SEMINAR QUESTIONS FOR ME 212

Department of Educational Management and Policy Studies ME 212: Educational Planning Seminar Questions 2013/2014 Lectures: Tuesdays, 10:00-12:00 Hrs Seminars: Tuesdays, 12:00-13:00 Hrs 1. a) What does it mean when we discuss a planning theory as: i. Theory of education planning, ii. Theory for education planning, iii. Theory in education planning. b) What are the major differences between normative theory and positive theory in education planning? c) Differentiate between procedural normative theory and definitional normative theory for education planning. d) “Secondary education should be free to all capable students to relieve poor families from tuition fees and to create equity among Tanzanians”. Since equity policy is an issue of fairness and goes beyond equality; what type of planning theory would you apply to justify the equity policy? 2. a) Explain the necessity and the inevitability of education policy in education planning. b) Discuss the seven models of policy making which can and ought to be used in education planning process. c) Explain the main differences between Lindblom-Cohen Approach and Allison model of policy making. 3. a) What is education planning? b) Explain the characteristics of plans and planning process. c) Differentiate between advocacy planning and radical planning. 4. a) Describe the main features of education planning that preceded World War II in Europe. b) Explain the episodes in the development of education planning under the following phases: i. Reconstruction phase ii. Manpower shortage phase iii. Rampant expansion phase iv. The innovation phase c) “Tobias survey is a landmark in manpower surveying in Tanzania, because it is the first systematic record of high-level manpower by broad occupational classes, showing the present manpower resources and providing projections of manpower requirements in the different categories within broad classes” (Skorov, 1966). Discuss the weaknesses and strengths of Tobias survey with regard to education planning in Tanzania. 5. Discuss the post-Arusha development planning up to the reform period 1986-2002. 6. a) Discuss the following as basic aspects in educational planning process: i. knowledge skills ii. social skills iii. empowerment b) Explain the difference between macro and meso planning. c) Discuss the macroeconomic effects to educational planning. 7. Discuss the tree fundamental reasons that are advanced to justify the inclusion of education in national development planning. 8. a) Discuss the four major functions of educational planning. b) Explain the differences between strategic planning model and systems planning model. 9. a) Discuss the following aspects of sector analysis: i. Macro-economic and socio-demographic frameworks; ii. Access to and participation in education; iii. Quality of education; iv. External efficiency; b) Calculate the access to primary education indicator for Dodoma region given that the Grade I school-aged children in Dodoma region is 75,867 for 2013 while all primary schools in Dodoma region can only enroll 53,024 students for the same year? c) Calculate Gross Enrolment Ratio for Grade I intake given that, Grade I enrolment was 655,800 in the year 2011, and was 690,756 in 2012. 10. Critically discuss the following approaches to education planning: a) Human Resources Development Approach, b) Social Demand Approach, c) Manpower Requirement Approach, d) Cost-Benefit and Cost-Effectiveness Approaches. 11. i) Access to education can be defined as the extent to which the school-age population is able to access the first grade of a particular level or cycle of education. Taking this definition as your focal point of analysis, discuss the following indicators of access to education: a) The apparent intake rate; b) The net intake rate; c) The transition rate; and d) The registration rate ii. Using clear examples, explain how each of these indicators can be calculated. 12. a) Globalization is a flow of technology, economy, knowledge, people, values and ideas and it is also known as mobility in many forms such as information, knowledge, people and employment (Carnoy, 1999; Hirst and Thompson, 1999). This understanding of globalization implies that education as a phenomenon is embedded in teenagers’ life and so it is indissoluble from education systems planning. Substantiate. b) Though found in children of primary school-age, HIV/AIDS cases are comparatively rare in children in the 5-14 age groups; this age group is referred to as the “Window of Hope”. They are the young people who are least likely to be HIV-infected (Kelly, 2000). i. Explain the roles of ministry of education in planning for prevention education that is more likely to mitigate the HIV scourge among school-aged children. ii. What are the roles of teachers as planners in implementing prevention education against HIV plague among school-aged children?