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1
Itaaga, Nicholas. "Educational planning in East Africa, the role of imported planning technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38535.pdf.
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Estringel, Neida. "Planning as it relates to student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Fung, Tak-chuen Daniel. "Using indicators in evaluating the implementation of educational aims : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597328.
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Palframan, Jaqueline Birgitta. "Educational needs of the financial planning industry." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020986.
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The South African financial planning industry experienced a rapid growth from its generic beginnings in the 1970’s to the vast levels of specialisation taking place in the 21st century. Financial planning, akin to the medical profession, is arguably one of the most critical areas of influence in the personal lifestyle planning of individuals given the increasing longevity brought about by the medical profession. Early transgressions and irregularities, as in the case of most industries, brought about the introduction of the Financial Advisory and Iintermediary Services (FAIS) Act in 2004 to regulate, transform and restructure the industry. Since the introduction of the Act, compliance with the legislation and obtaining the appropriate qualifications have become a major focus for financial planners. This groundbreaking academic research involves an assessment of the educational needs of graduates in the financial planning industry including an evaluation of the relative importance of the subject fields, management competencies and skills required in the field of financial planning with specific reference to the financial planning programmes offered by the HEIs in South Africa. The purpose of this study can be phrased in a threefold manner: Firstly, to assess at programme level the theoretical and practical relevancy of the HEIs financial planning programme content relative to the present and immediate future normative requirements of the financial planning profession; Secondly, to assess whether the academic programmes address the critical skills shortage in financial planning by determining the appropriate qualification delivery in terms of academic and practical learning to develop the appropriate management competencies; and Thirdly, based on the findings of this research, to address any gaps pertaining to the financial planning programme content and management competency and skills levels, thereby contributing to the body of knowledge pertaining to financial planning education in order to be relevant and responsive in servicing the financial services sector. To give effect to the problem statement and to validate the research propositions, a mixed methods design within the pragmatic research paradigm was used. A relatively new and innovative mixed methods approach, namely Real-time Delphi (RTD) procedures of sourcing professional expert opinion enabled the collection of qualitative and quantitative data for data triangulation. The RTD methodology which seeks the pooled intelligence from a group of selected experts is also capable of determining future requirements rather than only the current practice. This is the first academic study of its kind in South Africa utilising the RTD methodology.
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Brillinger, Matthew. "Educational Park Planning in Berkeley, California, 1965-1968." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35312.
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Promoted as state-of-the-art desegregation devices, educational parks were large campus-like schools designed and sited to draw students from many neighborhoods. In the mid-1960s, the educational park movement featured prominently in debates about race and education in the United States, winning the support of numerous influential individuals and organizations, yet today the educational park movement is nearly forgotten, akin to a wave that swelled, crested, and crashed, leaving only a muddy wash. How could so many thoughtful and energetic people—1960s educational park advocates—work so hard yet achieve so little? This question can only be answered by reference to a wide-ranging 1960s debate about the appropriate role of the federal government in public education, a debate during which educational parks became emblematic of a federal government intent on remaking public schools to advance its own socially progressive ends. Whereas advocates for an expanded federal role in public education portrayed educational parks as cutting-edge alternatives to outdated and inequitable neighborhood schools, opponents of federalism in education presented the parks as staging areas for federal invasions of old-line school districts. In the end it was the latter vision—with its scenes of federal officials revising textbooks and drawing up lesson plans—that won the day, transforming educational parks into menacing symbols of federal overreach.
6
Zheng, Kaidi. "School-age population and educational planning in China." Thesis, Canberra, ACT : The Australian National University, 1989. http://hdl.handle.net/1885/132445.
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This study has projected, compared and analysed
the trends in size of the total population, school-going
population (aged 6-14) and level of school enrollment
under various fertility assumptions for China during the
period 1982-2012, as well as associated demands. The
focus of this study is on the future school enrollment
and its implications. Based on population projections by
residence (rural and urban), under different mortality
and fertility assumptions, this study has found that in
general the size of the projected school-age population
aged 6-14 and school enrollment for primary and junior
high school show a falling trend broken by a substantial
period of increase during the period 1982-2012, but the
dimension of changes is varied under different fertility
variants. With the passage of time, the differences
among the projected results under different fertility
variants become larger as a result of the intensified
influence of fertility assumptions.
Taking the projection results under the medium
variant as an example, it is found that the school-going
population decreases by 23 per cent during the period
1982-1992 for rural areas and by 32 per cent during the
period 1982-1999 for urban areas; and increases by 35
per cent during 1992-2005 for rural areas and increase by
less than 0.01 during the period 1999-2001 for urban
areas; then decreases again starting from 2006 and 2002
to the end of the projection period for rural and urban areas respectively. It is further assumed that the
enrollment rate will increase from 87.6 per cent in 1982
to about 99.8 per cent in 2002 for urban areas and from
73.1 per cent in 1982 to about 99.5 per cent in 2012 for
rural areas, indicating the realization of a universal
period of nine years of compulsory education.
Correspondingly, a similar fluctuation occurs to the
associated demands for teachers and funds.
This study has also examined and evaluated some
of the implications of the fluctuation of the projected
trends of school-going population. Although the policy
of population growth control will benefit the people's
well-being and the national development, including the
development of education, this kind of fluctuation in the
population trends that will result from the
implementation of the inconsistent population policy in
the past must be taken into serious consideration by the
policy-makers and education-planners. Flexible and
appropriate strategies should be implemented in advance,
for such aspects as the training of qualified teaching
staff and available funds, in order to accommodate the
future fluctuations in the demand for educational
services.
