THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

Mission Statement: Inspired by Jesus’ words: Consecrate them in the truth (Jn17:17) CUEA seeks to
promote scientific research, quality teaching and community service for the purpose of enhancing
Christian living.
FACULTY OF EDUCATION
Faculty Vision: To be a leading Centre of excellence in the provision of quality educators, education
managers, education psychologists, researchers and community service based on Christian principles.

Department of Undergraduate Studies in Education

COURSE OUTLINE

Unit Code: ED 403 Unit Title: Educational Planning and Economics

Credit Hours 3
Academic Year 2023/2024 Trimester: Second Semester Jan-April 2024
Class Hours & Room No: Tuesday 11 am-2pm Lecturer: Sr. Dr. Madeleine Sophie
Hours of Consultation: By Appointment.
CUEA email: [email protected]
Telephone: 0728661186
Purpose of the Course: The course aims at equipping student teachers with basic skills in
education planning and economics.
Course Description:
Teacher trainees will examine basic concepts in educational planning and economic of
education. Other topics will include investment in education, education and development,
education and unemployment, financing education, equity and efficiency in education,
educational planning, methodologies/approaches to educational planning, the planning cycle,
current policies and challenges in educational planning and computation of indicators of
efficiency in education systems.
Learning Outcomes:
By the end of this course, the teacher trainee should be able to:
 Define the concepts in education planning and economics
 Explore the principles under investment in education
 Examine education and development
 Analyze education and unemployment
 Discuss financing of education

1
  Evaluate issues of equity and efficiency in education
 Discuss the functions of educational planning
 Explain the different approaches to educational planning
 Explore the levels of Planning
 Examine Policy and Legal Issues in Educational Planning
 Assess the constraints and possible solutions to educational planning
 Compute the indicators of efficiency in educational system
Learning Experiences
Upon completion of this course, the teacher trainee is expected to demonstrate the ability to:
 Communicate and collaborate with other student teachers on matters related to
educational planning and economics
 Be critical thinkers in analyzing current policies, issues and challenges of educational
planning
 Embrace digital literacy in computing indicators of efficiency in educational system
 Engage in problem solving of financial and economic issues facing the education system
in their countries
Core Learning Competencies
 Communication and collaboration
 Citizenship
 Critical thinking and problem solving
 Digital Literacy
 Imagination and Creativity
 Learning to Learn
 Self-efficacy
Pertinent Contemporary Issues (PCI):
 Health Related Issues (HIV and AIDS, Alcohol and Substance Abuse, Life Style)
 Life Skills and Value Issues
 Socio-economic Issues (Environment, Disaster Risk Reduction, Safety and Security,
Poverty Eradication, Gender among others).
Teaching Methodology
Collaborative learning
Problem solving
Reflective learning

2
Lesson Learning Outcomes Learning Key Inquiry Remar
Topic Experiences Questions ks
Week 1 By the end of the sub-strand, the The teacher What is
Concepts teacher trainee should be able to: trainee to: Educational
in Define: Engage in Planning?
Educationa  Educational Planning group What is
l Planning  Economics discussion to Economics of
and Of Education come up education?
Economics  Assess the main issues of with What are the
Economics of Education definitions of main issues of
Key competencies and skills to be  Educ Economics of
enhanced from the sub-strand ation Education?
covered: al What is the
 Communication and Plann meaning of
collaboration ing  Consum
 Learning to learn  Econ ption
 Critical thinking and omics  Capital
problem solving of  Investm
 Self-Efficacy Educ ent
Values to be enhanced: ation  Demand
 Responsibility -Use digital  Supply
 Integrity devices to
Pertinent Contemporary Issues: get
Socio-Economic Issues information
Poverty Eradication on the main
Safety and Security issues of
Climate change economics of
References used: education
Ayot, H. O., & Briggs, H. (1992).
Economics of Education. Nairobi:
Educational Research and
Publications.
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and
Publications.
Telemariam, A. A., & Nam, P. A.
O. (2011).
Educational planning for
educational planners, managers
and student-teachers in Africa.
Nairobi: CUEA Press.

