@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
18
Global Jou nal o Resea ch in Educa ion & Li e a u e
ISSN: 2583-2662 (Online)
Volume 05 | Issue 06 | No .-Dec. | 2025
Jou nal homepage: h ps://gj publica ion.com/gj el/
O iginal Resea ch A icle
T ending issues in planning s a egies and sus ainabili y o educa ional sys em in Nige ia
*Igbegi i, Dominic Chiosom (Ph.D)1, Ha ison An hony (Ph.D)2, Edwa d-Odoi, Vincen Dulunim3
1,2,3 Igna ius Aju u Uni e si y o Educa ion, Ahoada S udy Cen e, Ri e s S a e.
*Co esponding au ho : Igbegi i, Dominic Chiosom (Ph.D)
Igna ius Aju u Uni e si y o Educa ion, Ahoada S udy Cen e, Ri e s S a e.
In oduc ion
Educa ion has been desc ibed as he ins umen used o s i up he de elopmen and g ow h o any na ion. A good o
e ec i e educa ional sys em s ands o accele a e he de elopmen o any socie y. I is o his unde s anding ha planning
s a egies becomes impe a i e in ensu ing sus ainabili y o quali y educa ional sys em. Quali y educa ion is o c ucial
impo an o bo h p i a e and all ound de elopmen . Acco ding o Williams (2005) ha quali y educa ion is he
educa ion which is p oduc i e and ele an o he needs o he indi iduals and he socie y. This explains ha quali y
educa ion is an educa ion which is e ec i e and e icien in sol ing pe sonal and socie al ills Igbegi i and Mbagwu
(2020:30).
S a egies a e ways and means o achie ing goals and objec i e o ensu e he sus ainabili y o quali y educa ion sys em,
he a ious s ake holde s ha e hei ole o play namely; he go e nmen , he school manage s/adminis a o , he eache s,
he s uden , pa en and he socie y a la ge, since he schools a e equi ed o mee he socie y needs Igbegi i and Mbagwu
(2021:51). The s a egy is o ensu e ha he adminis a i e s uc u e o he school and each indi idual membe o
adminis a i e s a a e well placed o make an ongoing and highly e ec i e con ibu ion o he business needs o he
school and o p o ide a uly excellen se ice bo h in e nal and ex e nal. This boils down o e ec i e eaching and
lea ning in he school sys em as he con inual objec i e. Anyanwo and Iyagba (2009) opined ha he s a egy is w i en
on he unde s anding ha policies and guidance documen ha a e a ailable wi hin school sys em will be inco po a ed
in o adminis a i e planning o good p ac ice. S a egies a e modali ies applied in an adminis a o o educa ional
expe s pa ing place o ensu e excellen se ice deli e y in he educa ional sys em. I is a common unde s anding ha he
essence o planning s a egies in educa ional sys em is o b ing abou e ec i e eaching and lea ning ha is a iable
educa ional sys em.
Chang (2008) explains ha in he ecen yea he concep in which educa ion planning is conduc ed ha e e ol ed some o
which include all educa ion sys em, in ea ning deg ee a e subjec o apid changes, mos o en d i en by globaliza ion. IT
Abs ac
This pape discussed he T ending issues in planning s a egies and sus ainabili y o educa ional sys em in Nige ia.
In ecen imes, he s a egic planning p ocess has unde gone ele an modi ica ion which he managemen o
educa ional ins i u ions needs o espond apidly he changing ci cums ances. The pape p oposes and adop ed a
new dimensional open-ended app oach and he e o e insis s in aising new and ele an issues in he educa ional
sys em, he need o in eg a e human and cul u al dimensions which school managemen has. The me i s o his new
dimensional app oach ha e been e ealed and also he challenges ha e been ou lined. School heads may conside
many possible s eps in s a egic planning p ocess which includes s a egic o mula ion, s a egy implemen a ion
and s a egy e alua ion. I should be s a ed ha , s a egic planning is he a o c ea ing speci ic ins i u ional
s a egies, implemen ing and e alua ing he esul s conside ed o be i al o he educa ional manage s ha will lead
o he achie emen o he desi ed goals. The e o e, he pape made some conclusions and ecommenda ions based
on he p e ailing ci cums ances in he sys em.
Keywo ds: Issues, T ending, Planning, S a egies, Sus ainabili y, Sys em, Educa ion, P ocess, Nige ia.
