In order to obtain Ministry of Education funding and approval for new projects, Toronto planners and boards must co-operate and demonstrate that the requirements of the "Co-operative Study" form have been met. (Author/WM)

Successful development and implementation of outcome-based education requires long-range planning and ongoing commitment from all planning partners. District-level planning is essential. A well-designed strategic plan embraces OBE philosophies, premises, and principles and should consist of a district philosophy, vision, and mission and a set of…

Cross-national data from the Latin American nations are brought to bear on questions concerning in what kinds of political and economic environments are highly elaborated national planning systems likely to be found and what the observable effects might be, over time, of a highly elaborated national planning system. (Author)

Makes nine observations about planning in colleges and universities and includes a sample annual evaluation report form in an appendix. (IRT)

Describes a small K-6 staff's restructuring plans for its predominantly Navajo student body. The case study, concerned with planning for nongraded classes, represents a lesson in how not to plan. Although some positive curricular changes have occurred, administrative leadership was perceived as ineffective, and staff neglected to plan for cultural…

Explores ideology's role in linking thought and action in the planning process. Understanding our ideologies and those of our coworkers and colleagues promotes planning as a social and moral activity, as well as a technical function--a view obviating overdependence on computer "objectivity." Includes 22 references. (MLH)

Examines the five tasks the International Institute of Educational Planning has proposed for educational planners. (IRT)

Explores the strengths and pitfalls of the planning process and outlines a number of factors, such as social and economic constraints, that have influenced American education. (Author/IRT)

Emphasizes the history of educational planning in the United States and draws implications from that history. (IRT)

The Report of the International Commission for the Development of Education has been described as a turning point in the development of education. Since the turning point there is a new perspective for viewing education as an organized, partially organized, and even unorganized human activity. Discusses that perspective. (Author/JF)

Uses an expanded definition of assessment, drawing attention to those elements of a planning system that are closely interactive with assessment and which could either immediately precede or follow the data collection function. (Author/JF)

This paper presents an overview of Japan's recent educational planning history and then analyzes her particular problems in the context of system theory. (Author/IRT)

Discusses the problem of forecasting manpower flows in administrative hierarchies of educational organizations, reviews groups of manpower models, discusses characteristics of administrative hierarchies and the vacancy model as it relates to those characteristics, and carries out validation and projective tests of the model. (Author/IRT)