentury (UNESCO/Advent Books, New York, 1993, 218 pp.), edited byZaghloul Morsy and Philip G. Altbach. The Challenge of Illiteracy: FromReflection to Action, the first in this series of IBE Studies on Education, waspublished in the fall of 1994 by Garland Publishing.The International Bureau of Education expresses its gratitude to theauthors of this collection of articles but reminds readers that the authors areresponsible for the choice and the presentation of the facts contained in thisbook, and for the opinions expressed therein, which are not necessarilythoseof UNESCO:IBE and do not commit the Organisation. Furthermore, the'designations employed and the presentation of material throughout thepublication do not imply the expression of any opinion whatsoever on thepart of UNESCO:IBE concerning the legal status of any country, territory,city, or area, or of its authorities, or concerning the delimitations of itsfrontici s or boundaries.Juan Carlos TedescoDirectorInternational Bureau of Education
INTRODUCTIONJacques HallakFrancoise CaillodsA New Scope for Educational PlanningIt was in a context of unprecedented economic growth that educationalplanning developed in the 1960s. At the time, educational planners foundthemselves entrusted with the task of orchestrating the tremendousexpansion of education systems, with the dual aim of both universzlisingeducation and providing national economies with the qualified manpowerthey needed. In most countries, one or more planning units were created.Great hopes were placed in educational planning, which was meant to serveas a framework for setting objectives and priorities, directing educationalpolicies and optimising the use of resources.Twenty-five years later, educational planning, just like economicplanning, has lost much of its prestige. On the one hand, the universal beliefthat education is a basic condition for development and the great leveller ofsocial inequality has been shaken. As a result of the economic recession,graduate unemployment has become an acute problem almost everywhere.In spite of subtantial investment in education and training, poverty isgrowing in ma y countries and new environmental and health problemshave emerged. Liberalism and free market ideologies have spread, creatingconsiderable pressure to reduce the dominance of the state in all domains,including education.At the same time, educational planners themselves have been accusedof being too normative, too 'rational' and not sufficiently political or'interactive'. Others, on the contrary, blame them for having been toopolitical and for not having properly guided the decision-makers. The maincriticism of educational planning, however, is that it has not been sufficientlyconcerned with implementation issues. Thus, in th 1990s, it is no longerfashionable to speak of planning, programming or forecasts. These words haveix
Introductionbeen progressNely replaced by such terms as policy analysis, policy dialogue,labour market analysis and strategic management.What is at stake, however, is not the need to forecast, organise andplan. On the contrary, what is at stake is a certain type of planning. Rigidmandatory planning clearly appears unsuited to today's world, but otherforms of planning are not. It remains essential to explore the future, detectmajor trends and anticipate problems before they become so critical that theycannot be solved. More than ever before, there is a need for a coherentfromework and an overall rationality to the various projects and programmesthat ministries of education, and other actors on the educational scene,undertake. It is also vital to ensure that the new resources made available foreducation be used in the best possible way.The need for planning and anticipating is still there, but significantchanges have occurred in education and the way it is planned, making itnecessary to adapt its scope, approaches and methods, as well as the actorsinvolved.Many of the contributions presented in this bookdrawn from pastissues of Prospects, UNESCO's quarterly review of educationwere preparedfor a seminar organised in 1988 by the International Institute for EducationalPlanning to mark its twenty-fifth anniversary, with a view to mapping outthe new trends in educational planning and management and to explain whyplanning is more necessary than ever. Others were prepared for theInternational Congre ., on Planning and management of educational developmentthat UNESCO organised in Mexico in March 1990.Some of the contributions presented in Part 1 examine the new issuesfor the educational planner, which constitute major challenges and imply anew approach. They include:The deterioration of teaching and learning conditions, which leads to adecline in the quality of education, making it crucial to shift theemphasis from quantity to quality and to develop a better adaptedinformation base.The impact of structural adjustment programmes on public resourcesavailable for education, which makes it necessary to find new sources offinance and develop new cost-sharing arrangements involving parents,communities and industry.The technologic.il revolution, which means that any country wanting toenter the information age has to raise substantially the educational levelof its work torce.
