EDUCATION SECTOR PLAN PREPARATION: ACTORS AND PROCESSES

As mentioned in part 1, education sector plans (ESP’s), like development plans, may be of varying duration. In some cases plans can be long-term, medium-term and short-term however there is no standard length for each of these categories. The long-term, or perspective plans, which cover a period of roughly 10-15 years, are less specific and indicate broad directions of development. The medium-term plans (which generally cover a period of around five years) are more specific in their programmes and strategies. Short-term plans, or annual plans, are usually for one year and are linked to the budget cycles. They are also called operational plans. Most education plans are medium-term plans with specific objectives, targets and programmes. These plans may have a long-term perspective. Medium-term plans are translated into annual plans and budgets. The discussion in this document pertains more to medium-term education plans than to annual or long-term plans. In some countries, one plan – the National Plan – is prepared. In other countries, several regional or provincial plans and one national plan are prepared. In certain instances several regional plans and national strategies to facilitate implementation of regional plans are prepared. The way ESPs are conceived determines the process of plan preparation. If education sector plans are prepared for each of the regions/provinces of a country, how does one prepare national plans? There may be several options for plan preparation: i) prepare national plans first and the regional plans follow the national plan – a top down approach to ESPs; ii) prepare provincial plans first and then prepare the national plans – a bottom-up approach to plan preparation; iii) initiate the process of plan preparations simultaneously at the provincial and national levels. It is important to note that policy formulation is done at the national level. Each province will follow a common policy framework that is agreed on and approved at the national level. Hence, the plan priorities, whether at the central or provincial level, follow-through from the policies. Therefore, it is difficult to draw up provincial plans that are consistent with national plans without guidance or guidelines from the central level, even when the planning process is decentralized. Needless to say, the national capacities and planning competencies required to draw up several provincial and national plans are large and varied.