DOCUMENT RESUME ED 107 653 SP 009 280 TITLE Participatory Planning in Education. INSTITUTION Organisation for Economic Cooperation and Development, Paris (France). PUB DATE 74 NOTE 369p. AVAILABLE FROMOECD Publications Center, Suite 1207, 1750 Pennsylvania Avenue, N.V., Washington, D.C. 20006 ($13.50) EDRS PRICE MF-$0.76 HC-$18.40 PLUS POSTAGE DESCRIPTORS *Educational Coordination; Educational Needs; *Educational Planning; *Educational Policy; *Educational Strategies; Foreign Countries; Participation; School Planning ABSTRACT This three-part book is part ofa series exploring educational policy planning, published by theOrganization for Economic Co-operation and Development (OECD)Education Committee. The articles in this collectivn resulting froma January 1973 conference, focus on pedagogical and organizationaldimensions. The first part of the book presentsa review of the conference discussions, as well as its agenda andan orientation paper on participatory planning. Part two consists ofpapers which report experiments in participation and planning from thefield, with examples ranging from specific institutions to thenational level. The papers in part three, also basedon fieldwork, emphasize conceptual developments which suggest how planning mightbe seen as a participatory process. (Author/PB) PARTICIPATORY PLANNING IN EDUCATION HEALTH. US DEPROITMENT OP IIIMPCATION I WILPARS PERMISSION TU REPRODUCE THIS COPY- NE1714AL 'willow*, RIGHTED MATERIAL AS SEEN GRANTED BY EDUCATION SEEN REPRO THIS DOCUMENT HASRECEIVEO FR Duce° EXACTLY AS ORIGINGIN 9 ORGANIZATION OR THE PERSON OR AXING IT POINTS OP VIEWOR OPINIONS REPRE TO ERIC AND ORGANIZATIONS OPERATING STATED 00 NOT NECESSARILY OF SENT CP ; ICIAL. NATIONALINSTITU UNDER AGREEMENTS WITH THE NATIONAL IN- EDUCATION POSITION ORPOLICY STIJUTE OF EDUCATIONFURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OF THE COPYRIGHT OWNER ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT 2 The Organisation for Economic Co-operation and Devel- opment (OECD) was set up under a Convention signed in Paris on 14th December, 1960, which provides that the OECD shall promote policies designed : to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial sta- bility, and thus to contribute to the development of the world economy; to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; to contribute to the expansion of world trade on a Multilateral, non-discriminatory basis in accordance with international obligations. The Members of OECD are Australia, Austria, Bilgium, Canada, Denmark, Finland, France, the Federal Republic of Germany, Greece, Iceland, Ireland, Italy, Japan, Luxembourg, the Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. e 4. 0 Organisation for Economic Co-operation and Development, 1974. Queries concerning permissions or translation rights should be addressed to : Director of Information, OECD 2, rue Andre-Pascal, 75775 PARIS CEDEX .16, France. CONTENTS Preface Part One PARTICIPATORY PLANNING IN EDUCATION AND PLANNING FOR PARTICIPATION IN EDUCATION I. THE PARTICIPATORY PLANNING PROCESS FOR EDU- CATION, by Beresford,Hayward, OECD Secretariat 11 II. AGENDA AND NOTES FOR THE DISCUSSION 27 III, REVIEW OF THE CONFERENCE by the Secretariat 33 I. Power 36 II. Psychological and Social Principles 42 III, Values 45 IV, Pedagogy 48 V. Organisational Policy and Development 51 VI. Strategies and Planning 57 Appendix: "Mapping" Participation: IdeehfyingAress for the Introduction of Participation by C. Arnold Anderson 62 Part Two EXPERIMENTS IN PARTICIPATION Introduction 67 I. PARTICIPATION IN FRENCH EDUCATIONAL PLAN- NING, by Michel Praderie 71 II, PARTICIPATION BY INDUSTRY IN EDUCATION, by Yves Corpet 87' III. SOME OBSERVATIONS ON CANADIAN EXPERIENCE IN EDUCATIONAL PLANNING, by Lyle H. Bergstrom 97 IV. PARTICIPATORY ASPECTS IN EDUCATIONAL PLAN- NING IN JAPAN, by Ik-uo Arai 109 V. PARTICIPATIONIN EDUCATIONAL PLANNING, IN YUGOSLAVIA, by Boiidar Pasarie 121 VI. DEVELOPING A PARTICIPATORY PROCESS FOR EDU- CATIONAL PLANNING: THE NEW JERSEY EXPERIENCE, by Bernard A. Kaplan 131 VII. THE ILLINOIS EXPERIMENT IN PARTICIPATORY PLANNING, by Thomas A. Olson 143 VIII. PARTICIPATORY ASPECTS OF LOCAL EDUCATION PLANNING IN ENGLAND ANDS WALES, by Roy P. Harding 153 'X. RESEARCH FINDINGS IN SCHOOL DEMOCRACY IN SWEDEN, by Magnhild Wettersterni 169 X. PARTICIPATION IN HIGHER EDUCATION IN SWEDEN: CURRENT EXPERIMENTAL ACTIVITIES, by Hans LOwbeer 183 XI. THE PLANNING PROCESS FOR THE UNIVERSITY OF BREMEN, by Frederick F. Abrahams and Ingrid N. Sommerkorn 195 XII. PARTICIPATORY PLANNING IN PRACTICE: THE COL- LEGIATE SYSTEM AT THE STATE UNIVERSITY OF NEW YORK/ BUFFALO (SUNYAB), by Konrad