7
Jones, Raymond Peter. "The international aid approach to educational planning : a case study of the planning and development of secondary education in Swaziland." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019672/.
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What happened in the planning and development of secondary education in Swaziland can be seen as representing a common African experience, and exemplifying a general paradox which characterised the aid process. What donors regarded as persistent weaknesses in planning and management in recipient countries was, in varying degrees, a way of protecting an African view of education against donor intervention. The development of secondary education was shaped by an African approach and the variety of societal institutions across African countries, rather than by the acceptance or imposition of international models and the responsible interventionism of donor agencies. The exceptionally well protected nature of the Swazi case stems from a distinctively Swazi paradox. Extreme dependence on South Africa provided a form of security within which the Swazi monarchy was enabled to give full expression to a remarkably homogeneous traditional system, a system which had broken down elsewhere in Africa. The functioning of a powerful traditional monarchy and the persistence of traditional institutions and processes gave Swaziland a rare degree of autonomy in protecting the Swazi model of education against external pressures brought to bear by a substantial array of donor agencies. The Swazi experience provides support for the view that education, far from being a powerful instrument for economic and social change, has only a limited role to play in the development process. The particularity of the Swazi experience, and the reason it was an extremely heightened case of a more general phenomenon, arises out of the features that imposed fundamental restrictions on alterations in existing societal structures. These features were those that form the two sides of the Swazi paradox, the functioning of a powerful traditional monarchy and extreme dependence on South Africa.
8
Bugg, Kent A. Baker Paul J. "Quality assurance and improvement planning in Illinois high schools." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995664.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul J. Baker (chair), Albert T. Azinger, Elizabeth T. Lugg, William Rau. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.
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Murad, Abdulkader. "Applications of geographical information systems for educational facilities planning." Thesis, University of Newcastle upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341490.
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Barakat, Bilal Fouad. "Strategic educational planning in Palestine and other volatile contexts." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517680.
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Yuan, Guofang. "An analysis of national educational assessment policy in the People's Republic of China and the United States." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1196699846.
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Thesis (Ph.D.)--Cleveland State University, 2007.Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 268-297). Available online via the OhioLINK ETD Center. Also available in print.
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Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.
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Guzman, Yazmin Yesenia. "Crossing educational borders : the effects of state financial aid on undocumented students' pursuit of higher education." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122865.
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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2019Thesis: S.B., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-72).
Currently there are twenty-two states (and the District of Columbia) that offer in-state resident tuition (ISRT) rates to undocumented youth who meet set residential criteria. As of January 2019, ten states (and the District of Columbia) have passed legislation allowing undocumented students to access state financial aid. While previous research focuses on how ISRT policies affect college entry, this study examines the effect state financial aid policies have on college enrollment. Using Current Population Survey (CPS) Merged Outgoing Rotation Groups (MORG) data from 1998-2017, I exploit the time variation in the passage of the laws to evaluate the effects of state financial aid has on undocumented students' decision to attend college. In my preferred specification, I find that state financial aid causes a statistically significant 2.7 percentage point increase in the proportion of undocumented youth enrolled in college. Additionally, men aged 21-24 experience the largest increase in college enrollment at a 5.5 percentage point increase.
by Yazmin Yesenia Guzman.
M.C.P.
S.B.
M.C.P. Massachusetts Institute of Technology, Department of Urban Studies and Planning
S.B. Massachusetts Institute of Technology, Department of Urban Studies and Planning
14
ESCOBAR, DIANA MARCELA CUERVO. "IDEAL CITIZENS IN THE EDUCATIONAL PLANNING OF EDUCATION FOR CITIZENSHIP IN SCHOOLS: DISCOURSE ANALYSIS OF THE DOCUMENTS OF NATIONAL EDUCATION PLANNING, FROM BRAZIL AND COLOMBIA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34749@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Não há consenso a respeito do que significa e implica a formação cidadã nas escolas, como também não existe clareza na forma em que o exercício da cidadania poderia contribuir à superação das desigualdades sociais. A partir dos postulados de Lazar (2013), buscamos compreender as características e os anelos dessa formação cidadã no planejamento educacional, analisando o discurso dos segundos Planos Nacionais de Educação (PNE) de Brasil e da Colômbia, por serem estes documentos estatais que pretendem reger as politicas e ações educacionais do decênio. A metodologia de Análise Crítica do Discurso (ACD), formulada por Fairclough (2003), permitiu-nos identificar os múltiplos propósitos dos PNE, os atores que participaram na construção dos documentos, e as características da cidadania. A ACD mostrou grande adequação para a análise de políticas públicas educativas. Encontramos que os dois PNE compartem a maioria dos valores da cidadania e que esses valores são anelos das comunidades políticas desde a antiguidade, que perduram e se sofisticam nas sociedades modernas. Isto desafia o carácter contextual da cidadania e sugere um funcionamento eficaz das tecnologias de governo (Foucault, 1970). Os principais aliados da cidadania na Colômbia são a paz e a convivência, e no Brasil a formação para o trabalho. Chamou nossa atenção que a cidadania, por momentos, funcionasse como um significante vazio (Laclau; Mouffe, 1987) e quase sempre fosse intercambiável com a democracia. Há grandes diferenças no papel que desempenharam especialistas da educação e docentes em cada processo e documento. Ademais de servir de instrumento de planejamento, os PNE mostraram intenção didática e publicitária.
