Institute of International Education Department of Education

Educational Planning – Theory and Practice

Master´s Course

Autumn Semester 2016 (15 ECTS)

General Introduction, Course Requirements and Grading

I. General Introduction

1.1 Course content

The course contains a number of themes connected to educational planning from an

international and comparative perspective. It contains theoretical perspectives as well as

examples of what planning means in practice at both national and local levels. The themes

covered are strategic planning, analysis of education systems and financing, planning related

to placement and development of personnel, the analysis of different measures taken, school

mapping, questions about leadership and management at school and sub-system levels and

the follow up and evaluation of quality-related issues.

1.2 Learning outcomes

The course participant shall be able to demonstrate knowledge of the theory and practice of

educational planning.

After having completed the course, the student will:

demonstrate knowledge of educational planning and its development, in theory and

practice, from the 1950s to present day,

demonstrate understanding of the role of planning and issues related to policy analysis

at national and local level from a comparative and international perspective,

demonstrate skills and abilities to make analysis of education systems, where to locate

schools and how to finance education, and

conduct a simulation analysis with help of authentic information/data and statistics

from a number of countries.

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1.3 Activity

The course combines lectures, workshops, discussions, and group work. Individual work and

reading is required from the students in preparation for the sessions.

Lectures are structured around the main themes and grouped into sub-areas. After each sub-area a Group Work session will be organized with the purpose to offer opportunities for the students to deepen their understanding by demonstrating critical analysis skills on the issues in question. Topics and/or questions for each Group Work session as well as information regarding the composition of the groups will be distributed in advance of the Group Work session. The first Group Work session will be devoted to group discussions. During the second session, each group will present orally (sometimes with the support of a PowerPoint presentation) what they have discussed by synthesizing and analysing the course sessions and literature and elaborating upon this with own experiences where possible. After the Group Work session, each group will post their presentation on Mondo.

In view of making important and relevant contributions to the field of educational planning,

the course participant shall:

- participate actively in the course, discussions and seminars,

- write a course paper, and

- write a opposition paper critically examining a course paper written by another

student.

The ICT collaboration and learning platform Mondo is used for communication, messages,

information about the course and dissemination of course material (see

http://www.su.se/english/study/student-services/it-for-students/it-support/what-is-a-

university-account-and-university-card-1.10583)

II. Course Examination

The course participant shall present a course paper that shows her/his abilities and capacity in

critically doing an Educational Sector Analysis (ESA) by combining theory with practice.

Course participants shall also submit a written opposition paper (1-2 pages) of another course

paper that they are assigned to. Further instructions of the course paper assignment and

opposition paper shall be given separately.

Assessment is based on:

active participation in the course, discussions and seminars,

presenting and defense of a course paper,

critical examination of one other course paper.

Examination tasks which are not submitted by the deadline stated in the course description

under examination dates will not be assessed.

Students who fail the examination, do not submit a course paper or do not submit their

course paper in time have to do a second examination at a later date. These course

participants will be asked to complete a new assignment with a new deadline which will be

given by the course leader after that the first examination has been completed.

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2.1 Course paper

In the course paper, the course participant should be able to demonstrate the following:

Theoretical understanding

The course participant shall be able to demonstrate knowledge of the theory and practice of

educational planning since its inception in the 1950’s and up to present date. More

specifically to:

(1) have deeper understanding of the roles and functions of educational planning in policy

analysis across educational systems and sub-systems from a comparative and international

perspective;

2) develop one’s own capacity and skills for diagnosis of educational systems, school

mapping and educational financing, and simulation analyses;

3) be able to carry out basic practical simulation exercises and analyses using real education

data and statistics from a number of countries.

Methodological understanding

The course participant shall be acquainted with the most important methodological approach

designs and strategies used in educational planning. Further, she/he shall be able to judge

what are the most appropriate design and methodology for different studies in educational

planning and what type of findings different designs are able to yield.

The essence of the contents

The paper covers relevant description of the problem area/phenomenon related to theory and

practice of education planning under investigation which is then supported by analyses. The

scope and analysis of the paper has an international and comparative perspective.

