Draft curriculum for the specialized course on manpower and education planning in economic development

?

UNITED NATIONS

ECONOMIC AND

SOCIAL COUNCIL

Distr.

LIMITED

21 May 1963

Original: ENGLISH

3C0H0MIC COMMISSION" FOR AFRICA

African Institute for Economic Development and Planning

Third Meeting of the Committee of Direction Cairo, June 1963

AFRICAN INSTITUTE FOR 3C0MJC BGVBLOHCNT AND PUNNING

Draft currioulun for the Specialized Course on Manpower and Education Planning

in Economic Development

(Cairo - 1963/64)

63-1759

Draft curriculum for the Specialized Course on Kanpo.ro 3? and Education Flarining in iiconomic

Development

(Cairo - 1963/64)

1. In accordance with tho rocomriundation of the starting toam, as

mentioned in document E/CN.I4/IDJP/6, a mooting was organized at UlJ^oCO

HoadCiuartor^ on 2,3 and 4 May 1963 to'establish tho. draft curriculum of tho Specialized Course on"Manpower and Education Planning' in Sconomic Dovolopmont". The nuating was attended "by two members of tho starting toara of th; Institute, two staff members of ILO and four staff members of UtfjoCO. Professor A. Bortrand, Director, Department of Social

Scioncos of OTiJSCO was in the Chair. Dr. I.H.Abdol itahman, Dirootor of

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

Annex).

3. Ths group agreed that manpower planning and educational planning wore two closely interrelated aspects of overall development planning and should bo daalt with in an intourat-d manner as component elements of human ro3ources development. In this perspective, the course would serve the purpose of mutually acquainting educational planners, manpower planners, and general pl-murs with their respective probloms and

techniques, as w^-11 as providing' specialised tr Lining1 to each category of participants.

In view of the special nature of 3dmcational planning, it was agrood that a group of topics rolatinto to educational planning should b-j treated in suo^ossion ovor a period of four weeks, as part of the integrated course. The coursj would thus have a total duration of twelve waeks, as follows: 2 -jeeks on tho gonoral principljs and techniques of economic and statistical analysis and tho fundament .vis of economic developnunt and its planning; 4 woeks on tho rolj of human rocourcos in economic growth?

4 wa^ks on special asxjocts of education and educational planning; 2 weeks on a synthetic treatment of tha conclusions reached.

4. The group recommended that ther^ should be a maximum of 36 partic ipants, consisting ideally of 12 for each of tho three categories repres ented* general planners, manpower planners, and educational planners.

A minimum of twelve should bo recruited for each one of the litter two.

E/CH.14/I&DP/7

pa-go 2

5* F0j-:.rGa3on3 °f economy as well as of efficiency, the group was in favour of conducting the course in one language. It recommended that

the.first course be in 3n^lish, it being understood that a similar courso "

in Pranch wi 1 be organized a year or so later. The first course, therefore, will be opon to English-speaking participants, including such candidates as will have an adequatj command of English irrespective of tho official language of their country. It would be advisable -, : in such cases, to tost the language abilities of the candidates. Tho participants should, insofar as possible, hold posts of senior responsibility, or be likely to hold such posts in the noar future.

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

7. Material on Africa should bo collected before the courses it might

bo an advantage if tho 11CA or tho pro-Institute team took responsibility

for centralizing- it, in addition to data boing available at ILO and mS3C0

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

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

E/CH.14/ID3P/7

Annex

AFRICAN INSTITUTE FOR ECONOMIC DEVSLOFUjNT AND PLANNING DAKAR

Draft Outline for the Specialised Course 1963-64 MANPO-fEU A2TD EDUCATION IN ECONOMIC DEVE

The general approach of tho course is to treat manpower planning and j&ucationxl planning as two closely inter-related elements of dovolopment planning. The participants .1x0 to bj famili .irized with tools and tech niques based on -\ sound theoretical understanding of principles. Tho emphasis will be on practical application to the immediate problems of Africa. Throughout tho course tho teaching is to bo carefully related to condition.3 in African countries, and illustrative mat«jri-.l and case studies from thu30 countri^a aro to bo used wherever pojsiblo; tho importance of tho rural sector in African ooonomios aa well as tho reciuiremanta of industr ialization aro to bo emphasiaod.

An additional purpose of tho course is to familiarize manpower plan.iorj, educational planners and general pl-mners with each other's problems and difficulties.