There is a lack of consensus about the meaning of citizenship and the implications of educating for citizenship in schools; neither has it been evident how practicing citizenship could contribute to the overcoming of social inequalities. Taking Lazar (2013) as a reference, we intended to comprehend the values and features of citizenship in the educational planning, by analyzing the discourse of the documents of National Education Planning (NEP - second documents), from Brazil and Colombia. These state documents aim to rule the policies and educational actions for a decade. Methodology of Critical Discourse Analysis (CDA), proposed by Fairclough (2003), allowed us to identify the multiple purposes of NEP, social actors that participate in the construction of the documents and features of citizenship. We found the two documents share most of the values of citizenship, these values have been wished by political communities since antiquity and they last and sophisticate in modern societies. This challenges the contextual character of citizenship and suggests an efficient functioning of technologies of governance (Foucault, 1970). Main alliances of citizenship in Colombia are made with peace and social harmony, while in Brazil the main alliance is with a work-oriented education. Citizenship sometimes worked as an empty signifier (Laclau; Mouffe, 1987) and it was often exchangeable with democracy. There are relevant differences in the role that education specialists and teachers played in each process and document. Besides their aim of being a guide for planning, NEP documents revealed didactic and advertising intentions.
No hay consenso respecto a lo que significa e implica la formación ciudadana en las escuelas, así como tampoco es clara la forma en la que el ejercicio de la ciudadanía podría contribuir a la superación de las desigualdades sociales. A partir de los planteamientos de Lazar (2013), buscamos comprender las características y los anhelos de esa formación ciudadana en la planeación educativa, analizando el discurso de los segundos Planes Nacionales de Educación (PNE) de Brasil y Colombia, por ser estos documentos estatales que pretenden regir las políticas y acciones educativas del decenio. La metodología de Análisis Crítica del Discurso (ACD), propuesta por Fairclough (2003), nos permitió identificar los múltiples propósitos de los PNE, los actores que participaron en su construcción y las características de la ciudadanía. El ACD mostró gran adecuación para el análisis de políticas públicas educativas. Encontramos que los dos PNE comparten la mayoría de los valores de la ciudadanía y que estos valores son anhelos de las comunidades políticas desde la antigüedad, que perviven y se sofistican en las sociedades modernas. Esto último desafía el carácter contextual de la ciudadanía y sugiere un funcionamiento eficaz de las tecnologías de gobierno (Foucault, 1970). Los principales aliados de la ciudadanía en Colombia son la paz y la convivencia, y en Brasil la formación para el trabajo. Nos llamó la atención el que la ciudadanía, por momentos, funcionara como un significante vacío (Laclau; Mouffe, 1987) y casi siempre fuera intercambiable con la democracia. Hay grandes diferencias en el papel que desempeñaron especialistas de la educación y docentes en cada proceso y documento. Además de servir de instrumento de planeación, los PNE mostraron una intención didáctica y publicitaria.
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Alexander, Sherly Bejoy. "An Effective Succession Planning Educational Program for Operating Room Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2950.
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The current nationwide shortage of registered nurses is a growing problem impacting patient care and hospital operations. The operating room is the area most affected by the nursing shortage. Reasons cited for this shortage include ineffective nursing orientation programs and a decline in job satisfaction. The purpose of this project was to develop a best practice succession planning educational program to provide novice operating room nurses with an introduction to the operating room. The Dreyfus model of skills acquisition and Benner's novice to expert theory guided this project. A 2-step process was used to assess and validate the content and quality of the educational program. In Phase 1, the educational program was distributed to 10 operating room nurse stakeholders for formative review. There was agreement from these reviewers that the educational program covered key concepts important for novice operating room nurses. Two recommendations were made for additional clarification. In Phase II, the educational program was revised and distributed to a group of 10 perioperative professionals for summative review using the AGREE II instrument. The summative review group found the educational program to be clear and concise. The overall summative approval of 100% and recommendations of both review groups guided the final development of the best practice educational module. This best practice educational module will provide a standardized program for educating novice operating room nurses. This project will contribute to positive social change by empowering these nurses while supporting safe care for all surgical patients. Dissemination will occur first within the organization and then to local and national organizations targeting operating room nurses.
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Kraft, Todd Lee Scribner Jay Paredes. "A study of the educational facilities planning process within the context of a social and political environment." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6163.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
17
Reichenberger, James Richard. "Applicability of educational reconstruction theory in present day curriculum planning." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reichenbergerj.pdf.
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Malope, Lefentse Daphne. "Planning educational reforms in Bophuthatswana : an evaluation / Lefentse Daphne Malope." Thesis, Potchefstroom University for Christian Higher Education, 1992. http://hdl.handle.net/10394/8509.
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This study is concerned with the bold attempt by the government
of the new Republic of Bophuthatswana to reform the entire
educational system to be in line with the identified needs and
noble aspirations of the new nation. This task began in 1979
based on the recommendations of the National Education Commission
report which was tabled in August 1978.
Considering the elaborate planning and preparation that must
precede any educational change, innovation and reform, the
contention is that not much attention and time was given to the
planning process per see Most of the recommended changes were
implemented immediately, some piece-meal and others in an uncoordinated
manner.