Conclusion

Conclusion, generalization and interpretation have support in the description and analysis

made in the paper. There should be appropriate and relevant discussion of questions and

issues regarding the validity and reliability of the paper. The scope for generalization of the

findings presented in the paper is well discussed.

Formalia

The content of the paper corresponds to its title. The chapter titles cover the contents of the

respective chapters. The same applies to sub-titles. There is a logical order between different

levels of titles. Citations and references are correctly used in the paper with valid list of

references. Tables and figures are correctly presented in the paper. The language of the paper

is clear, concise and comprehensible.

2.2 Attendance

In order for a student to be examined, they must have attended at least 80% of all compulsory

course sessions, such as lectures, group work, group work presentations, and seminars.

Student absences of more than 20% of the course sessions must be compensated via

additional course assignments. If a student has attended less than 60% of the course sessions

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they have to re-take the course. When absent, students have to contact the Course Leader, Ulf

Fredriksson (ulf.fredriksson@edu.su.se). Students who are absent 20% - 40% of the course

sessions will receive additional course assignments to compensate for the absence. Students

will not receive the grade until all the required assignments are handed in and approved.

2.3. Ethical issue

Academic honesty and integrity must be respected. A reference list and proper citation of

literature- including page numbers, and other sources, is a requirement for all assignments.

The course examination is based on the quality of the course paper, including the references

and citations.

Any act of plagiarism is taken seriously.

Plagiarism is an act of fraud that involves stealing someone else´s work, for example:

1) copying texts from other sources without giving proper citation;

2) failing to put quotation marks in for direct quotations;

3) incorrect information about the source; and

4) paraphrasing without proper citation.

Self-plagiarism is also seen as an act of fraud. It is not allowed to use texts that you have

written yourself and that have been examined as part of other university courses and present

them as assignments for examination in a new course. This is referred to as self-plagiarism

and is in the same way as other types of plagiarism taken seriously by Stockholm University.

It is important that you understand the seriousness of the offence. At Stockholm University,

plagiarism is taken seriously and if the intention and degree of plagiarism is found

inappropriate, it will be reported to the University Disciplinary Board with a possible

consequence that the student will be suspended from their studies for up to 6 months. Please

read the following webpages to learn more about Regulations for Disciplinary Matters at

Stockholm University:

http://www.su.se/english/about/rule-book/regulations-for-disciplinary-matters-at-stockholm-

university-1.181

2.4 Examination Dates

Course paper instructions will be provided during the first lecture. Detailed

instructions of the course paper assignment will also be provided on Mondo.

Course paper deadline The course paper submission date is January 2

nd, 2017, by midnight. The paper is

submitted in the ‘Assignment’ folder on Mondo. Please save the document as your

Surname, First Name.

Second Examination Students who do not submit a course paper on January 2

nd, 2017, who fail to submit

their course paper by the due date, or receive an unsatisfactory mark in the course

examination can submit an assignment during the second examination. The second

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examination will contain a new topic and new task.

Second Examination Dates

Assignment task will be posted on Mondo on March 2nd, 2017. The submission date is

March 16th

, 2017. The paper is submitted in the ‘Assignment’ folder on Mondo under

“Second Examination”. Please save the document as your Surname, First Name.

Third Examination

Students who have submitted a course paper on January 2nd or March 16th

, 2017, who

fail to submit their course paper by the due dates, or have received an unsatisfactory mark

in the course and/or second examination can submit an assignment during the third

examination. The third examination will contain a new topic and new task.

Third Examination Dates:

Assignment task will be posted on Mondo on May 4th

, 2017. The submission date is May

18th

, 2017. The paper is submitted in the ‘Assignment’ folder on Mondo under “Third

Examination”. Please save the document as your Surname, First Name.

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III. The Grading System

Grading Scale A. The course paper demonstrates that all the learning outcomes of the course have been fulfilled

in an excellent way. The student shows an excellent ability to describe, analyse and discuss

the content of the course in an independent and reflective way. The text contains several

references to the course literature and to other relevant texts that are well chosen to fit the

context. The text is well structured, without any formal mistakes and with a language that

signifies clarity and an effort to elaborate the text. The text should not be shorter or longer

than the range prescribed in the course assignment. A course paper that is shorter or longer

than the prescribed range will be affected in the grading.