von Moltke 215 Part Three CONCEPTUAL DEVELOPMENTS IN PARTICIPATORY PLANNING XIII. PARTICIPATION AND PARTICIPATORY PLANNING IN EDUCATIONAL SYSTEMS, by Kjell Eide 241 XIV. ADMINISTRATORS, PROFESSIONALS AND LAYMEN IN EDUCATIONAL DECISION- MAKING, by H. Dudley Plunkett 255 4 XV. POTENTIALITIES FOR POPULAR PARTICIPATION IN PLANNING, by C. Arnold Anderson 273 XVI. PLANNING PARTICIPATORY PLANNING: SOME THESES, by Hartmut von Hentig 281 XVII. SOME SIC CONCEPTS IN PARTICIPATION, by El Jaques 293 XVIII. EDUCATIONAL PLANNING PERSPECTIVES: SOME DE- FINITIONS APPROPRIATE TO THE PARTICIPATIVE ELEMENTS OF EDUCATIONAL GOVERNMENT, by Maurice Kogan 301 XIX. SOCIOLOGY OF PARTICIPATORY PLANNING, by William A. Westley 311 XX. THE SOCIAL ENVIRONMENT OF EDUCATION AND EDU- CATIONAL PLANNING, by Susan Balloch 323 XXI. PLANNING AS ACTION: TECHNIQUES OF INVENTIVE PLANNING WORKSHOPS, by Warren L. Ziegler 343 ANNEXES I. Further papers prepared in connection with the topic 385 II.List of Participants 387 PREFACE This book is part of a series of publications in which issues in the field of educational policy planning are explored under the programme of the OECD Education Committee. The subject of a variety of expert meetings and joint exchanges among country representatives, this explor- ation has focussed in turn on the economic relationships, the social bases and the long-term dimensions for planning the development ofeducation. The present book on participation carries this discussion further toward pedagogical and organisational dimensions, Eeach new focus has meant not the abandonment of others, but rather their modification and thus some further structuring of this extensive field.However, this series of books is not a "planned" one, nor does the present volume aim at a "definitive" treatment of participation or of any other aspect of education- al policy planning. Rather it records and interprets some significant currents of OECD country experience and thinking in this field in the early 1970's. Earlier discussion of the long-term future in the planning of educa- tion offered at least two major notions which are fundamental to the consid- eration of participation.First, it was recognised that scholars who study the future offer sophisticated analyses and critical insights whichdeserve to be examined and tested for their applicability, Such expertise,how- ever. also constitutes a problem in that no group, however expert,should be allowed to "colonize the future". When this., proposition is recognized as a restatement of the democratic ideal, it underlines theneed for broad participation in planning. The second idea was that long-term planning is only viable if such planning efforts are conducted as a kind of "pedagogical" activity.The planning process contributes to an organisation's efforts to "learn" better to guide its own actions, and exercises in long-term planning could thus be seen as part of the planning "curriculum". Added to these perspectives from the long-term approach has been an increasing awareness of profound and interrelatedchanges in both ped- agogy and in planning itself. A leading idea motivating thediscussion on participation in the planning of education, which is reported in the present volume, was that the pedagogical process, as this is usually meant, in- volving pupils and students in schools, is developing a major participatory mode which, to be effective, requires a supportive organisational and administrative environment in terms of broader participation, particularly in planning.While the papers and the conference, in January, 1973,to which they were submitted did not go into any detail as to the content of such participatory pedagogy, its relationship to planning was pursued vigorously as part of the problem of reconceptualizing the planning process as essentially a participatory process. The guidelines paper by the Secretariat invited participants to consider a redefinition of planning, moving its focus away from the pre- paration of expert plans, whatever their analytical basis, to the new ob- jective of fcrtcring in every possible way planning activity as a social process throughout the organisation and involving all individualsincluding 7 those at the lowest level of the hierarchy. The exploration ofthe con- ceptual-bases of this proposition and their translation intopractical measures led the discussion into a search for an understanding ofpar- ticipation in the educational processas such, so that planning could ef- fectively serve the establishment of participationand its successful maintenance, Part One of the book presentsa review of the conference discus- sions, as well as its agenda