The study discusses some of the developments within the broad
educational spectrum, indicating noteworthy achievements and
accompanying problems. Some of the problems can be traced to the
lack of clearly articulated reform goals and objectives: the
absence of a national planning unit to co-ordinate the envisaged
reforms in line with the overall national development plan. This
would ensure that educational reforms are not seen in isolation
but as part of other overall socio-political and socio-economic
developments. The absence of a change agent to manage the change
process, to sensitize the communities to the need for change and
to get them to participate fully in the reform process, was
partly responsible for some of the identified problems. Also the
lack of a well-conceived model and strategy for planning
educational reforms as well as a built-in mechanism to monitor
progress and provide feedback are highlighted.
Finally, the study indicates how some aspects of the educational
system were remarkably improved inspite of the perceived lack of
proper planning. A stable educational system evolved based on
the new philosophy of education for Popagano. The formal school
system experienced remarkable growth resulting partly from the
committed involvement by the communities in providing classroom
accommodation and the funding of educational projects where the need arose. The child-centred approach revolutionized teaching
in the primary school and its successful implementation will
serve as a model for neighbouring countries. The ten-year period
under review also saw the upgraded professional training of
teachers and the establishment of a uni versi ty for which the
communities voluntarily donated cash or in kind and which was a
major milestone in the educational development of the country.
In conclusion, a model for planned educational reform is proposed
as a mechanism that will bring most of the envisaged improvements
in the educational system to fruition.Thesis (MEd)--PU vir CHO, 1993
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Gould, Edward. "Interactive decision support systems and activity theory a population projection flow model for strategic planning in education /." Access electronically, 1995. http://ro.uow.edu.au/theses/257.
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Gilbert, Stephen Anthony. "Succession Planning Relating to the Millennial Generation in Private Four-Year Universities." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278326.
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The workplace is in a transition with age demographics (Mann, 2006). The baby boomers, once a large and dominating force in the workplace are now in their initial years of a decade?s move into retirement. And with such a large demographic change, there is a vacuum that is created and then filled. Many industry analysts have deemed this transition as the "Great shift change." In the workplace, vacancies are being created en mass at the managerial and executive levels. Due to the recession of 2008-2012, the baby boomers remained in the marketplace for an extended period of time, some say to rebound with their depleted retirements. As the economy made its way back to normalcy, an intersection of market forces hit. This collision of market forces is the emergence of an economy out of recession and an age demographic beginning an advanced pace of retirements that analysts say will last up to 20 years. Due to a high turnover of the baby boomer generation with the Millennial generation in the market, succession planning is key to maintain productivity and smooth the transition in demographics while providing services to increasing student populations. This dissertation will utilize case studies to analyze this market event and see how private higher education institutions located in Los Angeles, California are handling succession planning in an aggressive employment demographic change.
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Leung, Pak-chung. "Prevocational schools and manpower planning in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553707.
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Chattip, Suwannachin Riegle Rodney P. "Planning for a learning organization in a private vocational school in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064541.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 9, 2006. Dissertation Committee: Rodney P. Riegle (chair), Barbara Heyl, Paul J. Baker, Dianne E. Ashby. Includes bibliographical references (leaves 155-157) and abstract. Also available in print.
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Herbert, Margaret E. "The perceived nature and function of planning by domain-related experts: Academic, business, lay, and teacher." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9867.
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It is the underlying postulate of the present research that planning is a skill which enjoys a common mental representation and vocabulary across groups in society. Should this be the case, it may be beneficial to focus instruction on planning, as a vehicle for teaching and operationalizing metacognitive skills. Exploration of this postulate necessitates a fuller understanding of how both the nature and the function of planning are perceived by various representative groups. A deeper awareness of planning knowledge held by domain-related experts has potential to reveal similarities and dissimilarities of mental representations of planning. Toward this end, four groups of experts in academics from cognitive science, business, everyday life-planning, and teaching were provided with input from a telephone survey of the general public through a Delphi Methodology. The reiterative, three round process was undertaken by the participants to explore what is meant by the term planning, how it is done, and where and when it is used. This self-correcting technique permitted each group to generate an excellent and precise definition of planning, to clearly define the terminology used, and to articulate the functions of planning and their contextual applications. The Delphi Method achieved unusually high degrees of agreement both within and across cells as to the nature and function of planning. Additional comments from respondents brought elaboration of their perceptions to light for the purposes of understanding and comparison. There was a remarkable correspondence between the most recent literature on planning and the knowledge base of the respondents. The data confirm that there is a striking convergence, within and across the sampled groups about what planning is and the purposes for which it is used. For all cells, definitions of planning achieved a solid consensus and an impressive 97% agreement on all components of the definition and their descriptors, 89% on the function statements, and 95% for the 159 function descriptors. The analysis of data highlighted areas of similarity and dissimilarity of perceptions on aspects of planning. Cell differences between the Academic, Business, Lay, and Teacher cells were observed and reported. The findings substantiate the proposed use of planning and its vocabulary to assist learners to discuss, comprehend, and employ the underlying metacognitive thinking skills involved for problem solving in school and in real life situations throughout the life span. This valuable connector between ages and contexts has been under-utilized to date. The results of the present study justify planning as an umbrella process for instruction in metacognition. (Abstract shortened by UMI.)
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Straessle, Jessica Miller Wunderle. "Teachers' perspectives of effective lesson planning: A comparative analysis." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154173.
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Highland, Marilyn Mishkin. "The effects of an educational planning unit on eighth-grade students." Gainesville, FL, 1986. http://www.archive.org/details/effectsofeducati00high.
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Hampton, Martyn. ""Planning and guessing" : T.S. Eliot and the discourse of educational reform." Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545756.
