African institute for economic development and planning : draft curriculum for the specialized course on manpower and education planning in economic development (Cairo - 1963/64)

UNITED NATIONS

ECONOMIC AND

SOCIAL COUNCIL

Distr.

LIMITED

21 May 1963 ///

Original: ENGLISH

ECONOMIC COMMISSION FOR AFRICA

African Institute for Economic Development

and Planning

Third Mooting of the Committee of Direction

Cairo, Juno 19&3

AFRICAN INSTITUTE FOR ECONOMIC DEVELOPMENT AND PLANNING

Draft curriculum for tho Spocizlized Course on Manpower and Education Planning

in Economic Development

(Cairo - 1963/64)

63-1759

7" " e/cn.i4/idep/7

Draft curriculum for the Specialized Course on Manpower and Education Planning in Economic.

Development .

q, ■ (Cairo - 1963/64) . :

1. In accordance with tho recommendation of tho starting team, as

montionod in document E/CN.I4/IDSP/6, a meeting was organized at UHS3C0

Headquarters on 2,3 and 4 May.1963 to establish the draft curriculum of

tho Specialized Course on "Manpower and Education Planning1 in Economic

Development". The meeting- was attended by two members of tho starting toara of th^ Instituto, two staff members of ILO and four staff mambors of UNjoCO. Frofossor A.. Bortrand, Director, Department of Social

Sciences of UNESCO was in the.Chair. Dr. I.H.Abdel llahman, Director of

tho UAR Institute of National Planning was invited but wa3 unfortunately

unablo to attend. ;

2. The purpose of the mooting was to draw up a draft curriculum for submission to the Committee of Direction at its June 1963 meeting (see

Annex).

3. The group agrcod that manpower planning and educational planning wore two closely interrelated aspects of overall development planning and should be dealt with in an inte^-ratjd manner as component elomjnts of human resources development. In this perspective, the course would serve the purpose of mutually acquainting- educational planners, manpower planners, and general planners with their respective problems and

techniques, as will as providing specialized training to oach category of participants.

In view of tho special nature of educational planning-, it was agreed

that a group of topics relating to educational planning should by treated in succession over a period of four weeks, as part of the integrated

course. The course vrould thus have a total duration of twelve weeks, as follows: 2 -//eoks on tho general principles and techniques of economic and statistical analysis and tho fundamentals of economic development and its planning; 4 week3 on the rola of human rocouxces in economic growth;

4 weeks on special aspects of oducation and educational planning} 2 weeks on a synthetic treatment of the conclusions reached.

4* The group recommended that there should be a maximum of 36 partic

ipants, consisting ideally of 12 for oach of the throe categories ropres- entedi general planners, manpower planners, and educational planners.

A minimum of twelve should be recruited for oach one of the litter two.

E/CN.14/IDEP/7

pa-go 2

5- Poi\ reasons* of .economy as. well as. of. efficiency, the group was in favour of conducting the course in one language. It recommended that the first course bo in English, it being understood that a similar course in French wi 1 be organized a year or so later. The first course,

therefore, will bo open to English-speaking participants, including such candidates as will havo an adequate command of English irrespective of the official language of their country. It- would be advisable,'in such cases,, to test the language abilities of the candidates. The participants should, insofar as possible, hold posts of senior responsibility, or be likely to hold such posts in the noar future.

6. The group recommended that within tho structure and contents of the outline of the courso, which was to bo maintained, the Director and the teaching staff would-be free to ensure tho necessary flexibility. ^otivity methods should be emphasized. All efforts should be made to make the course as practical and as closely related to African realities as possible. The number of hours of theoretical and practical teaching should not be too large, in ordor to leave time for reading, and personal work.

7- Material on Africa should be collected before the course: it might

be an advantage if tho ECA or the pro-Institute taam took responsibility

for centralizing it, in addition to data being available- at ILO and UNESCO

Headquarters, information and documents to be collected by field staff, and

those which would be brought to the course by the participants themselves.

'Annex

AFRICAN INSTITUTE FOR ECONOMIC DEVELOPMENT AND PLANNING DAKAR

Draft Outline for tho Spocialisod Courso 1963-64 MANPOifSR MD EDUCATION IN ECONOMIC DEVELOPMENT.

The gonoral approach of the courso is to treat manpower planning and educational planning as two closely intor-rolatod o-lomont3 of dovolopmont planning'. The participants ax© to bo familiarized with tools and tech niques based on :\ sound theoretical understanding of principles. The omphasis will be on practical application to the immediate problems of x'.frica. Throughout tho courso the teaching is to be carefully related to conditions in African countries, and illustrative material and case studios from those countries aro to be used wherever possible; tho importance of the rural 3octor.in African economies as woll as tho requirements of indust ialization aro to bo emphasized.

An additional purpose of tho course is to familiarize ■ manpower plan.-ior educational planners and general planners with each other•s'problems and difficulties.

The course of a 12 weak duration will be given in four co-ordinated sections. Tho first will do-il with the general .principles and techniques of economic and statistical analysis and.the fundamentals of economic dovol

opmont and its planning (approximately two wieks). The second will

consider the role of human resources in economic growth and principles and techniques applied to thoir development and utilisation (approximately 4

weeks). The third will bo concerned with special aspects of education and educational planning (approximately 4 weeks). The" fourth will integrate-

the work of the previous sections with -jmphasis 0:. implementation

(approximately 2 weeks), ~

Tho outline bolow will constitute the framework of detailed programme to bj established by the Director of thj course in consultation with tho teaching- staff. Vfithin tho stuueture set out above and described in the outline- bolow, it will be necessary to make adjustments to meot the require ments of the African situation, the typos of participants, attending the course and the availability of specialised instructors. It is understood, however, that tho st_ucturo of the course as set out: will be maintained.

