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The article defines educational planning from differing perspectives and describes four bodies of knowledge bearing upon the concept. The bodies of knowledge described are operations research, manpower and human resources planning, planning‐programming‐budgeting, and futurology. The uses professors, especially in the United States, are making in research and training are depicted. Finally, research and training recommendations bearing upon planning, which might be considered for the future, are offered.

New Zealand's public school system has more than doubled in size during the last twenty years. Although it is a national system, centrally financed (and, only in part, locally administered), New Zealanders are sceptical about the value of centralized planning. Educational planning is in the hands of the Minister of Education, ad hoc consultative committees or commissions, district education boards, school committees and teachers themselves. The research conducted by these groups is usually of the fact‐collecting variety. That carried out by university staff members has tended to be diffuse, fragmented and discontinuous, most of it being relegated to the farthest recesses of university libraries. The work of the New Zealand Council for Educational Research, however, has obviously influenced educational planning to a considerable extent. There is a growing conviction in New Zealand that the vitality and enterprise of a school system depends upon the vigour of its research and experimental programmes.

“Rational planning models” emerged in the early 1970's as a means by which to plan more effectively and efficiently in educational organizations. One of the most well known and widely distributed of these models was developed by Phi Delta Kappa, the educational fraternity. This paper describes a field study conducted in five Vermont schools that were “early users” of the Phi Delta Kappa material. The outcomes reveal many discrepancies between the theory and the reality of planning in public schools. In addition to the Vermont research, other research is cited that supports many of the findings and relates them to planning in schools in general. The article concludes by linking the study outcomes to recent works by other authors on the emerging concepts of loosely coupled systems, garbage can organizations, and organized anarchies and implications these concepts hold for alternative approaches to planning in educational settings.

School districts are ongoing organizations which have staffs and organizational structures committed to stabilizing and maintaining their present activities and programs. The authors have attempted to draw together the kinds of information needed to help school district administrators view their organization in a way which examines the consequences of decisions for all of the goals and objectives of the district. This view, which has been labeled comprehensive, is designed to move the administration of the district from solving problems one‐at‐a‐time to an assessment of the complete goal‐activity picture. Implications of a comprehensive approach to school district administration for staff development as well as university and college preparation of administrators are, in the judgment of the authors, substantial.

This paper is devoted to the topic of how mathematics might be more efficiently used in educational administration. The position taken here is that mathematics is a branch of philosophy whose subject matter is a set of abstract entities and identified operational rules. It is a vocabulary of symbols that can be used to label objects and, more importantly, a set of grammatical rules for using the vocabulary. The paper begins with a review of some recent developments reported in the social science literature on the uses of mathematics in political science, sociology and economics, and ends with some illustrations of how these developments could lead to similar applications in both the practice and theory domains of educational administration.

The difference between developed and less developed countries resides to a great extent in the effectiveness of their administrative systems. The objective of this study is to identify and analyse the organisational constraints acting upon and within the Egyptian Ministry of Education that deter its capacity for administrative reform. Critical management processes are examined, such as policy formation, promotion procedures, planning, resource distribution, and local level decision making. Field visits to several regional school systems, as well as interviews with most of the senior ministry officials, were carried out by a team of American and Egyptian researchers. The research is significant because it provides a close examination of a system closed to most Western researchers. The administrative structure of the Ministry will be of interest to scholars because, even though it is highly bureaucratic, it operates with relative efficiency. However, what it cannot do with any degree of effectiveness is change the educational system from its long‐established patterns.

Like those of other older industrial areas in the Midwest and Northeast, Cleveland's problems are many and deepseated. Overall economic stagnation and population loss have eroded the tax base, and the inner city grows older and poorer, while a superficial renaissance of skyscraper construction and theater restoration buoys spirits. Although serious efforts are underway to improve Cleveland's city government, the continued decline in the tax base, along with services, and the virtual collapse of the school system, drive more people into the suburbs and ultimately, from the region.

The purpose of this paper is to examine knowledge of strategy within the field of educational administration. It is intended to be the basis for future empirical research and inquiry into strategy in education by suggesting alternate ways of defining and researching strategy.

The study examines the contemporary context of educational administration, the evolution of strategy as an educational construct, its definition and need within educational administration. Using this information the author identifies key conceptual and methodological issues in current research.

The paper finds that knowledge of strategy in education is incomplete and muddled because research and writing in the field have approached strategy from a narrow and conceptually flawed position.

The advancement of knowledge in the area will only advance with alternate conceptualisations and methodological approaches.

Rather than merely review literature, this paper proposes a redefinition of strategy as an educational administration construct, focusing on key features not words and actions. The hope is that fellow scholars and practitioners will continue to question and focus on the key features of strategy and the issues that confront them.

The management and leadership of education provide formidable challenges and new opportunities due to the constant changes taking place all over the world. There are several factors giving rise to this change, such as the relationship between education and the world of employment, and the ever‐expanding growth of knowledge and education technology. It is therefore not surprising that attention is currently being given internationally to the problems of educational administration. This article examines administration as a process, and the role of the educational administrator as a leader.

The purpose of this study is a bibliometric and descriptive review of the literature on instruction planning of training offered in the e-learning modality in work corporations to identify methodologies and experiences that will serve as a model for professionals working in planning e-learning training in the corporate context.

The timeline from 2010 to 2020 was adopted. Data were extracted from five databases and were compiled in the software Zotero. Based on defined criteria, 260 productions were identified. The interrelation and metric presentation of the data from these studies were done in the software VosViewer. Subsequently, were selected only free access papers, resulting in 64 publications. From these, the authors chose six empirical studies for a descriptive analysis based on specific criteria.

The range of hardware and software platforms has stimulated the use of virtual reality (VR) and augmented reality and artificial intelligence (AI) resources in corporative training. The use of management tools such as voice of customer (VOC) and quality function deployment (QFD), can support those responsible for instructional planning. The literature presented important elements that should be considered for the proper planning of an e-learning training: learner: feedback, control of self-learning process, classification of cultural profiles in the case of courses in which participants are geographically distant and training management: content and delivery mode of instruction.

The authors selected six empirical studies that presented models, systems or experiences on training planning to support decisions in this area. This study contributes to the area of T&D showing an updated context of practices for the implementation of training systems that have been adopted in several countries. The authors present quantitative indicators of scientific production using two additional software to support the bibliometric review, namely, Zotero and VosViewer. This study used five databases and a research equation to systematically present the current panorama of research on training planning from the perspective of the areas of management and organizational psychology.