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The purpose of this thesis is to contextualise the interwar writing of T. S. Eliot within the broader discourse of state reform that carne to define the British welfare state. Eliot was especially concerned by what he perceived to be the ideological direction of the education system, as this system played a fundamental role in his account of cultural transmission. In order to evaluate the critical tendency which suggests that Eliot's late poetry became asocial, the thesis employs post-structural discourse theory to trace a growing anxiety in his work about the very language of democratic reform and public mediation. It surveys a range of pro-reform discourse, from contemporary sociological texts to newspapers, all of which sought to hegemonise social organisation by recourse to a putative idea of democracy. It pays especial attention to the writing of H. C. Dent, editor of the Times Educational Supplement, with whom Eliot pursued a detailed critical engagement. By exploring the degree to which Eliot's poetry rehearses or interrogates these discourses, the thesis argues that from the outset his poetry was preoccupied with the calculation and formalisation of social space by recourse to a modernist aesthetic under perceived threat from secular state planning. Eliot's account of national collective life as a historical process of tradition and orthodox observance contrasts with the popular attempt to programme national life according to future-oriented prescription. From a deep sense of personal crisis described in the early poetry, this preoccupation develops into a classically mandated recognition of social consensus, which reaches its fullest realisation in Four Quartets. The thesis concludes that while Eliot's attempt to propose an alternative to centralised national direction may not have been ultimately successful, it nevertheless demonstrates a particularly significant intellectual and poetic negotiation of social organisation and public discourse.
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Edzii, Abaidoo Adentwi. "Decentralised educational planning : a case study of two districts in Ghana." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/70377/.
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This thesis examines Ghana's decentralised educational planning policy by exploring meanings of decentralisation and decentralised educational planning, the legal framework and how it has been implemented in practice at district level from the perspectives of key stakeholders. In Ghana public policy measures have been directed towards the decentralisation of educational planning and management of pre-tertiary education to address education inefficiencies. To this end, various decentralised educational structures such as School Management Committees (SMCs) and Parent Teacher Associations (PTAs) have been institutionalized to encourage community participation in educational planning and decision-making. Attempts to enhance community involvement in Ghana resonate with global efforts. Several developing countries have chosen to decentralize educational planning in the hope of obtaining increased participation of stakeholders in educational planning and decision making. Despite the strong policy commitment to decentralisation and decentralised educational planning, this has not translated into practice. The understanding and involvement of key educational stakeholders in decentralised educational planning fall short of expectation. It is against this background that this study examines the experiences of stakeholders in decentralised educational planning in Ghana. The study employed a qualitative research approach focused on purposively sampled districts (Accra Metropolitan Directorate of Education and Komenda- Edina- Eguafo- Abrem). The key participants in the study were 2 Senior Education Officers, 2 Planning Officers, 2 Headteachers, 2 SMC representatives and 2 PTA representatives. Both primary and secondary data were collected. Interview guides were used in the collection of qualitative data while statistical data were collected from Education Management Information System (EMIS). In order to achieve the specific objectives set within the main purpose of this study, the main question which guides this study is: What is the understanding and participation of District Officers, Heads of Schools and other stakeholders of Decentralisation and Decentralised Educational Planning? The study found that stakeholders have diverse understandings about the meaning of decentralisation, and decentralised educational planning. In general it was found that decentralisation entails empowering the districts/locals to make decision and being accountable for the decisions made. Educational decentralisation refers to devolution of educational delivery from Ghana Education Headquarters to the districts with the regional directorate gradually taking the role of the GES headquarters and the district directorates where final authority will reside at the District Assembly. Decentralised educational planning means empowerment to plan and take decision at the local or district level of educational delivery. The study also found that SMC/PTA members participate in the decentralised educational planning process but that their level of involvement is very low. The study also notes that there is weak capacity development for planners and other stakeholders in a system of decentralised education planning. The study suggests that a number of challenges should be addressed to ensure effective decentralised education planning. This thesis provides new insights into decentralised educational planning in Ghana contributing to the extant literature on the topics.
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Lee, Suk-yee Teresa, and 李淑儀. "An analysis of planning in higher education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965313.
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Zehnder, Scott C. "Teacher planning in a era of accountability for student outcomes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1192.
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The focus of the study of teaching has shifted gradually away from the process-product research paradigm to one which emphasizes the role of teacher and student thought processes. Researchers have identified teacher planning as an area of study likely provide insights into the role of teacher thought processes. Since the nineteen seventies a number of important studies into teacher planning have been completed. An examination of the teacher planning literature revealed that certain types and functions of planning recur in the research. The literature also shows that the rational-linear planning models which are prevalent in teacher pre-service education do not adequately describe teacher planning in practice. Several studies have attempted to describe teacher planning in terms of models. Although these studies more closely described actual teacher planning, modelling of teacher planning is incomplete. Some research has also attempted to establish relationships between teacher planning and teacher actions and the subsequent outcomes for students. Western Australian schools are presently subject to a climate of change driven principally by economic considerations. A fundamental shift in emphasis has occurred in teacher accountability policy and as a result teachers are now accountable for the outcomes of students instead of the traditional accountability for planning programmes of work. Case study techniques were used to examine the extent to which these policy changes and the associated de-regulation have affected the planning practices of six teachers, The thought processes involved in planning were described and a naturalistic model of planning was developed. The study found that the teachers did not plan as they "should" in two respects. First, they only applied rational models. Then using planning formats which assisted them with the writing of objectives. In this respect the teachers did not apply the rational models from their pre-service education, Second, the teachers did not apply an outcomes approach to planning, as required by the Education Department accountability policy. The study also examined the six teachers' perceptions of accountability and the accountability techniques applied in two schools. The teachers perceived accountability as a professional obligation. Teachers were not being held accountable for planning within the school management information system. Although the focus for accountability discussions had shifted to accountability for student outcomes, the teachers continued to apply an activities-first approach to planning.