IntroductionxiThe lack of efficiency of many administrative systems and the need tosearch for new paradigms highlighting decentralisation and thepromotion of collective participation.Last but not least, the crisis of the state and the increasing lack ofconfidence in its ability to perform its functions adequately has directimplications on educational planning.A number of other contributions examine the practice of educationalplanning in different regions. These are presented in Part 2.Finally, the way educational planning could evolve in future is thequestion that papers presented in Part 3 address.Five years later, many of the issues and trends presented in thesecontributions remain the same. However, the situation has changed andsome new important elements have entered the game.Mobilizing the international Community to Provide Education for AllThe first new element is the Jomtien Conference and its outcome. Theinternational community has mobilised itself to provide the broadestpossible access to learning, to improve the quality of education and put morefocus on outcomes. Education is considered a right, "the pre-eminent meansfor promoting universal human values, the quality of human resources, andrespect for cultural diversity". Based on the results of a number of rate-ofreturn studies, education, and basic education in particular, is considered tobe one of the most profitable long-term investments that any developingcountry can make. Hence, at Jomtien, developing countries committedthemselves to making primary education universal by the beginning of thenext century, and to extending learning opportunities to children, youth andadults. The donor community has similarly committed itself to backing theseefforts. The implications for planning are, on one hand, that education is nowa top priority of countries and donors, and on the other, it puts right back onthe agenda some of the 'mechanical' approaches and instruments used forplanning. Primary, and in some countries lower secondary, education cannotbe generalised in such a short time without making enrolment projections,forecasting the number of teachers to be trained, analysing costs, preparingbudgets, planning the location of schools, that is, without using the wellestablished instruments of rational planning. At the same time, however,enroling the last 10 or 20 percent of the school-age population (girls in
xiiIntroductionremote rural areas, street children in large cities) and retaining them inschool require diversifying the learning programmes offered and adaptingthem to the needs of these specific clienteles. Calling on various actors, suchas local communities, private associations and NGOs to deliver suchprogrammes, also becomes a necessity. New flexible planning instrumentshave to be developed and more attention has to be paid to theimplementation, monitoring and evaluation of these projects.Diversifying the Sources of FinanceFinancial constraints caused by the debt burden, structural adjustment andausterity programmes continue to affect educational budgets. In order tofinance the ambitious programmes for basic education, the resources inMinistry of Education budgets hay.e had to be reallocated, taking funds awayfrom secondary vocational, technical and /or higher education. Providingbasic education for all, while respecting the need for balanced developmentof the entire education system, means that other sources of finance are alsoincreasingly being tapped. Not only does the share of private educationincrease in a number of countries, particularly at the post-primary level, hutthe state is also entering into partnership with communities, NGOs andenterprises for the financing of its own schools. Parents increasinglycontribute through tuition fees. More and more countries are launchingstudent loan programmes. Communities are asked to build schools in ruralareas. Enterprises are encouraged to bankroll and also to organise their owntraining programmes. In several countries aid agencies play an increased rolein educational funding: they finance nearly all capital expenditures, a la
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Mobile Communication Technologies Local wireless networks WLAN 802.11 802.11a 802.11b 802.11i/e/ /w 802.11g WiFi 802.11h Personal wireless nw WPAN 802.15 802.15.4 802.15.1 802.15.2 Bluetooth 802.15.4a/b ZigBee 802.15.3 Wireless distribution networks WMAN 802.16 (Broadband Wireless Access) 802.20 (Mobile Bro
FIGURE 1. The Intel 80xxx Microprocessor Family Tree The 386 family of microprocessors includes the 386 DX, 386 SX, and 386 SL processors. The 386 DX is a full 32-bit processor. The 386 SX and SL have 32-bit internal architectures with a 16-bit data bus interface. The 386 DX and 387 DX (floating-point coprocessor) are the baseline
CHAPTER 11-1 Enterprise Mobility 8.1 Design Guide 11 802.11r, 802.11k, 802.11v, 802.11w Fast Transition Roaming 802.11r Fast Transition Roaming The 802.11r Fast Transition (
Standards IEEE 802.1D-2004 for Spanning Tree Protocol IEEE 802.1p for Class of Service IEEE 802.1Q for VLAN Tagging IEEE 802.1s for Multiple Spanning Tree Protocol IEEE 802.1w for Rapid Spanning Tree Protocol IEEE 802.1X for authentication IEEE 802.3 for 10BaseT IEEE 802.3ab for 1000BaseT(X) IEEE 802.3ad for Port Trunk with LACP IEEE 802.3u for .
3GPP2 EVDO EVDO Rev. A/B UMB WiMax WiMax 802.16d 802.16e WiMax 802.16m IEEE 2000 GSM&EDGE UMTS HSPA LTE (FDD/TDD) LTE-A 3GPP TD-SCDMA 2010 WiFi 802.11a/g WiFi 802.11ac/ad/af WiFi 802.11n WiFi 802.11b LTE-M 5G WiFi 802.11ax LAA, LWA 2020 802.11ah (IoT)
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22 Ethernet Standards: IEEE 802.3 802.3 Now encompasses – Original 802.3: 10BASE-T 10BASE-5 10BASE-2 10BROAD-36 – 802.3u Fast Ethernet: 100BASE-TX 100BASE-FX 100BASE-T4 – 802.3x: Flow Control – 802.3z Gigabit Ethernet: 1000BASE-SX / -LX / -CX 802.3ab Copper Gigabit Ethernet: 1000BASE-T 802.3ac
IEEE 802.1Q—Virtual LANs with port-based VLANs IEEE 802.1X—Port-based authentication VLAN Support IEEE 802.1W—Rapid spanning tree compatibility IEEE 802.3—10BASE-T IEEE 802.3u—100BASE-T IEEE 802.3ab—1000BASE-T IEEE 802.3ac—VLAN tagging IEEE 802.3ad—Link aggregation IEEE