3
Week 2 By the end of the sub-strand the The teacher Key Inquiry Remar
Investment teacher trainee should be able to: trainee to: Questions: ks
in -Discuss the concept of Human -Use digital -What is
Education Capital devices to Human Capital
-Discuss the Demand for Education get relevant and how useful
and its Supply information is it as a tool for
-Evaluate Education as a private on the educational
and social investment. concept of planners?
Key competencies and skills to be Human -What are the
enhanced from the sub-strand Capital factors that that
covered: -Use critical influence
 Communication and thinking and demand and
collaboration problem- supply of
 Critical thinking and solving skills education in
problem solving to assess the your country?
 Digital literacy demand and - What are the
 Self-Efficacy supply of private returns
Values to be enhanced: education of education?
-Integrity -Participate -What are the
-Responsibility in group social returns of
Pertinent Contemporary Issues: discussion on education?
-Poverty Eradication education as
-Safety and security a private and
References used: social
Ahmed, S. (2023). Educational investment
planning and management.
Retrieved from
https://www.researchgate,net
European Commission. (2023).
Investing in education. Retrieved
from
https://www.education.ec.europa.eu
Ayot, H. O., & Briggs, H. (1992).
Economics of Education. Nairobi:
Educational Research and
Publications.

Week 3 By the end of the sub-strand, the The teacher Key Inquiry Remar
Education teacher trainee should be able to: trainee to: Questions ks
and -Define development -Engage in -What is
Developme -Discuss indicators of Development group development?
nt -Discuss direct and indirect discussion on -What are the
contribution of education to Education indicators?
development and -What is the
Key competencies & skills to be Development contribution of
enhanced from the sub-strand -Use digital education to

4
 covered: devises to development?
 Creativity and Imagination get the
 Digital literacy relevant
 Communication and information
collaboration required.
Values to be enhanced:
-Patriotism
-Responsibility
-Integrity
Pertinent Contemporary Issues:
-Disaster and risk reduction
-Environmental Issues (Climate
change)
-Poverty reduction
References used:
Ayot, H. O., & Briggs, H. (1992).
Economics of Education. Nairobi:
Educational Research and
Publications.
Education and development.
Retrieved from
https://www.egyankosh.ac.in
(2024).

Week 4 By the end of the sub-strand, the The teacher Key Inquiry Remar
CAT 1 teacher trainee should be able to: trainee to: Questions: ks
Education -Assess the forms and causes of -Use digital -What are the
and unemployment devises to forms and
Unemploy -Discuss the remedies of educated get the causes of
ment unemployment required unemployment
Key Competencies & skills to be information in Kenya/other
enhanced from the sub-strand on education related
covered: and countries?
 Imagination and creativity unemployme -What are the
 Critical thinking and nt. remedies of
problem solving -Engage in educated
 Citizenship creative unemployment?
 Communication and group
collaboration discussion
Values to be enhanced: -Present
-Unity findings
-Social Justice from
-Respect individual
-Integrity reading
-Responsibility
Pertinent Contemporary Issues:

5
 -Health related issues
-Life skills and value issues
-Socio-economic issues.
References:
Onsomu, E. N., & Munya, B. O.
(2010). The role of education and
training in reducing poverty and
unemployment in Kenya. Nairobi:
KIPPRA.
Nyerere, J. (2018). Youth
unemployment in Kenya:
Incorporating entrepreneurial and
transferable skills education.
Retrieved from
http://www.researchgate.net

Week 5 By the end of the sub-strand, the The teacher Key Inquiry
Financing teacher trainee should be able to: trainee to: Questions:
of -Discuss the sources and methods -Engage in What are the
Education of financing education creative sources and
Key competencies & skills to be group methods of
enhanced from the sub-strand discussion on financing
covered: financing education?
 Critical thinking and education
problem solving -Present
 Imagination and creativity personal
 Communication and findings to
collaboration class
 Digital literacy -Use digital
 Learning to learn devices to
Values to be enhanced: get the
-Responsibility relevant
-Integrity information
-Patriotism on financing
Pertinent Contemporary Issues education
(PCI):
-Socio-economic issues in
Financing Education
References:
-Ayot, H. O., & Briggs, H. (1992).
Economics of Education. Nairobi:
Educational Research and
Publications.
-Itegi, F. (2023). Financing
secondary education in Kenya:

6
 Exploring strategic management
approach for improving quality of
education. Retrieved from
http://www.researchgate.net
- Ngware, M., & Onsomo, E. N.
(2023). Financing secondary
education in Kenya: Cost reduction
and financing option. Retrieved
from http://www.researchgate.net

Week 6 By the end of the sub-strand, the The teacher Key Inquiry
Equity and trainee teacher should be able to: trainee to: Questions;
Efficiency -Assess measurement of equity -Do personal -How do we
in -Discuss the types of efficiency reading on measure equity
Education -Explain cost analysis in education. Equity and in education?
Key competencies & skills to be Efficiency -Which are the
enhanced from the lesson and present types of
covered: -Engage in efficiencies in
Learning to learn creative education?
Communication and group -What is cost
collaboration discussion analysis in
Critical thinking and -Use digital education?
problem solving devises to
Values to be enhanced: get the
-Responsibility relevant
-Integrity information
-Social Justice on Equity
Contemporary Pertinent Issues: and
-Poverty eradication Efficiency in
-Gender in Education education
-Disaster risk reduction
References:
- Ayot, H. O., & Briggs, H. (1992).
Economics of Education. Nairobi:
Educational Research and
Publications.
-World Bank. (2022). Kenya
primary education equity in
learning program: Enrolment and
social system assessment.
Retrieved from http://www.
education.go.ke
-Nasib, T. (2017). Economics of
education: What are the different
types of efficiency and how do they
relate to education?

7
 Retrieved from
http://www.mysominotes.wordpress
.com
-Nyatuka, B. O. (2014). Equity in
access to secondary education in
Kenya: A historical perspective.
Retrieved from
https://www.researchgate.net
Week 7 By the end of the sub-strand, the The teacher Key Inquiry
Educationa teacher trainee should be able to: trainee to: Questions:
l Planning -Define educational planning -Engage in -Why should
-Discuss the basic principles of discussions education be
educational planning on planned?
-Assess the characteristics of educational -What are the
educational planning planning and basic principles
-Discuss the development of characteristic of educational
educational planning in Europe and s planning?
third world countries -Make a -How did
-Examine the development of presentation educational
educational planning in Kenya from planning
Key competencies to & skills to be personal develop in
enhanced from the sub-strand reading Europe and
covered: -Use digital third world
 Communication and devices to countries?
collaboration get the -How did
 Digital literacy relevant educational
 Imagination and creativity information planning
on develop in
Values to be enhanced: educational Kenya?
-Responsibility planning
-Integrity
-Social Justice
Contemporary Pertinent Issues
 Life skills and value issues
 Socio-economic issues

References used:
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and
Publications.
Telemariam, A. A., & Nam, P. A.
O. (2011).
Educational planning for
educational planners, managers

8
 and student-teachers in Africa.
Nairobi: CUEA Press.

Week 8 By the end of the sub-strand, The trainee Key inquiry

CAT 2 the teacher trainee should be teacher to: Questions:
Process of able to: -Use digital -What are the
Educational -Discuss the process of device to get five steps in
Planning educational planning information educational
-Distinguish the five steps in on the planning
the process of educational process of process
planning educational -What is the
Key competencies & skills to planning? importance of
be enhanced from the sub- -Engage in each step?
strand covered: creative
 Learning to learn group
 Digital literacy discussion
 Critical thinking and -Present
problem solving findings
Values to be enhanced: from
-Integrity personal
-Responsibility reading
-Social Justice
CPI
 Socio-economic issues
related to Educational
Planning-poverty,
gender etc.

References used:
Akpan, C. (2020). Types of
educational planning/reasons
for planning education.
Retrieved from
https://www.researchgate.net
Telemariam, A. A., & Nam, P.
A. O. (2011).
Educational planning for
educational planners,
managers and student-teachers
in Africa. Nairobi: CUEA
Press.
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and
Publications.