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Snodgrass, Billy B. "The Degree of Usage of Strategic Planning in Tennessee School Systems." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2797.
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The purpose of this study was to assess the extent to which strategic planning was used in Tennessee school districts and its relationship with school system size, geographic regions, student achievement, fiscal capacity, per pupil property assessment, and percentage of revenue from local sources. The study also sought to determine the perceived constraints and technical assistance needs of school systems regarding strategic planning. The 139 school superintendents in Tennessee were surveyed to determine the degree of use of strategic planning in Tennessee. Surveys were mailed in early September, 1992. Surveys were received over a period of several weeks. A return of 73% was obtained. Findings revealed there is a wide variation in the degree of use of strategic planning. Many districts do not include any planning components other than those required by the State. Crucial elements such as an internal and external analysis were not performed by many systems. Most systems indicated they needed extra staff time, more funds and technical assistance for strategic planning. The major conclusion included the need for planning grants, technical assistance, and the development of a bureau of planning by the State Department of Education.
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Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.
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Younk, Karina. "One province's conception of curriculum integration : transforming educational reform ideals into the Québec education program." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79986.
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This phenomenographic study explores the intentions, ideals, and practices that shape educational leaders' conceptions of curriculum integration. The study uses documents and interviews to analyse the integrative elements of three of Quebec's key educational reform documents: The final report from the commissioners of the Estates General on Education; Reaffirming the mission of our schools: Report of the task force on curriculum reform ; and the Quebec Education Program. Fifteen curriculum reform leaders who participated in the process of drafting these documents were interviewed about their conceptions of curriculum integration. The conceptual framework used to study Quebec's conceptions of curriculum integration stemmed from the review of the research literature. This study's revised framework may provide curriculum developers and other educational leaders with a template for exploring integrative intents, ideals, and practices coherent with their conceptions.
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Chambers, Cynthia R. "True Directions: A Student Centered Planning Tool." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3895.
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Van, Wagenen Linda C. "Working in concert : the district as a symphonic system /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000515/01/40DissABSTRACT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2008.Dissertation advisor: Nancy Hoffman. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 217-230). Abstract available via the World Wide Web.
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Samuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.
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Fried, Paul Raymond. "The advocacy design center : interpretive planning for community building /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396076.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 251-266).
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Phillips, Mary Elizabeth Hargrove. "An administrative approach to preschool curriculum planning for at-risk children." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2994.
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This study was designed to aid in determining the curricular direction which will be taken for the program in the preschool educational facility where the study took place.
The target population for participation in this study was Black, four-year-old children who met the preschool facility’s operational definition for being disadvantaged. The study took place over a period of one school year with the primary aim being to determine curriculum components which are effective with the target population. The study utilized an experimental design and implemented an experimental curriculum with 30 children who were participants in the control group. A pre-test, teach, then post-test method was used. At the conclusion of the study, a statistical analysis of the collected data was made by using t-test computations. The findings show that, even though both the experimental group and the control group made significant gains in the areas assessed, the experimental group made gains that were significantly greater than those made by the control group.
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Shores, Diana. "Impact of the Educational & Life Planning Course on Undecided Students: An Evaluation Model." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2856.
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The purpose of this project was to establish a working model for a longitudinal evaluation of the effectiveness of the "Educational and Life Planning" (CNS ED 100) course at Western Kentucky University. This study, entitled "CELPS," was an action project designed to serve as a model for the establishment of a data bank against which future efficacy studies could be made by the faculty. A pilot study of 80 CNS ED 100 students was conducted to test the CELPS model described in this paper and also to provide preliminary information about the effectiveness of the "Educational and Life Planning" course. However, this was clearly secondary to the purpose of methodological development and testing. Five instruments were designed, a code book was developed, and all data collected were sent to the computer center on the coded forms to establish a data bank on the mainframe computer. Hand transfer of the raw data to the computer sheets was found to be an inefficient way to send data to the computer center; as a result, the forms were revised to allow for direct data entry to the computer which will ensure greater efficiency and reliability. Initial results of the pilot study were presented in tabular form. Because this pilot study was merely descriptive no tests of statistical significance were calculated. These results served only to show that CELPS was in fact a working model. Recommendations were suggested to the Counselor Education faculty regarding the administration of this longitudinal study over the next six years.
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Mohammed, Mufasir Muthaher. "Enterprise Resource Planning Model for Connecting People and Organization in Educational Settings." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4166.