The cource of a 12 yoek duration will be given in four co-ordinated sections. The first will d<j ?J. with the general principles and tochni^u.-j of economic and statistical analysis and the fundamentals of economic devel

opment and its planning (approximately t:/o w_jks). The second will

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

weeks). Tho third will be concerned with special aspects of education and educational planning (approximately 4 weeks). The fourth will inte-ratw

the work of the previous sections with emphasis c implementation

(approximately 2 .-reeks).

The outline below will constitute the framework of detailed program.:ie to b^ established by the Director of the course in consultation with the teaching staff. Within tho stuueture set out above and described in the outline below, it will bo necessary to make adjustments to meet the require ments of the african situation, the types of participants attending the course and the availability of specialised instructors. It is understood, however, that the st_.ucturo of the course as set out will be maintained.

Annox pago 2

Draft Outline of Syllabus FAHT OKiU

■*-* Introduction

1, Present ?-tion of tho oourso

(a) itfjod for countries to havj a policy for tho development and utilisation of human resources, with clearly defined aims and a programme of action to attain those aim3| tho nature of thj de i-.ions to "bo t Ucen in tho fields

covered by tho course 5

(b) Lon—term and short-term a^;. jets of the policy-devol- opaiunt of human resources through education and training- eraploymont problems and policies, wj.£G policy^

(c) Co-ordination of human resources policy with other aspeots of development policy,

2, Nature of Ch-Ji^e, Growth and Development

(a) Descriptive discu33ion of the procoas 01 social/economic

ch.^ne,e with special reference to education and employment3 (b) Analytical discussion of the change and growth process^

tho moving forces; recLUiroments for growth;

(c) Objectives of a development programme.

3. Concepts of Statistical and JUccnomic Analyois 4. Fundament -ils of Devolopment Planning

(a) Approaches to development: laisjez-fairo, partial planning,

■ and comprehensive planning?

(b) Forecasting, decision-makin.. and planning in relation to

controlled and uncontrolled processes;

(c) .Major step3 involved in drawing up a plan and main character

Annsx page 3

5• Human Resources in economic Development .;. _ ■

(a) The process of human resources development, the .concept of

investment in human rasourcos, in particular the "contrib

ution of education/training to development!

(b) Functions, other than directly economic, of education/

training in different societies;

(c) Manpower/Employment objectives and education/training

objectives in relation to other planning objectives.

Annex pago 4

II, Development and utilisation of human resources ..

6• Principal functions uid 3teps in manpower and oducv/bional planning as into, rated in over-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 betvroen education/training and occupation;

(d) Demographic data and tochni^ujs of projection;

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

(i) Collection, p±-oces3inu itnd interpretation of educational data;

(g) Special problems of iirican data.

8, Techniques of AsdoaJing Manpowar requiromants and Educational needa

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

Techniques of Aosource Allocation and Target Sottiiy; for

(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

PAHT TB^iES

III. Special Aspects of educational planning

(a) The role of ^duca-tion 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 byst^ms;

(b) Policy and planning in education;

(c) Demands and priorities between typjs of education and

schooling;

(d) Estimates and projections of enrolment by level and

type of education^

(e) Productivity and wastage 5

(f) Determination of unit and per capita coitsj

(g) Details of allocation of resources within the educational

system.

12. Problems of impljmentation'

(a) Machinery for continuous review of the plans (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) Interministerial co-operation

3/CH.14/IE-P/7

Annex page 6

PART FOUR

Integration and Implementation

13» Final appraisal of tiu relationships between manpower and

(a) Adjustments between manpower requirements and supply in

the short 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 the

[feasibility and optimality of over-all ..development plans.

14» Implementation and Continuous Adjustment of Manpower and

Educational Programmes

(a) Specifying details and implinuntinfi the manpower and

education/training plane;

(b) Measures of achievement; for purposes of adjustment

and control;

(c) Tho 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) Smployment market organisation, placement service, etc;

(c) Vocational guidances selection problems;

(d) Migration; expatriate manpower;

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

16. Organisation and Administration

(a) Synthesis of manpower and educational aspects of planning

and implementing economic and 3ocial development;

(b) Relations between planning agencies, related services and

executive agencies, national and local;

(c) delations with non-governmental agencies;

(d) The participation of interest groups.