B. The course paper demonstrates that all the learning outcomes of the course have been fulfilled

in a very good way. The student shows a very good ability to describe, analyse and discuss the

content of the course in an independent and reflective way. The text contains several

references to the course literature and to other relevant texts that are well chosen to fit the

context. The text is well structured, without formal mistakes and with a language use that

signifies clarity and an effort to elaborate the text. A course paper that is shorter or longer than

the prescribed range will be affected in the grading.

C. The course paper demonstrates that all the learning outcomes of the course have been fulfilled

in a good way. The student shows good ability to describe, analyse and discuss the content of

the course without major shortcomings. The text refers in a relevant way to the course

literature and to other appropriate texts. The text is well structured, without any major formal

mistakes and with a good language use. A course paper that is shorter or longer than the

prescribed range will be affected in the grading.

D. The course paper demonstrates that all the learning outcomes of the course have been fulfilled

in a satisfactory way. The student shows that he/she has achieved knowledge and

understanding of the course content and ability to discuss this in an independent way. The text

refers to the course literature. The text is structured in a satisfactory way, without any major

formal mistakes and in an acceptable language. A course paper that is shorter or longer than

the prescribed range will be affected in the grading.

E. The course paper demonstrates that the learning outcomes of the course have been fulfilled in

a sufficient way. The student shows that he/she has achieved an acceptable knowledge and

understanding of the course content, but with a limited ability to discuss this in an independent

way. The text connects to the course literature. The text is structured in an acceptable way,

without any serious formal mistakes and in an acceptable language. A course paper that is

shorter or longer than the prescribed range will be affected in the grading.

Fx. The course paper demonstrates that the required learning outcomes have not been fulfilled.

Possible shortcomings could be: that the course literature is not covered in a sufficient way,

analyses and discussions in the text are not convincing, the text is too close to the course

literature, there is no link between own observations and the course literature / the content of

the course, the text is difficult to understand due to inadequate language use, the disposition of

the text makes it difficult to follow the text, references are incorrect or missing and/or the

paper is much shorter or much longer than the prescribed length. A revision of the paper is

needed.

F. The course paper demonstrates that the required learning outcomes have not been fulfilled.

Possible shortcomings could be those mentioned under F(x), but are so serious that they

cannot be amended in a revision of the text. The course participant has to do a new course

assignment that will be given by the course leader.

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IV. Course Schedule

NOTE: There could be some changes of time and date in view of room situation

4.1. Compulsory lectures, group work and seminars

The lectures, group works and seminars listed in the schedule below are compulsory. When

absent, students have to contact the Course Leader, Ulf Fredriksson

(ulf.fredriksson@edu.su.se). Students who are absent 20% - 40% of the course sessions will

receive additional course assignments to compensate for the absence. Students will not

receive the grade until all the required assignments are handed in and approved.

Note that indications of locations in the schedule below are preliminary. To obtain the latest

information use the following link:

https://se.timeedit.net/web/su/db1/stud1/ri177115X85Z06Q5Z36g2Y25y0006Y32Q09gQY5

Q50167.html

If not indicated otherwise the locations of lectures, group work and seminars are in the

building of the Education Department at Frescativägen 54.

Date & Time Location Subject Readings Lecturers

Tuesday

November 1st

13.00 – 15.00

Room

620,

Frescati

backe

Entrance

19F

Unit 1:

General Introduction;

What is Educational

Planning? : Yesterday,

Today and Tomorrow

Bray & Varghese

(2011)

Chang (2006)

Coombs (1970)

UF

Thursday

November 3rd

13.00 – 15.00

Room

620,

Frescati

backe

Entrance

19F

Unit 2:

Educational Planning:

The International

Dimension

Introduction to Group

Work 1

Bray & Varghese

(2011)