Global J Res Edu L e. 2025; 5(6), 18-23
@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
19
de elopmen , compe i ion, shi s o adi ional alues and pa adigms. The planning cycle has become sho e and none
equen . This in ol es he need o planning o be lexible and con inuously adjus ed he changing demands o he
socie y and indi iduals.
The e is a ple ho a o plan and p og ammes in many coun ies. F equen changes o go e nmen wi h di e ing agendas,
nume ous in e na ional and egional ini ia i es (e.g. MDG, EFA, ESA e c) he sea ch o esou ces and esul s and he
mul iplici y o pa ne ship, o name a ew lead o a di e si y o he planning p ocesses and subsequen ly nume ous and
o en agmen ed de elopmen p og am.
Educa ion da a gene ally a ailable in Nige ia ends o be inaccu a e and un eliable. Acco ding o Udoh (2017) ha he
demog aphics and he educa ional da a in Nige ia ha e su e ed a emendous inaccu acy. In he same ein, Ololube
(2019) explains ha one o he mos di icul challenges ha a e aced in he ield o educa ion is he issue o inaccu a e
s a is ical da a. He u he explains ha his si ua ion has been one o he majo causes o ine ec i e and ine icien
planning and implemen a ion o economic, economics educa ion and educa ion p og ams and policies in Nige ia in
con ibu ion, Oko oma (2016) main ained ha eliable da a ha e no been a popula ea u e in planning. The
una ailabili y o da a is a ec ing he p og ess and de elopmen o Nige ia educa ional sec o because policy make s,
school heads, in e na ional o ganiza ion canno access cu en da a o plan, design policies and suppo he de elopmen
o educa ion in he Na ion. I is agains hese backd ops, ha he need o s a egic planning in o de o enhance and
sus ain he quali y o educa ion sys em in Nige ia becomes impe a i es.
Concep ual Cla i ica ions:
Educa ional Sys em
Fi s and Fo emos , educa ion is gea ed owa ds sus aining de elopmen in socie y h ough conscious planning s a egies.
Educa ion encou ages changes in knowledge, skills, alues and a i udes o enable a mo e sus ainable and jus socie y o
all. Educa ion sys em gene ally e e s o public schooling. I includes all ins i u ions which a e conce ned wi h he
educa ion o child en, young pe sons and adul s. Educa ion as a sys em may be iewed as a pa o he o al social
sys em. I is a sub-sys em in a social sys em. I e lec s and in luences in a social and cul u al o de o which i is apa .
Educa ional sys em has a sys em o s a us and oles a body o skills, and alues and adi ions.
Educa ion sys em comp ises e e y hing ha goes in o educa ing he popula ion. Also, in he a ea o public
adminis a ion, o example local, s a e and ede al, i is esponsible o he de ini ion o le els, cu icula, in as uc u es
cons uc ion, among all he a eas ha compose p e-school educa ion wi h he p e alence o p i a e adminis a ion in
some cases, seconda y educa ion and highe educa ion wi h p e alence o p i a e adminis a ion also in some cases.
Educa ional p ocess can ei he be o mal, in o mal. In he o mal educa ion he sys em is consciously p og ammed,
planned and o ganized. Cou ses o subjec s a e well s uc u ed o mee wi h he need o he socie y and deli e o he
socie y and deli e o he lea ne s in a planned en i onmen h ough well ained pe sonnel i o do so. The o mal
educa ion is deli e ed in a o mal ins i u ion called he school. I is deli e ed h ough a cu icula p ocess. The cu iculum
is a package ha dic a es he educa ional p ocess o sys em con ained in he school en i onmen much o wha makes up
o he o mal educa ion should be le o ano he wo k, bu su ices us o iew he o he ypes o educa ion, in o mal and
non o mal educa ion sys em Mbagwu and Igbegi i (2021:11).
I is wo hy o no e ha in o mal sys em o educa ion ag ees wi h he adi ional sys em o educa ion. This sys em di e s
om one na ion o ano he . The in o mal educa ion is no planned o well o ganized bu is ca ied ou andomly. I s
p ocess is o al and in o mal. I is essen ial o ou adi ional socie y as he indi idual a e exposed o ce ain no ms and
alue o his immedia e socie y be o e being exposed o he ou e socie y.
