AGENCY FOR INTERNATIONAL DEVELOPMENT FOR AID USE ONLY WASHINGTON. 0, C. 20523 13 BIBLIOGRAPHIC INPUT SHEET A.A.SUBJECT PRIMARY TEMPORARY r.LASSI­ FICATION b. 3§ r~tJIlA0V 2. TITLE AND SUBTITLE Research priorities for educational planning 3. AUTHOR(S) Benveniste,Guy 4. DOCUMENT DATE 5. NUMBER OF PAGES 6. ARC NUMBER 1964 44p. ARC 7. REFERENCE ORGANIZATION NAME AND ADDRESS IIEP S. SUPPLEMENTARY NOTES (Sponsoring Organization, Publishers, Availability.) (Presented at the 2d sem.on Major Research Needs in Educational Planning, Bellagio,Italy,1964) 9. ABSTRACT (EDUCATION R & D) 10. CONTROL NUMBER II. PRICE OF DOCUMENT PN-AAD-235 12. DESCRIPTORS 13. PROJECT NUMBER 14. CONTRACT NUMBER CSD-844 Res. 1S. TYPE OF DOCUMENT AID 590.1 (4.74) s2A C ) I)W- '4 )riginal: /',Englisht V/!,' -, INTERNATIONAL INSTITUTE FOR EDUCATIONAL PLANNING Second Seminar at Bellagio, Italy from July 8 to 18, 1964 on "MAJOR RESEARCH NEEDS IN EDUCATIONAL PLANNING" Research priorities for educational planning A draft of the final report of the Bellagio Seminar prepared for discussion at Bellapio by Guy Benveniste of the IIEP 15 June 1964 TABLE OF CONTENTS Acknowledgements•...................''....''" ii iv The use of this draft report at Bellagio ............. .... .......... I. A framework for establishing research priorities .............. 1 II. Research priorities ............ ............ ,........ *.... "°' 6 6 A. Getting the planning process under way ................... 1. The preconditions for educational planning ........... 6 2. How to start a plan: A study of the experience of selected countries . s * so 7 B. Methodologies for setting educational targets ...... 8 1. Manpower studies in developing countries .... 9 9........• a) Comparative international data on high and medium manpower needs in the modern sector of developing countries . 9 b) A study of special high and medium manpower needs for the modernization of the traditional sector ... 10 c) A study of the demand and supply of teachers in developing countries ........................... ... 11 2. Studies on the demand for education ................... 13 a) Methodologies for estimating the demand for education ........... .... ..... ... 13 1........ b) Studies of the means of guiding the demand for educ ation .... ...... 00........ .. .000. ...000 ........ 00a 14 3. Studies of the education and training requirements for high and medium level manpower in developing countries .. .... ..... ............................ 16 C. Selected problems of content and technique ................ 17 1. Studies of educational priorities in the rural sector.. 18 2. Studies of the role of vocational education in deve­ loping countries ...... ......... .... 20 3,. A study of the economics of using modern educational technology in developing countries .................. 21 D. The cost and efficiency of education ....................... 23 1. An introduction to educational cost analysis in developing countries . ..... .... .... ..... ........ .. 23 2. A study of educational unit costs in developing countries ... ...... .. a .. .. .. * 0* * . .0..0 . ... .. 23 3. Opportunities for cost savings in the education systems of developing countries .............. .......... ...... 25 E. The financing and implementation of education plans ........ 26 1. A study of the limits for financing education in developing countries . .... .... ............... ..... 26 2. A study of unconventional means of financing education.. 27 3. Studies of the administration and Amplementation of education plans ............. .. .... 28 F. Foreign aid and educational planning ....................... 29 1. A study of opportunities and problems of the inter­ national flow of students and trainees ............... 30 2. A study of criteria and procedures of providing external aid for education .......................... 32 3. A study of the experience of providing assistance for education planning 33 III, Strengthening the research community 0.......................... 34 iii ACKNOWLEDG1EMENT This draft of the Bellagio report is based in part on earlier contributions received from the following: Friedrich Edding, Edward Denison, Rashi Fein, Alice M. Rivlin, Mary Jean Bowman, C. Arnold Andersons Leslie Palmier, Giovanni Gozzerp J. Capelle, E.E. Hagen, Bernhard von Mutius, Michel Debeauvais, Harold Enarson, M.C. Kaser, Richard A. Humphrey, Charles Myers, Orville G. Brim Jr., Donald K. Adams, Seth Spaulding, George Baldwin, Robeft Jacobs, Herbert M. Phillips, Guy Hunter, Jan Auerhan, Paul Hanna, Isao Amagi and on the recommendations of the International Conference on Educational Planning in Developing Countries held in Berlin in July 1963. Much of the substance of this report was discussed in April 1964 during the first seminar of the IIEP on