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The planning of education : where do we stand (Inglês)

Educational planning is a relatively recent phenomenon in the history of education. It has been practiced, malpracticed, or simply paid lip service in most countries, especially in developing ones, since the late 1950's. This paper discusses a series of educational planning mishaps and attempts a taxonomic clearing of the jargon used in this field. It also proposes a shift from macroplanning issues to the consideration of the effects of more specific educational policies. In conclusion, the report maintains that a healthy, development-conducive educational system requires a longer-term view that is not easily adopted by governments preoccupied with day-to-day problems. Passing the baton from the macroplanner to the student and his family, first, as deciders of what education to acquire and, second, as financiers at large of education is a strategic move. This would, in effect, enhance the contribution of education to social and economic development in developing countries.

Detalhes

  • Autor

    Psacharopoulos, George

  • Data do documento

    1986/11/30

  • TIpo de documento

    Artigo de revista

  • No. do relatório

    REP401

  • Nº do volume

    1

  • Total Volume(s)

    1

  • Data de divulgação

    2010/07/12

  • Disclosure Status

    Disclosed

  • Nome do documento

    The planning of education : where do we stand?

  • Palavras-chave

    planning of education;planning education;educational planning;civil service pay scale;social demand for education;public provision of education;social and economic development;allocation to primary school;higher level of education;diversified secondary education;Financing of Education;contribution of education;types of education;per capita income;allocation of subsidy;secondary school student;history of education;diversified secondary school;terms of policy;degree of inefficiency;traditional academic curriculum;universal primary education;secondary school system;kind of investment;economic growth targets;flow of information;lack of collateral;availability of credit;form of investment;primary school cycle;human capital accumulation;years of schooling;lack of incentive;public school system;third world countries;allocation of resource;net enrollment ratio;involvement in education;employment of graduates;secondary school graduate;social welfare function;high dropout rate;primary school student;primary school leaver;educational investment;government involvement;Higher Education;state budget;educational development;educational expansion;Private School;educational system;socioeconomic indicator;primary schooling;manpower forecast;manual labor;minimum wage;public budget;Socialist countries;cognitive achievement;external efficiency;educational research;educational input;specific issue;university graduate;Labor Market;modern sector;agricultural output;Social Sciences;secondary level;educational quality;educational planner;educational subsidy;university education;informal sector;free education;equal distribution;private resources;productive worker;loan scheme;advocate policy;school resource;independent variable;rural area;efficiency aspect;scarce resource;national resource;scarcity value;educational purposes;equity goal;repetition rate;labor statistic;Annual Pay Increase;university degree;social inequity;central authority;demographic pressure;budgetary allocation;public fund;economic sector;finance education;school enrollment;university system;educational problem;enrollment rate;positive correlation;skilled labor;future demand;public source;mathematical programming;political regime;graduate level;mathematical model;open unemployment;linear programming;absolute amount;university student;state education;student subsidy;financial implication;tuition payment;public pay;tertiary level;regression coefficient;farm sector;university level;real investment;education subsidy;public resource;equitable distribution;household contribution;comprehensive school;educational opportunity;investment priority;alternative policy;Investment priorities;policy suggestions;education minister;school place;social priority;Vocational Education;empirical evidence;vocational school;casual observer;literacy level;

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