The non- o mal educa ion sys em is an educa ional sys em ope a ing be ween he o mal and he in o mal king o
educa ion. Though i is a ge ed owa ds p epa ing he indi idual in o becoming use ul and unc ional o he socie y as
he case in all o ms o educa ion, ye in i s pu sui o his p ima y goal, he sys em is no o malized as in he case o he
o mal educa ion, a he , i is na owed o being making he indi idual becoming ha which he/she is aimed a achie ing
wi hin a ime line. The sys em is no p og amed; nei he does i o m pa icula de ined sys em in making he indi idual
a ain his/he goals. The non- o mal akes place ou side he school sys em, no s uc u ed cu iculum o ime- able guiding
i s p ocess.
The swimming, gymnas ic and o he such aining can be likened o he non- o mal kink o educa ion. Bu on he con es
o his pape , ou ocus is on o mal sys em o educa ion. This is because acco ding o Abe nel y in Igbegi i and Mbagwu
2021. Tha he p ime ask o a o mal educa ional sys em is o impac li e acy which b oade a pe son’s men al ho izons,
inc easing i s capaci y and willingness o change he en i onmen .
Global J Res Edu L e. 2025; 5(6), 18-23
@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
20
S a egic Planning
The concep o s a egic planning o iginally became p ominen in he 1980s and 1960s and enjoyed commenda ions and
accolades in he co po a e wo ld up ill he 1980ss when i somewha ell ou o p ominen . In 1990s he e was elemen s
o en husiasm o s a egic business planning s a o he co po a e wo ld and ill now i emain e y impe a i e
especially in he mode n business. In he school sys em, he s a egic planning equi es ca e ul and diligen hough and
planning on he pa o school managemen .
His o ically, s a egy is de i ed om he G eek wo ld “S a egos” S a us (meaning a my and “age” (meaning
leading/mo ing). In he mode n imes, s a egy has aken di e en dimension in e ms o app oach o o ganiza ional
goals achie emen . I is all ac ion ha school manage /adminis a o s ake o a ain one o mo e o he o ganiza ion goals.
I is also a gene al di ec ion se o he school sys em and i s componen o achie e a desi ed s a e in he u u e. This
esul s om he de ailed s a egic planning p ocess. S a egy is all abou b inging oge he school’s ac i i ies and easing
and alloca ing he sca e esou ces (human and ma e ials) wi hin he school en i onmen so as o mee he p esen
objec i es. S a egy is a well de ined and a icula ed oadmap o an ins i u ion o lea ning. I connec s o explains he
o e all mission, ision and di ec ion o a school sys em. The essence o s a egy is o maximize school s eng hs and o
minimize he s eng h o he ac o s o a iables ha a e inimical o he g ow h o he school sys em. S a egy can be seen
as he blue p in ( ha is documen ed) o decisions in a school sys em ha shows i s objec i es and goal. I de ines o
explains he business o ins i u ions o lea ning is o ca y on, he na u e o human and ma e ial esou ces i wan s and he
con ibu ion i plan o make o i s lea ne s and he socie y in gene al. The Ox o d Dic iona y de ines s a egy as:
- A plan o ac ion designed o achie e a long- e m o o e all aim.
- The a o planning and di ec ing.
Min zbe g in Fulle (2016) iden i y di e en ways people, o ganiza ions use s a egy including:
1. S a egy is a plan, a “how”, a means o ge ing om he e o he e.
2. S a egy is a pa e n in ac ion o e ime; o .
3. S a egy is posi ion ha is; i e lec s decisions o o e pa icula p oduc o se ices.
4. S a egy is pe spec i e; ha is ision and di ec ion
This implies ha s a egy is a combina ion o comp ises plan, posi ion, pa e n and pe spec i e. Fu he mo e, ha
s a egy is holis ic in na u e. Is he ou e o pa s by which he gap be ween means and ends a e b idged. The e o e,
planning a s a egy, i is essen ial o conside ha decisions a e no aken in a acuum and ha any ac aken by a school
managemen is likely o be me by a eac ion om hese s akeholde s in he business o educa ion.
Planning is so common in daily usage. People alk abou planning, i ually in all sec o s, big and small o ganiza ions.
Planning is seen as he i s s ep in exe ing any p ojec , be i in amily and ou side. The socie y canno be p og essing
wi hou planning. As i s ands now, planning has no gene ally accep able de ini ion. This is because, planning has
di e en dimensional app oaches in e ms o explana ion bu he issue is ha i all boiled down o one hing, ha is, i s
aims is o achie e he goals and objec i es o any indi iduals, co po a e o ganiza ion and any o he g oup se ings.
