Problems of social demand
1)
This method can be manipulated by public
authorities e.g. the level of demand can be controlled by such factors, the
system of financing education by variation in the shape of education structure
and the situation of the labor market. By varying the admission procedures or
the charges for education, it’s possible to diminish or increase public desire
for education.
2)
Exclusive reliance on public demand as a guide
to policy can easily result in a conservable approach to the process of
education provision is more or less a government monopoly like Kenya, planning
on the basis of public demand can easily come to mean “more of the same” The
frequently expressed concern with “falling standards” in a situation if rapid
expansion may be a manifestation of this. The demand is the reduction of
education planning to the level of simple arithmetic manipulation of calculating
rates of education expansion and the resources needed for it.
3)
As the social demand approach is basically an
approach of satisfying private demand for education, the heavy subsidization of
education means that private or individual demand and private benefits will far
exceed the social or community benefits of educational expansion.
4)
The more wealthy members of social and the
already educationally advanced areas will benefit even more from the provision
of education as such groups are usually more articulate in pushing their
interest consequently, this will amount to favoring more those better off areas
and privileged social groups, thereby increasing social amenity.
5)
In most African countries there already exists
an historical legacy of differential provincial of education. Planning on the
basis of social demand would simply amount to increasing the yawning
educational gap between ASAL and non-ASAL areas.
6)
Educational planning involves the consideration
the considerations of orderly devolution on a long-term perspective. This can’t
be based on the un
co-ordinates private interest of
individuals. Although educational planning in LDCs should attempt to reconciled
private and social interest, nevertheless the need of the society must always
take precedence.
7)
Whether social demand approach is a useful tool
in showing educational planners the resources required at each level of
education, it does show whether there are alternative areas for investment.
This approach tends to ignore the large problems of the national allocations of
resources e.g. it assumes that the cost factor is not important- yet at the
base of it all is the question of the cost involvement.
8)
This approach also pays very little attention to
the balance between the output education system and the labor market, and more
critically the challenge of educated unemployment.
9)
This approach is vulnerable to political
manipulations manipulation especially in unstable democracies and civil wars.
10)
Lastly this approach doesn’t consider other
approaches of educational meaning. This limits its utility in planning.
Manpower forecasting approach:
-This approach involves an analysis of the skilled manpower requirements
of the made of the qualities, kinds and levels of education required to meet
these requirements.
-It is the analysis of thee market needs of the country in terms of human
resources in the past presence and the future i.e. it considers the development
of human resources through the educational system as an important pre-requisite
for economic growth. Trained human resources organize and utilize physical and
monetary resources to generate the growth of the economy in envy given sector,
be the economy. Thus for every country to develop economically, socially and
politically, it must have manpower to archive its objectives.
-this approach therefore attempts to provide the society the correct
number of suitably educated people to meet most of its economy social and
political needs at different manpower level.
-manpower forecasting is an attempt by economist to ensure that labor of
the right volume, quality, type and combination to meet the social and economic
objective of a country or organization, as specified by the growth targets, is
available. To archive this demands that the education system is geared to
future trends of economy and employment requirements.
Preparation of projections
Basically, there are five stages in the process of making forecast. These
are:
1.
Projection of the level of output for the target
year(s)
2.
Project of the expected levels of output per
worker
3.
Projection of the total no of worker required
(product of stage 1&2 above)
4.
Determination of the occupational composition of
the expected labor force.
5.
Identification of the educational level(s)
approach to each occupation.
PROJECTION METHODS
Three means methods for preparing project of output,
employment and occupational structures for each industry or sector of the
economy are frequently used as follows:
1.
History approach- this consist of the analysis
of data on past behavior in order to qualify the relationship which exist
between aggregate and per capita output on the one hand, and the pattern of
manpower usage on the other.
2.
Structural/analogy approach-this approach many
take one of two forms ; one centers on the home economy, and the second is
related to advanced economies elsewhere. In each case the approach involves the
companion of the pattern shown by the most advanced firms or industries.
3.
Survey approach- This involves the collection of
information from various firms or sectors concerning the behavior, over the
forecast period, of the expected output and employment.
