a presentation on decentralised planning in nepal. compiled from trm, published by nced, nepal

Decentralized Planning

Ananta Kumar Paudyal

InstructorEducational Training Centre

Dhulikhel, KabhreMobile : 9841418326

email : [email protected]

Resources• Planning is only for that we have limited

resource.

• Resource does not mean only financial resources. All (human, material/physical, financial) are equally important.

• No country, no institution and no person can claim that they have unlimited resources.

• We have to achieve desire goal with limited resources

5/6/2013 2presented by ananta kumar paudya

WHAT IS PLANNING

• Taking of decision for future action

• With a view to achieve pre-determined objectives

• Through the optimum use of available resources

• In a specified time setting


Taking decision for future • Planning is simply talking about the future

but nobody knows about the future

• Planning is a formal process of decision-making for the future.

• Still there is a question, why decision-making is essential and in what level that should be taken?

• Decision making in the system level

• Multi level decision-making process


Goal, Objectives and Stargets

• Goals are more related to policy rather than planning

• Targets stand for translating the objectives in quantitative terms.

• Therefore, perhaps, everybody could say that the term 'objective' seems more suitable for educational planning


Time Frame

• Talking of planning always tag with time frame.

• We should aware that money can be generated but we cannot earn time.

• Therefore, it should be carefully utilized


DECENTRALISED PLANNING


A plan is decentralized when

• Lower units are given authority to formulate its own targets and evolve strategies

• Lower units are given authority to mobilize resources and to re-allocate resources already given by Higher level

• Lower spatial units participate with higher units in planning on more equal terms


Functional decentralization

• Identification of areas which come under decentralized plan

• Territorial jurisdiction


Financial decentralization

• Provisions for budget preparation at lower level


Administrative decentralization

• Matching authority with responsibility

• Meant for planning for implementation


Democratic decentralization

• Ensuring people’s participation in development programme


Decentralized planning: Advantages

• Takes care of local needs

• Plans more effective because of homogeneity at the Unit of planning

• It helps to overcome local specific problems in a better way

• Flow of Information/Data quick

• Implementers a party in the planning process so more chances of successful implementation


Centralization Vs decentralization

• Centralization is in response to the need for national unity whereas Decentralization is in response to the demand for diversity

• It is better to put in place a better system of collaboration between the national, regional and local centers of decision making


Approaches of Educational Planning

• Social demand approach

• Cost benefit analysis approach/ rate of return approach

• Manpower requirements approaches


Some Considerations• Higher the level of planning, more the scope of

rational allocation of resources and lesser the possibility of ensuring optimum utilization.

• Lower the level of planning more the scope of ensuring optimum utilization of resources and lesser the scope of rational allocation.

• Centralization is in response to the need for national unity whereas Decentralization is in response to the demand for diversity

• It is better to put in place a better system of collaboration between the national, regional and local centers of decision making


Appraisal of Plan

• The appraisal of plan document is important as it ensures a comprehensive review of the various aspects and components of the programme proposals

• Appraisal is a combination of quantitative and qualitative exercise focusing on programme such as Basic Education/ teacher development


Objectives of Appraisal• To undertake a comprehensive review of all aspects and

components of the programme in the district.

• To review the district plans to assess inter-linkages between national/EFA plan and district plans across the components.

• To assess individual components from the point of view of technical, managerial and financial feasibility.

• To undertake a holistic assessment of the strengths and weaknesses of the district plan.

• To assess the preparedness of the institution to implement the programme, and

• To provide technical support and thus facilitate the decision makers in approving the plan


Existing practices of educational planning:Bottom planning at the core concept


SchoolSchool Improvement Plan

District Education Committee DistrictEducation Plan

Village/Municipality Education

Committee Village Education Plan

Municipal Education Plan

Village/Municipal CouncilVillage Development plan

Municipality Development Plan

Ministry of EducationSSRP

ASIP/AWPP

National Planning Commission

Periodic Plan

Ministry of Local Development

ASIP/AWPP

District Development CouncilDistrict Development Plan

CommunityMicro plan

SIP: Rationale and Conceptual Clarity

• Commitment to bringing decentralization in educational management

• School as the unit of change and development planning• Shift the focus from system level to school level, Moving away

from Systemic Reforms to Institutional Renewal• Increased emphasis on involvement of all stake holders• Shift from external monitoring to improved internal management

of the school• Recognition of the need for institutionalizing accountability

mechanisms at the field level • Critical need for strengthening the roles and functions of school

level managers• Improving Quality is the core concern: Quality focused• Five year institutional plan• Three aspects: Better school, better teaching and better learning


