This paper discusses some of the factors affecting educational planning in under-developed countries and attempts to identify and formulate evaluation criteria suitable for appraising educational planning in such countries. Although the analytical framework proposed is applicable to any country, it is designed specifically for use where lack of data and shortage of qualified planners make it impossible to apply sophisticated mathematical models that demand the analysis of detailed statistics. To illustrate the discussion, the author makes frequent use of examples drawn from his experience with the use of educational planning for the first and second levels of education in Afghanistan.