EDUCATIONAL PLANNING AND SUPERVISION
Planning in
education, like anything else is the process of making decisions for future
action.
Educational planning is the application of rational, systematic
analysis to the process of educational development with the aim of making
education more effective and efficient in responding to the needs and goals of
its students and society (Coombs 1974:14).
Beeby (1969) opines that planning is
an exercise in foresight in the determination of policy, priorities and costs
of an educational system having due regards for economic and political
realities for the system potential growth and for the needs of the country and
of the students served by the system. Educational Planning emerged out of the need
to connect education with national development.
Educational planning
increasingly caught public attention particularly in the 1950’s with the
spectacular impact of soviet technological achievements since soviet Russia was
the fast major power in recent times to recognize the place of educational
planning.
Between 1944 and 1970, Nigeria educational plan were extensively
guided by, and largely dependent upon, the work of ad hoc commissions whose
recommendations were endorsed at varying degrees for the purpose of educational
planning.
Fundamentals of
educational planning entails the following; the objectives of educational
planning; the importance of educational planning, components of Educational
planning, Educational planning process and approaches to Educational Planning.
THE EDUCATIONAL PLANNING PROCESS
Educational
Planning Process involves the following steps;
· Plan survey and
deliberations.
· Definition of
goals and objectives
· Programs design
and specification
· Programme
provision;
· Implementation
and control;
· Plan Evaluation
and plan regeneration (Peretomode, 1991).
Plan survey and
deliberations
The very first task
to be accomplished is a survey of the existing conditions, potentials and
constraints.
Necessary data and information must be organized and analysed to
reveal the existing state of educational development and areas of needs. Then
the next stage follows.
Definition of goals
and objectives
Once the planning
survey and deliberations has been ascertained, the next thing to do is to define
the new educational objectives to be pursued as well as specify the targets to
be achieved.
Educational objectives that are broadly stated by the political
leadership must be made more specific by the technical planners to permit
specific task definitions (Lyons, 1970.).
Programme Planning
and design.
This is the next
task after defining goals and objectives. Here the technical planner has to
reduce the already defined educational objectives to specific task to be
accomplished and alternative programmes that can be adopted must be designed.
The alternative programmes and or techniques for accomplishing such educational
tasks must be quantitatively evaluated for efficacy to permit a rationale
choice among them.
EDUCATIONAL
SUPERVISION DEFINED
Educational supervision has been defined as ‘The
provision of guidance and feedback on matters of personal, professional and
educational development in the context of a trainee’s experience of providing
safe and appropriate patient care’ (Kilminster et al.
, 2007, p. 2). All
doctors are now required to have educational supervision across their whole
training period, from qualification to specialist certification (Department of
Health, 2007).
Educational supervision is
a term used to identify the work duties of administrative workers in education.
Educational supervisors make sure the educational institution operates
efficiently and within the legal requirements and rules. The purpose of this
field is to make sure teachers and other faculty members are doing what they're
supposed to be doing and that students are receiving the best education
possible.
Educational
supervision involves the teaching of specific skills and competencies, helping
the learner to develop self-sufficiency in the ongoing acquirement of skills
and knowledge. Educational supervision sometimes includes an element of
assessment and may require the provision of pastoral care for some students or
trainees.
It is important that the educational supervisor flags up any concerns
at an early stage
RELATIONSHIP BETWEEN PLANNING AND SUPERVISION IN
EDUCATION
The process of supervision
occurs within the relationship established between the supervisor and supervisee. It is
important to keep in mind that both the supervisor and supervisee contribute to
the relationship and have responsibilities within the process. As assumption of
supervision is that it will last long enough for some developmental progress of
the supervisee.
Supervision is differentiated from brief interactions (such as
workshops), and consultation that, by definition, is time and session limited,
although all of these interactions share common goals (e.g., training in a
skill, clarification of process, regaining objectivity). The fact that
supervision is ongoing allows for the relationship to grow and develop. The
importance of the supervisory relationship has received much attention in
supervision literature.
While not the sole determinate of the quality of supervision, the quality of the relationship between the supervisor and supervisee can add or detract from the experience. It is important that the “relationship” aspect of supervision not be overlooked or neglected.
Mentoring, coaching and appraisal
Mentoring,
coaching and appraisal can all be viewed as specific examples of supervision in
the sense that they all involve some of the similar interpersonal skills
required in one-to-one conversations. The Appraisal
e-learning module focuses specifically on appraisal in the educational setting.
Mentoring
is guidance and support offered by a more experienced colleague. There is also
co-mentoring, where colleagues meet to offer mutual support and help to each
other. This might include such activities as ‘action learning sets’.
The supervisor evaluates, monitors, and serves
as a gatekeeper
In addition to enhancing
the professional functioning of counselors, supervisors have an ethical and
legal responsibility to monitor
the quality of care that is being delivered to the supervisee’s clients. In
order to enhance the professional functioning of the supervisee and assure
quality of care, the supervisor constantly monitors and provides feedback regarding
supervisee performance. This formative evaluation forms the basis of the work
done in supervision.
The supervisor also serves as a gatekeeper for those who
want to enter the counseling profession. The supervisor is charged to evaluate
the counselor based on work done with current clients, and to assess potential
for working with future clients. As part of this role, supervisors formally evaluate supervisees. These summative evaluations occur after
there has been enough supervision to expect a certain degree of competence. For
example, during fieldwork experiences, summative evaluations typically occur at
the midpoint and end of semesters.
Conclusion
Educational planning is the application of rational,
systematic analysis to the process of educational development with the aim of
making education more effective and efficient in responding to the needs and
goals of its students and society. Educational
supervision is a term used to identify the work duties of administrative
workers in education. Educational supervisors make sure the educational
institution operates efficiently and within the legal requirements and rules.
The purpose of this field is to make sure teachers and other faculty members
are doing what they're supposed to be doing and that students are receiving the
best education possible.
REFERENCES
Beeby, C.E (1969): Planning and Educational
Administration. Paris – UNESCO: IIEP
Coombs P. 14 (1974) what is Educational
Planning IIEP fundamentals of Educational
Planning
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Gbadamosi L.A (2005) Basks of Educational
Planning. Ijebu – ode: triumph publishes.
Peretomode, V.A (1991): Introduction to
Educational Administration, Planning and supervision.
Lagos’ Joja publishers ltd.
Nwankwo J.I (1981) Educational Planning
Theory and methods. Nigeria. Pakistan: Izharsons
Co Ltd.
Thompson, A.R (1981) Education and
Development in Africa. London: Macmillan Press Ltd. Musaazi, J.C.S, The
Theory and Practice of Educational Administration, London: Macmillan Publishers, 1985
Adesina S. Educational Management, FDP
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Publishing
Co. Ltd., 1990.
Okeke, B.S., et. al., A Handbook on
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AfricaPublishing
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Okeke, B. S., Education Planning in
Nigeria: Social Process Approach, Lagos: Joja Press Ltd., 1989.
Musaazi, J.C.S, The Theory and Practice of
Educational Administration, London: Macmillan
Publishers, 1985