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In this age of overwhelming technological innovation, organizations expect better prospectus and strategy for improving business in their own specific areas of interest. Organizations want to open new horizons by developing new communication techniques for communicating with their clients. With this step, they want to reduce the communication barrier between their clients and the organization itself. In future, organizations will use improved techniques for getting connected with their clients. When we talk about an educational organization it becomes very important for an educational institution to communicate with their students. The educational organizations have improved a lot in providing services to their students. But, there is lots of work to be done in the field of connecting the students with the educational institutions. If there is a good means of communication between students and the organization then there would be more scope for the aspiring students to join the institution. If an educational organization develops a medium for better communication with their students, that will help the university in finding new relations with aspiring students. In my thesis, I will explore the frameworks used in an educational setting using Enterprise Resource Planning model in developing Student community portal. Enterprise Resource Planning is used to integrate all the modules of the community portal, to maintain integrity of the system. I will also find the requirements that are necessary for developing such interactive system. This investigation will be helpful for developing a Student community portal; it helps to know about the services provided by the educational organization and for mutual communication in the student community. By this approach, it becomes very easy for a two way communication between the university and Student community. This will help to develop a framework and creates Design Pattern Architecture for the development of interactive system for student community in educational organizations.Email: mufasirs@gmail.com Phone: +919390120586,+919347393001
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Roche, Damien. "The international marketing of educational services : implications for long-term policy planning." Thesis, University of Strathclyde, 1992. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23754.
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The dissertation attempts to apply the marketing concept to the provision of educational services. A comprehensive literature review is conducted in the area of services marketing. A strategic marketing model is proposed for the international marketing of educational services. A comparative analysis of overseas student policy in a number of host countries is presented. A number of policy developments and regulatory mechanisms are critically evaluated. It was not possible to conduct a rigorous cost-benefit analysis of overseas students in Ireland*. However, a UK study conducted in 1980 is examined in detail. The problems of measurement, etc. which were encountered are discussed. This will serve as a model for a similar study in Ireland. Various overseas markets are identified as having significant market potential for Ireland. An hypothesised strategic marketing model for educational institutions is developed. This is later revised following its application to the Malaysian market which is held to be generalisable. A research survey is conducted among overseas students and selected third level educational institutions. It is composed of six parts: 1. Postal questionnaire sent to third level institutions in Ireland selected on the basis of the number of overseas (non-EC) students enrolled. 2. Interviews held with key-figures in major third level institutions in Ireland selected on the basis of the number of overseas (non-EC) students enrolled. *Ireland throughout this thesis does not include the six counties of Northern Ireland governed by the United Kingdom. 3. Self-completion questionnaire distributed to a random sample of 5% of overseas students in Ireland weighted by overseas student enrolment in the various institutions. 4. A series of focus interviews with overseas students held at: a) University College Dublin b) University of Dublin, Trinity College c) The Royal College of Surgeons in Ireland. 5. Jury panel of expert opinion - interviews with key figures in the area of education and overseas student policy. 6. A self-completion questionnaire distributed to a random sample of overseas students at the University of Strathclyde. The dissertation makes a number of recommendations for future overseas student policy and finds that lack of a coherent national policy is the major impediment to the development of a considerable overseas student presence in Ireland. Recommendations are proposed regarding; marketing strategy, fee policy, regulatory mechanisms, targeted support schemes, concessionary fee status, the composition and distribution of the overseas student body, orientation programmes, immigration, accommodation, cultural issues, English language provision and student welfare.
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Walker, Ann L. (Ann Lee). "Strategic Planning Applications in Postsecondary Institutions with Accredited Physical Therapy Educational Programs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331640/.
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Although strategic planning has been used successfully in most major business institutions, higher education has been slow to adopt this management technique. Involvement in planning is a critical issue for allied health educational programs, such as physical therapy, which are relatively new to the academic environment. These programs face a continual need to update their curricula and clinical education based on rapid changes in the health care delivery system and the profession. The problem of this study was to determine the extent to which the strategic planning process is currently applied in institutions in the United States which offer accredited physical therapy educational programs.
The population of this study was made up of the chief executive officers of the 115 public and independent institutions that offer physical therapy educational programs. Selected experts on strategic planning and chief executive officers were surveyed in two phases using a mailed questionnaire designed to measure the organization, characteristics, and impact of strategic planning in institutions that offer accredited physical therapy educational programs. Seventy-three percent of the chief executive officers responded, and 50.9 percent indicated their involvement with strategic planning by completing the questionnaire.
The findings indicate that, although there is general agreement between the experts and the chief executive officers concerning the characteristics of strategic planning, differences exist. Differences were also identified between academic health centers and other types of institutions, between public and independent institutions, and between institutions by type of physical therapy degree offered. It was concluded that, in the opinion of the chief executive officers, strategic planning processes are being practiced in institutions that offer physical therapy programs, that this process is compatible with academic collegiality, that changes are made in policies and programs but not in the mission, that although faculty members including those from physical therapy are involved, the role and the involvement of these individuals is unclear, and that information-gathering and evaluation methods could be refined.
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Fielden, Daniel R. "The Formulation, Implementation, and Evaluation of Educational Planning in Public School Districts of Tennessee." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2675.