9
Week 9 & 10 By the end of the sub-strand The trainee Key Inquiry
Basic the teacher trainee should be teacher to: Questions:
Approaches able to: -Participate -What do you
to -Define planning model actively in understand by
Educational -Discuss the philosophical class “planning
Planning basis for planning (historical discussions model”?
and futuristic approaches) -Use digital - What is the
-Discuss the social demand devises to philosophical
approach search for basis for
-Discuss the manpower relevant planning
demand approach information models?
-Cost benefit analysis approach -Present -What is social
Key competencies & skills to findings in demand
be enhanced from the sub- power point approach,
strand covered: slides manpower
 Critical thinking and approach?
problem solving -What is cost
 Communication and benefit
collaboration analysis?
 Digital literacy
Values to be enhanced:
-Unity
-Responsibility
-Integrity
CPI
 Disaster risk reduction
 Poverty eradication
 Safety and security
References:
Chakma, D. (2022).
Approaches to educational
planning. Retrieved from
https://www.onlinenotebank.w
ordpress.com
Telemariam, A. A., & Nam, P.
A. O. (2011).
Educational planning for
educational planners,
managers and student-teachers
in Africa. Nairobi: CUEA
Press.
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and

10
 Publications.

Week 11 By the end of the sub-strand, The teacher Key Inquiry Remark
Levels of the teacher trainee should be trainee to: Questions: s
Planning able to: -Use digital -What are the
 Mega -Define Mega, Macro and devices to levels in
 Macro Micro planning get relevant planning
 Micro -Discuss the importance of information -What is the
planning the internal -Participate importance of
dimensions of organizations in creative planning the
-Discuss the importance of class internal
planning the external discussions dimensions of
dimension of an organization -Present organization?
-Examine critical areas of findings -What is the
policy considerations from importance of
-Discuss the process for personal planning the
planning organizations readings external
Key competencies and skills to dimension of an
be enhanced from the sub- organization?
strand covered: -What are the
 Critical thinking and critical areas of
problem solving policy
 Communication and considerations?
collaboration -What does the
 Digital literacy process of
 Learning to learn planning
Values to be enhanced: organizations
-Integrity such as a school
-Social Justice include?
-Responsibility
CPI
 Socio-economic issues
affecting education
References used:
Telemariam, A. A., & Nam, P.
A. O. (2011).
Educational planning for
educational planners,
managers and student-teachers
in Africa. Nairobi: CUEA
Press.
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and

11
 Publications.
Akpan, C. (2020). Types of
educational planning/reasons
for planning education.
Retrieved from
https://www.researchgate.net

Week 12 By the end of the sub-strand, The teacher Key inquiry

Policy and the teacher trainee should be trainee to: questions?
Legal Issues able to: -Engage in -What is
in -Explain the concept of policy group policy?
Educational and legal issues in educational discussion -What are the
Planning planning -Use digital basic policy and
-Explain the basic policy and devices to legal guidelines
legal guidelines in educational search for in educational
planning relevant planning?
-Explain the levels of policy information? -What are the
guidelines to educational -Present levels of policy
planning findings guidelines to
Key competencies & skills to from educational
be enhanced from the sub- personal planning?
strand covered: readings
 Critical thinking and
problem solving
 Communication and
collaboration
 Imagination and
creativity
 Learning to learn
Values to be enhanced:
-Integrity
-Responsibility
-Social Justice
CPI
 Safety and security
References used:
UNESCO. (2002). The legal
aspects of educational
planning and administration.
Retrieved from
https://www.unesdoc.unesco.or
g
Telemariam, A. A., & Nam, P.
A. O. (2011).

12
 Educational planning for
educational planners,
managers and student-teachers
in Africa. Nairobi: CUEA
Press.

Week 13 By the end of the sub-strand, The teacher Key inquiry Remark
Constraints the teacher trainee should be trainee to: questions s
and possible able to: -Do library -What are some
solutions to -Evaluate some of the search and of the
Educational constraints that face present constraints that
Planning educational planners findings face educational
-Discuss some possible -Use digital planners in your
solutions to those constraints devices to country?
Key competencies and skills to get the -What are the
be enhanced from the sub- relevant possible
strand covered: information solutions to
 Critical thinking and -Engage in these
problem solving creative constraints?
 Digital literacy group
 Learning to learn discussions
 Communication and
collaboration
Values to be enhanced:
-Integrity
-Unity
-Responsibility
-Social Justice
CPI
 Socio-economic issues
affecting educational
planning
References used:
Mutua, R. W., & Namaswa, G.
(1992).
Educational planning. Nairobi:
Educational Research and
Publications.
AWEB MEDIA GROUP.
(2022). Challenges facing
Kenya educational planning.
Retrieved from
https://www.yabacampus.com
Week 14 By the end of the sub-strand, The teacher Key inquiry Remark