KGD

Monday

November 7th

9.00 – 12.00

Room

2427 Unit 1- 2

Small group seminar 1

To be determined KGD

Monday

November 7th

13.00 – 16.00

Room

2427 Unit 1 – 2

Small group seminar 1

To be determined KGD

Tuesday

November 8th

9.00 – 13.00

Rooms

1503

2419

2427

2431

2531

Unit 1-2:

Group Work 1

Bray & Varghese

(2011)

Chang (2006)

Coombs, (1970)

KGD

8

Wednesday

November 9th

13.00 – 16.00

Room

2403 Unit 1-2:

Group work 1

presentation

Bray & Varghese

(2011)

Chang (2006)

Coombs, (1970)

KGD

Thursday

November 10th

9.00 – 12.00

Room

2527 Unit 1 – 2

Small group seminar 1

To be determined KGD

Friday

November 11th

10.00 – 12.00

Room

2403 Unit 3:

Educational Planning:

Making Schools

Successful

Introduction to Group

Work 2

ANTRIEP, NUEPA,

UNESCO, & IIEP

(2011)

RA

Monday

November 14th

9.00 – 13.00

Rooms

2427

2431

2436

2527

2531

Unit 3:

Group Work 2

ANTRIEP, NUEPA,

UNESCO, & IIEP

(2011)

RA

Tuesday

November 15th

9.00 – 12.00

Room

2519 Unit 3

Small group seminar 2

To be determined KGD

Tuesday

November 15th

13.00 – 16.00

Room

2519 Unit 3

Small group seminar 2

To be determined KGD

Thursday

November 17th

13.00 – 16.00

Room

2403 Unit 3:

Group work 2

presentation

ANTRIEP, NUEPA,

UNESCO, & IIEP

(2011)

RA

Friday

November 18th

9.00 – 12.00

Room

2427 Unit 3

Small group seminar 2

To be determined KGD

Monday

November 21st

13.00 – 15.00

Room

2403 Unit 4:

Educational Planning:

UNESCO National

Education Support

Strategy (UNESS)

Introduction to Group

Work 3

Bray & Varghese

(2011)

UNESCO (2006)

KGD

Tuesday

November 22nd

13.00 – 16.00

Room

2511 Unit 4

Small group seminar 3

To be determined KGD

9

Wednesday

November 23rd

9.00 – 13.00

Rooms

1503

2411

2427

2431

2436

2527

2531

Unit 4:

Group Work 3

Bray & Varghese

(2011)

UNESCO (2006)

UNESS reports

KGD

Thursday

November 24th

13.00 – 16.00

Room

2419 Unit 4

Small group seminar 3

To be determined KGD

Friday

November 25th

9.00 – 12.00

Room

2403 Unit 4:

Group work 3

presentation

Bray & Varghese

(2011)

UNESCO (2006)

UNESS reports

KGD

Friday

November 25th

13.00 – 16.00

Room

2436 Unit 4

Small group seminar 3

To be determined KGD

Monday

November 28th

10.00 – 12.00

Room

2403 Unit 5:

Educational Policy

Analysis and Planning

within the New Context

of international

development

Cooperation

UNESCO IIEP (n.d.)

UF

Monday

November 28th

13.00 – 15.00

Room

2403 Unit 6:

Practical Exercises:

An Introduction

Group Work 4

Introduction

UNESCO IIEP (n.d.)

UF

Tuesday

November 29th

9.00 – 13.00

Rooms

2411

2427

2431

2436

2531

Unit 5-6:

Group Work 4

UNESCO IIEP (n.d.)

UF

Wednesday

November 30th

10.00 – 13.00

Rooms

1511

2403

2427

2431

2436

Unit 5-6:

Group Work 4

Presentation

Introduction

Group Work 5

UNESCO IIEP (n.d.)

UF

Thursday

December 1st

13.00 – 16.00

Room

2436 Unit 5 - 6

Small group seminar 4

To be determined KGD

Friday

December 2nd

9.00 – 12.00

Room

2527 Unit 5 - 6

Small group seminar 4

To be determined KGD

10

Friday

December 2nd

13.00 – 16.00

Room

2527 Unit 5 - 6

Small group seminar 4

To be determined KGD

Monday

December 5th

9.00 – 13.00

Rooms

2427

2431

2436

2527

2531

Unit 5-6:

Group work 5

UNESCO IIEP (n.d.)