problems and strategies of educational planning in Latin America. Special thanks are due to: Prof. F. Harbison, Gabriel Betancur, S. Louri6, J. Hilliard, H.S. Parnes, J. Medina Echevarria, Rafael Fernandez Herez, Eduardo Rivas Casado, T. Balogh, Ricardo Diez-Hochleitner, G. Dutra Fonseca, S. Romero Lozano, Manuel Bravo, Marshall Wolfe, Carlos Malpica Faustor, Gilberto Mantilla, J. Velez Garcia, Agustin Silva and Oscar Vera who all made important contributions. Useful contributions to this report were made by A.C.R. Wheeler of the IIEP who prepared an inventory of research needs for educational planning and by Messrs. P. H. Coombs, R. Poignant, R. Lyons and H. Correa who commented on earlier drafts. iv TIIN USE OF THIS DRAFT REPORT AT BELLAGIO This draft report has been prepared to serve as a basis for the discussions at Bellagio. It is therefore neither final nor complete. It is expected that additional papers will be discussed during the course of the seminar. (Messrs. Vaizey, Auerhan, Hutasoit, Anderson and El-Koussy had already submitted papers by the time this report was written). The Bellagio seminar will discuss research priorities for edu­ cational planning with particular attention to the problems of the developing countries. The aim of the seminar is to pin-point where research efforts are most needed for the rapid advance of the art and science of educational planning. It should result in a list of practical research projects, a list which can serve as a guide to research institutions interested in problems of education planning'and development and to institutions interested in financing such research. This priority list will never be final nor complete. In selecting research priorities judgment must be exercised to evaluate the state of the art of educational planning, and the nature of the immediate pro­ blems confronting planners. Care must be exercised to distinguish those problems for which research can actually provide new knowledge of use to educational planners. Selectivity must be imposed to keep the list meaningful and practical. There are of course many fundamental questions requiring answers. How does education actually change the attitudes of people in developing countries? Which attitudinal changes result from which educational processes? V What type of education makes sense in the second half of this century when the acceleration of technological change presents people everywhere with problems of adjustment to a continuously changing environment? These and other important questions are probably not treated sufficiently in this report. This has been done purposely. We have attempted to select specific projects that could be undertaken and terminated in a short time and which would answer the immediate and pressing concerns of planners and adminis­ trators. In selecting priorities we had the following considerations in mind: 1) Is the problem important? 2) Is the problem researchable? 3) Can research results be obtained in reasonable time? 4) Is the probable cost of the research within practical limits? - 1 - I. A F Mi.Y ORK FR ESTABLISHIING RESEARCH PRIORITIES The underlying premise of this report is that the major problems of educational planning in the developing countries must be studied syste­ matically in their real setting in Africa, Asia, Latin America or in the Middle East. There already exists a wealth of practical experiences whichj if systematically examined, can yield a rich harvest of useful insights and knowledge. Moreover, many new insights can be achieved by the use of new research approaches in actual planning situations. This report assumes that general theory in educational planning, if it is to have validity and practical usefulness, must be advanced by enlarging the available body of systematically analysed practical experience of different countries. I'hat is educational planning? The concept used in this report is broad. Educational planning should provide a comprehensive view of a nation's educational system and needs. It should relate the development of education to the economic and social objectives of the nation. It should provide for the balanced development of all the related part of the education system and be concerned with the education and training needs of children and adults, in school and out of school. Education planning should be concerned not only with the quantitative expansion of education but with the internal reforms and innovations necessary to make tomorrow's schools and universities not merely larger versions of today's but more efficient, relevant, and effective. - 2 - preparing plans on Educational planning should consist not only of action and reality. Edu­ paper but also of translating these plans into which runs the gamut cational planning