13
The Use of the teacher trainee should be trainee to: questions: s
Indicators to able to: -Engage in -What are
Establish -Define an indicator creative indicators
Efficiency in -Examine the characteristics of group -What are the
Education a good indicator discussion characteristics
Systems -Discuss the classification of -Do library of a good
indicators search indicator
-Examine data collection, -Use digital -How do you
analysis and reporting of devises to classify
indicators get relevant indicators?
Key competencies & skills to information -How do you
be enhanced by the end of the collect data,
strand: analyze and
Imagination and report
creativity indicators?
Communication and
collaboration
Critical thinking and
problem solving
Values to be enhanced:
-Integrity
-Social Justice
-Responsibility
CPI:
 Socio-economic issues
affecting education-
Retention, Transition,
School dropouts,
Unemployment.
References:
Telemariam, A. A., & Nam, P.
A. O. (2011).
Educational planning for
educational planners,
managers and student-teachers
in Africa. Nairobi: CUEA
Press.
Republic of Kenya. (2022).
National education sector
strategic plan. Nairobi:
Ministry of Education.
Retrieved from
https://www.dici-hoa.org

Week 15 By the end of the course the Teacher

Revision & teacher trainee should be trainee to:

14
 Examination able to: Do the
s Undertake the written final written Exam
examination

Required Texts for the Course:

Ahmed, S. (2023). Educational planning and management. Retrieved
from https://www.researchgate,net
Akpan, C. (2020). Types of educational planning/reasons for planning education.
Retrieved from https://www.researchgate.net
AWEB MEDIA GROUP. (2022). Challenges facing Kenya educational planning.
Retrieved from https://www.yabacampus.com

Ayot, H. O., & Briggs, H. (1992). Economics of Education. Nairobi: Educational Research
and Publications.
Chakma, D. (2022). Approaches to educational planning.
Retrieved from https://www.onlinenotebank.wordpress.com
European Commission. (2023). Investing in education. Retrieved
from https://www.education.ec.europa.eu
Itegi, F. (2023). Financing secondary education in Kenya: Exploring strategic
management approach for improving quality of education. Retrieved
from http://www.researchgate.net
Mutua, R. W., & Namaswa, G. (1992). Educational planning. Nairobi: Educational Research
and Publications.
Nasib, T. (2017). Economics of education: What are the different types of efficiency and how
do they relate to education? Retrieved from http://www.mysominotes.wordpress.com
Ngware, M., & Onsomo, E. N. (2023). Financing secondary education in Kenya: Cost
reduction and financing option. Retrieved from http://www.researchgate.net
Nyatuka, B. O. (2014). Equity in access to secondary education in Kenya:
A historical perspective. Retrieved from https://www.researchgate.net

Nyerere, J. (2018). Youth unemployment in Kenya: Incorporating entrepreneurial

and transferable skills education. Retrieved
from http://www.researchgate.net
Onsomu, E. N., & Munya, B. O. (2010). The role of education and training in reducing

15
 poverty and unemployment in Kenya. Nairobi: KIPPRA.
Psachoropoulos, G. (1992). Why educational policies fail. World Bank: Discussion Paper
No. 82. Washington D.C.: World Bank.
Psachoropoulos, G., & Woodhall, M. (1985). Education for development: An analysis of
Investment choices. Washington D.C: Oxford University Press.
Republic of Kenya. (2022). National education sector strategic plan. Nairobi: Ministry
of Education. Retrieved from https://www.dici-hoa.org

UNESCO. (2002). The legal aspects of educational planning and administration.