UF

Wednesday

December 7th

10.00 – 13.00

Rooms

2403

2427

2431

2436

2527

2531

Unit 5-6:

Group work 5

presentation

UNESCO IIEP (n.d.)

UF

Wednesday

December 7th

14.00 – 16.00

Room

2403

Closing session

UF

Writing of Course Paper

* Deadline - Course Paper Submission: Monday, January 2nd

by midnight

* Deadline for written opposition : Tuesday, January 10th

by midnight

Friday

January 13th

10.00 – 13.00

Rooms

2403

2427

2431

2436

2531

Follow up of the exam and summing up forum UF

Lecturers:

RA = Senior Lecturer Rebecca Adami (Rebecca.adami@edu.su.se )

UF = Associate professor Ulf Fredriksson (ulf.fredriksson@edu.su.se ) Course leader

KGD = Ms. Khaleda Gani Dutt (khaleda-gani.dutt@edu.su.se )

Course administrator:

Talia Adamsson (talia.adamsson@edu.su.se)

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V. Course Literature

Students should have read the assigned readings for each lecture. For more details, see the readings listed in MAIN READINGS below.

MAIN READINGS

ANTRIEP, NUEPA, UNESCO, & IIEP (2011). Making School Successful. (Synthesis Report

and Modules 1-5). New Delhi: NUEPA.

Available in Resources on Mondo

Bray, M., and Varghese, N.V. (2011) (eds.). Directions in Educational Planning:

International Experiences and Perspectives. Paris: IIEP/UNESCOIIEP/UNESCO.

Available at http://unesdoc.unesco.org/images/0021/002137/213735e.pdf

Available in Resources on Mondo

Hallak, J., and Caillods, F. (eds.) (1995). Educational Planning: The International

Dimension. International Bureau of Education, Geneva.

Available at http://www.eric.ed.gov/PDFS/ED386802.pdf through SUB.

Available in Resources on Mondo

Chang, G.C. (2006). Strategic Planning in Education: Some Concepts and Steps.

IIEP/UNESCO, Paris.

Available at http://unesdoc.unesco.org/images/0014/001480/148002e.pdf

Available in Resources on Mondo

Coombs, P.H. (1970). What is Educational Planning? IIEP/UNESCO, Paris.

Available in Resources on Mondo.

UNESCO IIEP (n.d.). Education Policy Analysis and Planning within the New Context of

International Development Cooperation. Paris: UNESCO IIEP

Available in Resources on Mondo.

ADDITIONAL READINGS

Bray, M., and Varghese, N.V. (2010). Directions in Educational Planning: Report on an

IIEP Symposium. IIEP/UNESCO, Paris.

Available in Resources on Mondo.

Caillods, F. (ed.) The Prospects for Educational Planning – A Workshop Organized by IIEP

on the Occasion of its XXVth Anniversary. Paris: IIEP.

Chapman, D.W. and Mählck, L. O. (eds.). From Data to Action: Information Systems in

Educational Planning. Paris: UNESCO, IIEP and Pergamon Press.

McGinn, M. and Welsh, T. (1999). Decentralization of Education: Why, When, What and

How? Fundamentals of Educational Planning 64. Paris: UNESCO, IIEP.

UNDP (2013). UNDP/HDR Office Occasional Paper 2013: Demography and Human

Development.

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Available at http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdf

Available in Resources on Mondo.

UNDP (2014). UNDP/HDR Office Occasional Paper 2014: Education and Population

Projections.

Available at http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2344470

UNESCO (2006). Building a UNESCO National Education Support Strategy (UNESS)

Document: 2008-2013. Guidance Note. Education Policies and Strategies 11. Section for

Education Support Strategies, Division of Country Planning and Field Support. Paris:

UNESCO.

+ Additional readings for the seminars that will be informed about later