Agabi in Igbegi i and Idoli (2020) explain ha planning is he p ocess o de e mining in ad ance, wha is o be done,
including classi ica ion o goals, es ablishmen o policies, mapping o p og ammes and campaigns and de e mining
speci ic me hods o p ocedu es and ixing day oday schedules. This implies ha planning is sys ema ic, delibe a e and
has p ocess and me hods. Tha planning is a holis ic p ocess ha cu ac oss all he angles wi hin a gi en sys em.
Howe e , planning could be seen as a p ocess o deciding in ad ance, he speci ic u u e cou se o ac ion o be adop ed
wi h a iew o op imizing he use o limi ed o ganiza ional esou ces owa ds desi able and speci ied goal a ainmen .
Agabe in Igbegi i and Idoli (2010), planning in ends o accomplish speci ic aims and objec i es in espec o he
o ganiza ion o g oup.
S a egic planning is a p ocess in which ins i u ional leade s, manage s o educa ional sys em de e mine hei ision o
he u u e as well as iden i y hei goals and objec i es o he sys em. S a egic planning in school sys em is equen ly
posi ioned as i al o cla i ying u u e di ec ions p o iding a cohe en basis o decision-making, es ablishing p io i ies
and imp o ing o ganiza ional pe o mance. Shah in Albon, Igbal and Pea son (2016). A s a egic plan as a blue p in ha
allows he school sys em o look a i s u u e. Th ough isioning, de eloping a mission, examining co e alues and
se ing achie able goals. S a egic planning is a concep which aimed a in eg a ing all he school ac i i ies o b ing abou
high le el o app eciable pe o mance in a school sys em. E ec i e s a egic planning aids he school sys em wi h
go e nance decision and p o ides di ec ion o he u u e. Wi h a plan in place, he school managemen has a guide by
which i can ack e alua e and modi y o acili a e be e adminis a i e decisions and p o ide di ec ion o he u u e.
Global J Res Edu L e. 2025; 5(6), 18-23
@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
21
The concep o s a egic planning p ocess:
The s a egic planning p ocess is c i ical in any school sys em. Tha is because, planning canno jus commence i mus
ake a ious sequen ial s eps o b ing abou a high pe o ming school sys em. The e o e, he i e s eps o p ocesses in
s a egic planning o a school sys em which include: (Lucid cha . www.lucidcha .com).
1. De e mine you s a egic posi ion
2. P io i ize you objec i es
3. De elop a s a egic plan
4. Execu e and manage you plan
5. Re iew and e ise he plan
Looking a he abo e s eps in s a egic planning o p ocess; planning p ocesses mus be dynamic, esponsi e and ocused
on cha ges ha a e success ul, sus ainable and scalable.
Acco ding o Chang (2008) iden i ies he ollowing h ee s ages o s a egic planning which include:
- Sec o analysis
- Policy design
- Ac ion planning
Sec o analysis: Acco ding o him, ha his is he i s s ep o sec o de elopmen planning. Sec o e iew, si ua ion
analyses, diagnosis e c. a e some imes used in e changeably. Basically, sec o analysis consis s in conduc ing da a
collec ion on and c i ical analysis o he aspec ela ing o (and su ounding) he educa ion sec o . Planne s and manage s
ca e ully examine bo h in e nal and ex e nal aspec s o he educa ion sys em. They a e:
- Re iew how he sys em unc ion (in e nal dynamics) o mee people needs and economic demand
- Examine a ious d i ing o ces behind he educa ion sys em and ex e nal condi ions ( he en i onmen o which
educa ion is a pa ) eg. Mac o-economic and socio-demog aphic si ua ions and de elopmen s.
Policy design: He explains ha educa ion sec o policies ep esen he go e nmen public commi men o he u u e
o ien a ion o he sec o . A clea ly o mula ed policy can play an impo an ope a ional ole as a e e ence o ac ion. I
can help o guide decision and u u e ac ions in educa ional de elopmen , including he in e en ions o in e na ional and
bila e al co po a ion agencies, in a cohe en way. He u he bu essed ha policy p omo e he coo dina ion and success
o p og ammes and p ojec s. The o mula ion o a “goal policy o educa ion” is a necessa y s ep in p omo ing he
eme gence and e ec i e implemen a ion o ac ion plan, p og ammes and p ojec s. He wen u he o de ine policy as a
se o he goal and pu poses (speci ic, objec i es). O en, educa ions policies a e de ined along he ollowing h ee old
dimension:
- Access (access, pa icipa ion, including gende and equi y issues)
- Quali y (quali y, in e nal e iciency, ele ance and in e nal e ec i eness)
- Managemen (go e nance, decen aliza ion, esou ce managemen )
Ac ion planning: This he said was he hi d s age o s a egic planning p ocess o s eps. He explains ha a na ional
policy should es ablish he amewo k o i s implemen a ion by guiding he main goals and p io i ies as well as he
s a egies o achie e hem. Tha human and inancial esou ce is a ailable o ca ying ou he policy. Ac ion planning in
his con ex is he p epa a ion o implemen a ion. He also explains ha ac ion plan aims o ansla e in o ope a ional
e ms he policy di ec ions ha educa ion au ho i ies in end o implemen in a gi en ime ho izon. I is a ool o
“cla i ying” o some ex en he goals and s a egies in ela ion o he educa ion policy, p og amming he ac i i ies
equi ed, es ablishing he ime, indica ing he necessa y esou ces, dis ibu ing ins i u ional and adminis a i e
esponsibili ies, p epa ing he budge , e c.