Retrieved from https://www.unesdoc.unesco.org
World Bank. (2022). Kenya primary education equity in learning program: Enrolment
and social system assessment. Retrieved from http://www.education.go.ke
Other Materials and Equipment. (Relevant News Papers, video clips, YouTube)
Journal of Economics

Course Learning Assessment Opportunities

Course learning assessment tasks will follow the guidelines described below:
i. All forms of assessment to foster creative and critical thinking and tasks that promote
application of learning, e.g., project, case study, and other forms of hands-on/application-
based activities.

ii. Each assessment task will address several learning outcomes and program competencies.
By the end of the course all learning outcomes will be assessed.

iii. The date for all Assessment Activities is to be clearly indicated in this course outline. No
CATs will be given during the last two weeks before final examination.

iv. All term papers and projects are to strictly follow the American Psychological
Association (APA) writing style.

Course Assessment
Students registered for the unit are required to complete all CATs which will comprise 30%
(15% CAT 1 and 15% CAT 2) of the final grade and the end of trimester examination will

16
comprise 70%. If a student failed to do the CAT or the end of trimester exam, the result is
reported as “I” (incomplete).
Grading criteria:
A = 70 -100

B = 60 - 69

C = 55 - 59

D = 50 - 54

F = 49 and below

Policy Issues

i) All students should attend all classes and actively participate

ii) If a student fails to attend more than six (6) hours in a trimester he/she will not be allowed
to sit for the final examination (this also applies to tardiness).
iii) Students with special needs are required to see the unit instructor and discuss their needs.
iv) Students repeating or auditing the unit must inform the instructor.
v) All mobile phones must be switched off during class hours.
vi) If a student is late for 10 minutes, he/she is not allowed to enter the lecture hall.
vii) If a lecturer is late for more than 10 minutes, the class representative should report the
matter to the HOD.
Other Important Educational Policies
Policy on Attendance and Tardiness

viii) Students who are absent or come late to class should be cleared by the Administration
before they are admitted to class.

Policy on Missed Continuous Assessments

ix) It is the responsibility of a student who misses a test, due to unavoidable reasons, to first
get clearance from the Administration and then to arrange with the educator to make it
up within one week of his/her return to the College. Failure to do so will result in a
grade of zero for the test in question.

Policy on Academic Integrity

17
 x) The most common forms are: plagiarism, fabrication, abuse of Internet sources,
cheating, and academic misconduct.
xi) This syllabus is subject to change as class development warrants. Students will be
notified of all changes should they arise.

Health and Safety Issues

Students are responsible for their personal belongings while in campus. If students notice a
situation endangering their safety or that of others, they are advised to inform the lecturer or any
officer in the campus.

The Assessment Grade Should Be Guided by the Following four principles:

1. Whether a student demonstrates excellent and consistent understanding of principles, can
Integrate them with other material she/he has studied, and can consistently present them
creatively, with almost no errors, in written and verbal forms. Whether a student can
apply principles to new situations well and creatively. (Grade A)

2. Whether a student not only knows the principles and facts, but also can apply them to new
Situations in a creative manner most of the time. Whether a student presents written work
that is clear, creative, and generally free from mistakes. Whether a student can articulate
ideas clearly and creatively most of the time. (Grade B)

3. Whether a student knows the facts and can present them in an orderly manner and can
usually apply them to new situations. Whether a student generally presents the
information in writing that has infrequent mistakes and can be understood easily by the
reader. Whether a student can articulate the facts in an understandable manner. (Grade C)

4. Whether a student knows most of the facts and can present them in some order some of the
time. Whether a student generally presents the facts in writing that has frequent mistakes,
such that it is difficult to fully understand what the student intends. Whether the student is
generally unable to articulate the facts in an understandable manner. (Grade D)

Course Requirements

18
  Student regular attendance and active participation in class discussions;
 Sitting and successful completion of all assessment opportunities;
 Student adequate preparation for every class;
 Generating visual representation of content;
 Student regular and active participation on group assignments
 Completing on time, all reading assignments.

Course Instructors: Sr. Dr. Madeleine Sophie Sign … Date: January 2024
Dr. Kimamo
Mr. Richard Okello

Approved by HOD: ……………. Sign…………………Date: January 2024

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