Village Education Plan

• Organize a meeting of teachers and villagers

• Discuss the institutional plan/SIP prepared by the school and the micro-planning efforts undertaken by the community

• Putting these two together will lead to development of an education plan for the village

• Discussion with teachers and villagers lead to refinement and finalization of plan


SIP: Reflection is required on some more critical issues

• What are our assessments on the understanding and practice of SIP?

• Purpose of SIP – why do we need?– Need for greater clarity

– Is it for improving enrollment and participation?

– Is the focus on quality improvement?

– Can we expect SIP be the basis for field level action or it should focus on internal matters of schooling?


District Education Plan: Context

• Right based education

• EFA global campaign and EFA/NPA and SSRP

• Discuss SIP prepared by the school and the VEP by the VES

• Putting these two together will lead to development of an education plan for the district

• Participatory planning exercise


Issues of decentralized planning: Current practice and issues

• What should be the lowest unit of decentralization? (district, VDC, School)

• Allocation of resources: Rational or optimum allocation?• To what extent it should be guided by Center? (Supply

based? centrally guided micro planning? More)• Is it government budget focused? What about non budget

activities?• Level of practices of VEP?• Quality of SIP and DEP? • Linkages :(Linkage among DEP-ASIP-AWPB? Linkage

among DEP-VEP/MEP-SIP? • Appraisal issues: SIP by RC ? DEP by RED ?


Local Management of Schools

– Clarity on the role of SMCs

– Relation between SMC and VEC/VDC – still an evolving process

– What will be the nature of linkage between the school and the Line Management of Education?

– The question of School Autonomy – how much autonomous will the schools be?

– What about small schools?

– How will SIP be operationalised in small schools?

– What would be its implication for school autonomy?


SIP and District Level Planning

• What kind of linkage between the two is meaningful?

• Can we build the District Plan on the basis of SIPs?

• If individual SIPs become fully operational, what will be the place of district planning?

- Improving school quality requires long-term sustained efforts


SIP and School Budget

– Streamlining school-specific funding and its use

– Decision on sanctioning the budget – who will do at what level?

– How will school-specific funding be related to school budget


SIP and Performance Accountability

– Can we make SIP the basis building accountability for school performance?

– How do we link SIP with supervision and monitoring?

– Do we need an independent body for this or the existing authorities (DOE/DEO) will continue to do this?


SIP and Reforming the School Management System

– Need for redefining the role of the district level education managers: DEO and SS?

– Rethinking on the role of RPs?


Capacity building for Implementing SIP

– Delivery of the Training Inputs - Who will do that?

– What should be the nature and contents of the training package? will it serve the purpose?

– Providing continuous support to school heads - which is the critical level?

– Training has to be built around real case studies of schools

– Holistic perspective of total school improvement planning

– Involvement in Training Material Development is the Critical strategy for Capacity Building

– Merely training the school heads and teachers – will it serve the purpose


DEP: Some Critical Issues and Questions in DEP

• Develop DEP by amalgamating SIP/VDC/VEP?• Involvement of stakeholders for the preparation of DEP?• Do resource mapping, and prepare DEP to suit with the

spirit of Decentralized Act?• Who does monitoring, supervision and performance

reviewing • Role of district and the local institutions for the

management of physical, financial, and human resources• Who should be the owner of DEP? (DDC, DEO, DEC, or

others?)• Is decision making of DEO based on DEP? • Is there action plan along with DEP?


