Teaching-learning strategies and educational planning

Hallak, Jacques
IIEP Seminar Paper, 28
9 p.

Online version

About the publication

The purpose of this paper is to describe a few planning issues to be borne in mind when discussing the presentation of a teaching-learning strategy. Three general areas are discussed: the socioeconomic context (the diagnostic phase), the developmental stage (the experimental stage), and the implementation phase. The first step in the planning process is diagnosis. In order for it to be useful, the diagnostic phase should lead to a number of specific conclusions concerning three areas: the kind of imbalances in the socioeconomic setting and in the educational system, the short- and long-term challenges facing the educational system, and the priority issues to be tackled by educational planners. The developmental stage addresses the questions of why the change was started, who paid for what in the testing of the developed strategy, how the plan was undertaken, and the means planned to compare expectations from the strategy with the results of the adoption. The implementation phase should address pedagogical, legal, economic and organizational problems (from ERIC database).