Question

QUESTION 8 .using an example of a private higher education institution, discuss the steps in the planning process. please note answer must have an introduction, body and conclusion. it must also have theories ,charts, tables or exhibits. references , authors, page numbers, published date, title of book and country must also be noted.

Answer 1

Were the educational issues diagnosed and analyzed within the appropriate socio-economic and political context?

• Were all policy options to deal with these issues identified?

• Were the implications of such options properly derived?

Were these implications fully evaluated in terms of their desirability, affordability, and implement ability?
• Was implementation of policy well planned and executed to allow for feedback and modifications?
• Was the impact of the policy properly assessed in order to determine whether to continue the policy, modify it, or go on to a new policy cycle?
• Were the countries' responses to assessment of the policy cycle appropriate?
• How was subsequent policy cycles similar to, or different from the initial policy-making cycle?
The context of policy formulation (Situation A) Frustrated for more than a decade with the seeming inefficiency of civilian governments, in 1968, a group of military officers, led by Velasco, had overthrown the democratically elected government of Fernando Belaunde Te r r y. The Peru which had frustrated the officers was a country of deep income inequality, massive rural-urban migration, exploding birth rates, poor health care, desperate unemployment, rampant inflation, and a failing educational system

The generation of policy options

Due to the revolutionary nature of decision making, the real options were about which objectives were best suited to revolutionary goals, what educational policies should be adopted, and how best to effect these policies. Policy options were conceived by a group of military advisors within a carefully planned and revolutionary programme of action for reforming the whole national structure known as the 'Inca Plan.'

Evaluation of policy options

The policy objectives and elements of the entire reform were evaluated at three separate points: (1) when the military seized power with the promise of 'revolutionary' egalitarian reform; (2) under the Education Reform Commission; and (3) during a two-year public review process

Making the policy decision

In 1972, the military announced sweeping reform, covering all levels and types of education, calling for the participation of the community in the education process, the reorganization of the country' s education burecracy, and the establishment of a curriculum related to Peru's development requirements. More specifically: Centro’s de Education Basic (CEBs) were to combine the previous primary and secondary education cycles and reduce them from 11 years to nine; the last two or three years of basic education were to focus on vocational or practical skills training; basic education will be followed by Seculars Superiors de Education Professional (ESEPs), or higher schools of professional education that combine obligatory academic and practical elements in a three-year programmed and are open to all graduates of basic education.

Planning policy implementation

Plans were drawn for a three-phase implementation schedule.

They included: institutional and administrative changes and mobilization of financial, human, physical, technical, and political resources. The World Bank and other entities, including UNESCO, USAID, the Canadian International Development agency, and the government of Hungary, all played instrumental roles, promising to provide funding and technical assistance for the reform, especially the diversified secondary school element