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The legislature of the State of Tennessee enacted The Public Education Governance Reform Act of 1984 as the first step in a restructuring and reform program for Tennessee education. One of the major elements of this piece of legislation was that the state board of education would "... develop and maintain current a master plan for the development of public education, grades kindergarten (K) through twelve (12)." A regulation was passed by the Tennessee State Board of Education mandating that each local board of education in the state should develop and implement a five-year educational plan to include a mission statement, goals, objectives, and strategies. The first plan was due September 1, 1990. The plan was to be evaluated annually. Direction was not given as to process, evaluation, or expected outcomes. In the absence of specific guidelines from the state, there was little understanding of the process followed by local school systems in Tennessee as they completed the educational planning process. The purpose of the study was to describe the process used by Tennessee school districts in the formulation, implementation and evaluation of a state mandated five year educational plan. A review of the literature on educational planning did not reveal a definitive planning process or model. There was no grand scheme or master plan on the state or national level which looked at the whole in an attempt to put all the various restructuring or reform components together to form a complete educational plan. Data were gathered using a survey instrument which covered seven research questions relating to the planning components found in the most accepted models in the literature. All Tennessee school systems were given an opportunity to participate in the study. The data suggest that local school systems did not receive sufficient information, training, and preparation materials to prepare an effective five-year educational plan. The educational plan was developed mainly by the local school boards and central office staffs in each school system. An accepted planning model as found in the literature was not used by the majority of the school systems, nor was any attempt made to correlate the local plan with the state master plan. Sufficient information from the local community to project a vision for the school system or identify present or future trends in the schools and community was not collected prior to the development of the plan. Implementation of the local plan was by top management in most systems. A formal evaluation process to measure success or failure in reaching the declared goals and objectives was not in place. Institutions of higher education were not given an opportunity to participate or have influence on the process of training, implementation, and evaluation of the local and state educational plans.
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Chen, Hsiu-ling. "Teacher planning : social studies teacher in Taiwan /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Liu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.
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Lo, Wai-yan. "An analysis of the power of the Hong Kong government in education policy making." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1403475X.
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Bancha, Saenghiran Hines Edward R. "Strategic planning in higher education a study of application in selected private colleges and universities in Bangkok, Thailand /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604381.
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Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed May 1, 2006. Dissertation Committee: Edward R. Hines (chair), Robert Arnold, G. Alan Hickrod, James Palmer. Includes bibliographical references (leaves 174-185) and abstract. Also available in print.
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Lo, Tak-ming Dominic. "Strategic planning of IT use in teaching and learning in schools in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19874145.
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Bason, Marie Louise. "The planning and implementation of post-school transitions for young people with special educational needs." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-planning-and-implementation-of-postschool-transitions-for-young-people-with-special-educational-needs(13278fa0-6b73-455a-ac5f-df8582a09719).html.
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This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.
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Karpinska, Zuzanna. "Educational planning for situations of instability : standardization and advocacy in humanitarian aid practice." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:68ae5c8e-8c5f-4e01-a4dc-039d07c72a7b.
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This thesis examines the role and relationship of standardization and advocacy in humanitarian aid planning processes within the emergent field of education and instability. Standardization refers to the aid industry’s increasing emphasis on establishing ‘universal’ principles and normative frameworks. Advocacy refers to transnational-policy-network activities that move forward the global standardization agenda. The study focuses on the purposes and practices of knowledge creation by an education-and-instability ‘epistemic community’: the Inter-Agency Network for Education in Emergencies (INEE). Drawing on global-level interviews with key figures, participant observations, and documentary analysis, the research explores how this epistemic community promotes its core tenets: that education is an inherent human right and that educational provision should be a frontline humanitarian response on par with food distribution and shelter construction. The thesis analyzes the consensus-making process that resulted in the publication of the 2004 INEE Minimum Standards handbook, the then-epitome of the epistemic community’s knowledge. Next, the thesis examines the local application and adaptation of such global standardization processes in post-conflict Uganda. The case study presents the relationships among international and local ‘development partner’ institutions concerned with educational planning as a complex and contradictory story of power dynamics and knowledge circulation. These ‘partnerships’ are characterized by a shared quest for adherence to the knowledge encapsulated within standardized global frameworks and their normative principles. For Ugandan institutions, fluency in this discourse is a powerful tool to appropriate for their own ends. For international institutions, the knowledge is at once a technical resource and a means to bring ever more stakeholders into the wider epistemic community concerned with humanitarian aid. I argue that, through judicious use of standardization and advocacy mechanisms, INEE seeks to legitimize the education sector’s existence within the humanitarian aid industry and expand support for (or ‘conversion’ to) the education-and-instability epistemic community’s core beliefs.
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Rondyang, H. Wani. "The role of indigenous languages in southern Sudan : educational language policy and planning." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10007457/.
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This thesis aims to questions the language policy of Sudan's central government since independence in 1956. An investigation of the root causes of educational problems, which are seemingly linked to the current language policy, is examined throughout the thesis from Chapter 1 through 9. In specific terms, Chapter 1 foregrounds the discussion of the methods and methodology for this research purposely because the study is based, among other things, on the analysis of historical documents pertaining to events and processes of sociolinguistic significance for this study. The factors and sociolinguistic conditions behind the central government's Arabicisation policy which discourages multilingual development, relate the historical analysis in Chapter 3 to the actual language situation in the country described in Chapter 4. However, both chapters are viewed in the context of theoretical understanding of language situation within multilingualism in Chapter 2. The thesis argues that an accommodating language policy would accord a role for the indigenous Sudanese languages. By extension, it would encourage the development and promotion of those languages and cultures in an essentially linguistically and culturally diverse and multilingual country. Recommendations for such an alternative educational language policy are based on the historical and sociolinguistic findings in chapters 3 and 4 as well as in the subsequent discussions on language policy and planning proper in Chapters 5, where theoretical frameworks for examining such issues are explained, and Chapters 6 through 8, where Sudan's post-independence language policy is discussed. In the latter chapters, there is a focus on implications for language use language as a national resource for social and cultural development, both of which are examined in the light of historical and sociolinguistic information in the preceding chapters. Chapter 9 concludes the thesis by proposing an alternative educational language policy that would give a role to the nation's indigenous languages.