Annex pago 2

Draft Outline of Syllabus FAilT OHB

I. Introduction

1. Presentation of tho course ■ ..:.:.

(a.) Njod for countries to havj a policy for tho &evelepment and utilisation of human resources, with clearly defined aims' and'a programme of act'ion to attain those aims; tho nature of tho de i.>ions to be t^ken in the fields

covorod by the course;

(b) Lon^-terra and short-term assets of tho policy-devel

opment of human resources through education and txaining- cmploymant problems' and policies, wage policy;

(c) Co-ordination of human resources policy with other aspects of development policy.

. 2. Nature of Ch^n^e, Growth and Develo-pmonf

(a) Descriptive discussion of the procoss of social/economic

change with special reference- to education and employment -}

(b) Analytical discussion of the change and growth process;

the moving forces; requirements for growth;

(c) Objectives -of a development programme.

3. Concepts of Statistical and Economic Analysis 4. Fundament.-ils of Development Planning

(a) Approaches to development: laissez-faire, partial planning,

" and comprohensivo planning;

'..■■■.' (b). Porocasting, decision-making and planning in'relation to •

controlled and uncontrolled processes;

(c). Major step3 involved in drawing up a plan and main character istics of different typos of plans.

E/CN.14/IE3P/7

Annex page 3 -

5» Human Resources in Economic Development ;

(a) Th^ procQ33 of human resources development, the. concept of ' "'" ."" Invostmerit in "human "resources,' in particular the'cbntrib-

ution of education/trainir% to' devolopmont;

(b) Functions, othor'than directly ocoriomic, of education/

training in different societies;

(c) Manpover/Employmant objectives and education/training

objectives in relation to other planning objectives.

Annex page 4

TWO

II. Developmont and utilisation of-human resources - ■■■ '■

6. Principal: function3 -ind steps in manpower, and'educational planning as into, .ratod in ovor-all planning

7. Manpower and educational statistics .

(a) Concepts and definitions;

(b) Structural characteristics of education and training systems;

(c) Principles of manpower and educational classifications;

relation "between education/training and occupation;

(d) Demographic data and tochni^u-j3 of projection;

(e) Collection, processing and interpretation of employment data;

(1) Collection, processing and interpretation of educational data;

(g) Special problems of African data.

8. Techniques of Assessing Manpower requirements and Educational needs (a) Assessment of total employment potential as compared with

employment objectives;

(b) Assessment of manpower requirements specified by economic sectors, by occupation and by education/training categories;

(c) Social and cultural and connected aspects of estimating

demands for education

9. Techniques of ^0source Allocation and Target Setting for Sducation/Training

(a) Methods for measuring inputs and outputs in education/trainin^,

and for estimating cost3 and available real resources;

(b) Allocation of total resources for education/training;

(c) Distribution of resources within education/training

Annex page 5

PART-THREE

III. Special Aspects of educational planning ...

10. Education in.;Africa..

(a) The role of education in developing countries;

("b") Educational systems in Africa;

(c) Problems and needs;

(d) Problems of educational administration, legislation and

financing in Africa;

11. Content of educational planning

(a) Assessment of the existing educational bystims;

(b) Policy and planning in education;

(c) Demands and priorities betweon typjs of education and

schooling;

(d) Sstimafcos and .pro jaction3 of enrolment by level and

type of education;

(e) Productivity and wastage;

(f) Determination of unit and per capita costs;

(g) Details of allocation of resources within the educational

system.

12. Problems of implementation

(a) Machinery for continuous review of the plan;

(b) The financing of the plan;

(c) Problems of personnel:

training local personnel - use of expatriate personnel;

(d) Leadership and effective administration as.essential factors in implementation of educational plans;

(e) Interrainisterial co-operation

Annex page .6

PART FOUR

i

Integration and Implementation _■ j

/' i

13- Final appraisal of the.relationships between-manpower and?

educational to quiremonts and their supply

(a) Adjustments between manpower requirements and supply in

the 3hort and the long term;

(b) Adjustments between educational requirements and supply

. in the short and long term;

(c) The results of (a) and (b) above used for evaluating the1

feasibility and optimality of ovor-aUjdevelopment plans.

14* Implementation and Continuous Adjustment of Manpower and

Educational Programmes

(a) Specifying details and implsnuntinfi the manpower and

education/training plans;

(b) Measures of achievementj for purposes of adjustment

and control;

(c) The continuous adjustment of plans;

(d) Financing the programmes: internal and external courses;

(e) Accounting for use of resources and funds.

15» Special Factors in Implementation

(a) Incentives; •

(b) Employment, market organisation, placement service, etc;

(c) Vocational guidance; selection problems;

(d) Mi ration; expatriate manpower;

(e) Special problems of tlu traditional and transitional sectors.

16. Organisation and Administration

(a) Synthesis of manpower and educational aspects of planning and implementing "economic and social development;

(b) .Relations between planning agencies, related services and

executive agencies, national and local;

(c) Relations with non-governmental agencies;

(d) Thd participation of interest groups.