Role of RP in Preparing DEP, VEP and SIP

• Facilitating to organize a meeting of teachers and villagers • Discuss the institutional plan/SIP prepared by the school and the micro-

planning efforts undertaken by the community• Putting these two together will lead to development of an education plan

for the VEP• Discussion with teachers and villagers lead to refinement and finalization

of plan.• Discuss SIP prepared by the school and the VEP by the VEC• Putting these two together: it will lead to development of an education

plan for the district• RP should ensure that the followings aspects are well taken:

– Participatory planning exercise – Right based education– Social inclusiveness– EFA global campaign and EFA/NPA – The SSRP


Prioritization skills in planning and implementation


Strategies for quality improvement: two basic principles

• There is no uniform solution to the problem of quality even within a district; the problem of school quality has to be dealt with in a contextual fashion

• Improving school quality requires long-term sustained efforts


Information collection and issues identification processes

• Consultation with stakeholders at school level• Consultation at district and RC level• Participatory exercises conducted at different level: district ,sub-district

level, school• Use of data base for planning• Analysis, diagnosis and prioritizing the issues• Estimation of resources (local and centre) • Developing the programs/activities• Target setting by analyzing district situation and national context (EFA)• Developing the monitoring and implementation plan• Make familiar the schools for following tools:

– the status mentioned in the School Sector Reform Program (SSRP), – Prioritized Minimum Enabling Condition (PMEC/MEC), – Child Friendly School National Framework (CFSNF), – School Accreditation Form,


Prioritization of Needs:

• Provide technical support to school Prepare a prioritized list of needs to address the needs identified through the consultation/workshop of SMC, PTA, Student representatives, school family and RP.

• Help schools for setting targets in the school curriculum and School Self Assessment exercise in the workshop/consultation with SMC, PTA, Student representatives, school family and RP.


Practical Exercise on SIP preparation

• Follow the step that is given in the School Improvement Plan Formulation Guidebook -2069". It is the revision of the “School Improvement Plan-Handbook” circulated by DoE in 2064.


Follow the Official definition, purpose and procedures:

– School Improvement Plan is an institutional 5 year periodic plan to make own school a ‘better school’, ‘better teaching’ and ‘better learning’ facilities focused to improving quality of education.

– After the appraisal of SIP based on the set standard, the concerned SMC shall have to approve it by the last week of Jestha of every academic year. And, a copy of the approved SIP shall have to be compulsorily furnished each to the concerned VDC/Municipality, Resource Center and DEO.


Follow the Criteria of appraisal of draft plan

– Technical soundness: A condition in which accuracy in analysis or deliberation of subjects, or quality institution and leadership of school in preparing the plan, available support of SMC and considerable facilitation of the stakeholders, are maintained.

– Financial viability: State of balance or calculation of possible income sources, alignment of the cost estimation and school’s own-income and grants.

– Administrative feasibility: Fairness in responsibility division for implementation, reciprocal relation between institutional/human skill; and balance of plan and target, availability of the ‘monitoring and work performance implementation mechanism’.


Guide the school to follow the framework given in the School Improvement Plan Formulation

Guidebook -2069"


1. Introduction of school

a) Historical background

b) Geographical condition

c) Background of School-Community

d) Defining School Catchment Area

e) Program details


2. Identification of Needs

a) Analysis of current status

b) Identification of major problems

c) Prioritization of Needs


3. Plan Formulation

a) Vision setting of the schoolb) Target Settingc) Identifying program/activitiesd) Resource Managemente) Annual Implementation Plan

− First Year: Detail Implementation Plan− Second Year:Detail Implementation Plan− Third Year: Detail Implementation Plan− Fourth Year: Detail Implementation Plan− Fifth Year: Detail Implementation Plan


Analysis of Current Status: based on the “9 indicative reform areas ” referring to the

present data of schools in consultation with SMC, PTA, student representative

1. Grade wise Student Profile2. Status of Internal Efficiency3. Students Learning Achievement4. Teachers’ Profile5. School operation management6. Physical Facilities Management7. Provision of school management8. Availability of educational materials9. Resource management


Help in the identification of major problems: Present a details identifying

major problems analyzing:

– the status mentioned in the School Sector Reform Program (SSRP),

– Prioritized Minimum Enabling Condition (PMEC/MEC),

– Child Friendly School National Framework (CFSNF),

– School Accreditation Form,

– Targets set in the school curriculum and School Self Assessment exercise in the workshop/consultation with SMC, PTA, Student representatives, school family and RP.


Resource

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5/6/2013 presented by ananta kumar paudya 46

a presentation on decentralised planning in nepal. compiled from trm, published by nced, nepal

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