SOURCES OF DATA FOR MANPOWER ORGANIZATION
1. National
census- A property structured censures should provide such essential
information as the breakdown of essential occupation, by educational level and
by age and sex. A companion of information from one census and the next, provided
there are held on a regular basis, would reveal a clear relationship between
education and occupation.
2. Sample
survey of a population-here skilled census stage select an area of the country
and ask census type question relating to occupation and attainment, age and sex
of the population.
3. Establishment
survey-this is a routine function of civil service commission which survey the number and efficiency of the
civil service. Personal from the public service are tested from on whether to
promote, down…. Or even
possibly dismiss serving public office. The role of the civil service
commission is thus to assess the number and performance of the civil service in
relation to national needs, and thereby provide manpower planners with
information regarding governments.
4. Survey
of manpower in industry-here businesses are asked to indicate the quality of
their personal end the employment structure of their firms and to make known
when short and long term requirement.
ANALYSIS OF THE
SITUATION OF EDUCATION AND EMPOWER
In order to have a fairly accurate assessment of the
relationship between education and manpower development, the educational
planner must have a good grasp of the problem of national development beyond
the confines of the educational sector. A knowledge of the problems of
population growth, unemployment, the issue of incentives in critical skill
areas as well as the absorptive capacity of the economy is viral (Sokorov,
1968).
POPULATION DISTRIBUTION AND TRENDS:
IMPLICATIONS FOR EDUCATION AND MANPOWER
Before embarking on the analysis of the education
empowerment situation, it is necessary the educational planner is familiar with
the analysis of pop distribution and hence. This involves an understanding of
such factor as;
1.
The arrival rate of population growth
2.
The age distribution of the population and
particularly those under 14 years (school-age population)
3.
The approximate size of the active population.
4.
The present and future sizes of the labor force
its growth rate in the traditional/ agricultural and modern sectors, and the
factors which determines the participation of various groups in the labor
force.
a)
These factors have implication for education and
manpower development. The proper comprehension of the above factor can assist
in tackling the problems; it can help in the evaluation of occupational needs
and thee appropriate programs of formal education and on-the-job training
devised to meet them.
b)
Target set for education and training can be
more closely related to the absorptive capacity of the economy i.e. education
and training, both formal and informal should be provided in those areas which
are necessary for national development.
The relation of formal and non-formal
education in manpower planning
A 2nd improvement area of analysis for
educational planning is the relation between formal and non-formal education. A
careful examination of the benefits of pre-employment training in technical fields
for various kinds in schools and on-the-job training in these skills must be
made. Private employees should be encouraged by means of incentives to give
on-the-job training in specific skills to meet their own requirement. This is
cheaper and more efficient. The planning of non-formal education could play an
important part in national development; provide it is geared to specific needs.
-At the primary school level, the greatest defeat, as the
link between education and employment is concerned, has been the inadequate
harmonization of primary education with rural development. The primary
curriculum has continued to provide conditions for secondary schools and urban
employment. It has failed to provide basic education that would orientate
primary level to become efficient farmers. Hence through continual exodus of
the young to urban centers in search of modern sectors employment. its however
hoped that the recent global awareness of the importance of rural development and
emphasis on green revolution which reduce rural urban migration end.
University education and high-level
manpower
Although university education is absolutely essential in
certain occupations such as university teaching and medical doctors, this is
not the case in respect of all jobs. Blaug 1970 argued that for each job, there
is a minimum educational qualification
below which the task in question cannot be carried out at all, but above
which additional qualifications have no economic values e.g. it would be a
waste of resources for a degree-holder to teach at primary school level, more
so lower primary.
Incentives education and manpower
planning
Although we can estimate the manpower needs for various
qualifications, its not always easy to induce people to prepare for and engage
in such occupations. This is because salary scales and other non-monetary
incentives in LCDs have been quite low incentives however serve the following
purpose,
1)
Attract recruits into the training which
prepares them for occupations important for development.
2)
Attract training personnel into the occupations
and places where they are most needed for development.
3)
Help to keep national in these occupations and
places.
4)
Attract expatriates from abroad to fill key
special post until qualified national become available
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