App oaches o s a egic planning:
Agabi in Igbegi i and Idoli (2010) iden i ies some app oaches o educa ional planning.
- Time ho izon app oach: This is whe e planning is ei he a sho - e m, medium- e m o long- e m planning.
- Le el o speci ici y app oach: This has o do wi h subdi iding planning in o ope a ional planning and pe spec i e
planning.
- Manage ial le el app oach: This has o do wi h s a egic and managemen educa ional planning as he main a ian s.
- Scope o educa ional ac i i ies app oach: This is whe e educa ional planning is ei he comp ehensi e o speci ic.
- Scope o he plan app oach: This means mac o o mic o educa ional planning ypes.
- Le el o public-p i a e pa icipa ion app oach: This has o do wi h laissez ai e, indica i e, incen i e and impe a i e
educa ional planning ypes.
- Time dynamism app oach: This is whe e we ha e ixed and olling- e m educa ional planning.
- Mechanism o decision-making app oach: This has o do wi h whe e educa ional planning is ei he decen alized o
cen alized.
Global J Res Edu L e. 2025; 5(6), 18-23
@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
22
- Le els o ins i u ional change app oach: This is a si ua ion whe eby educa ional planning is ei he unc ional o
s uc u al.
- Resou ce dicho omy app oach: This whe e we ha e inancial and physical educa ional planning.
Impo ance o s a egic planning in he educa ional sys em
Ca a Ong. (2016) iden i ied some impo ance o s a egic planning in he educa ional sys em which includes:
1) A s a egic plan a icula es a sha ed ision, mission and alues wi h a well communica ed and execu ed s a egic
plan, e e yone is in o med o hei school’s goals and how hei ac ions con ibu ing o he achie emen o hei
goals.
2) S a egic planning helps o e ec i ely o ganizes schools and hei s a , by encou aging commi men showing s a
membe ha school succeed.
3) S a egic planning de ines how success is measu ed. Tha is a school wi h a s a egy can moni o i s p og ess owa ds
key ou come and e alua e whe e and how i may ha e go en o ack.
4) S a egic planning aids a school wi h adminis a i e decisions and p o ides di ec ion o he u u e.
5) S a egic planning in a school sys em inc eases communiza ion and engagemen . This is c i ical because e e yone
unde s and his o he esponsibili ies and depa men s o subsys ems a e e ec i e in coo dina ing hei e o s.
6) I helps o keep e e yone in a school om eache o adminis a o , connec ed, hold all s a accoun able.
7) School- s uden ’s educa ional achie emen is aken ca e o .
Challenges o s a egic planning in sus aining quali y educa ion in Nige ia
1. Educa ional leade ship: Acco ding o Bell and Blanh (2010) ha he opinion ha a school leade canno o e
leade ship on school ision since i is a collec i e esponsibili y o all s akeholde s. The educa ional leade ship
includes he p incipals, Head eache s, he boa d o Go e no s, pa en ’s eache s’ associa ion. They gi e leade ship
and ision o he o ganiza ion. The e o e, he school heads, o he educa ional agencies a e expec ed o o e
leade ship on ma e s o quali y imp o emen in educa ional sys em. School leade s a e in a g ea posi ion o
con ibu e on he s a egic planning she u he explains ha an e ec i e school leade is pi o al in gene a ing
al e na i es and suppo ing schools’ ision as well as acili a ing implemen a ion and e iew o he s a egic plans.
Educa ional sys em mus appoin an execu i e commi ee which has a ision and a d eam beyond e e ybody in he
school sys em and which is d i en by esul s. I is belie ed ha o a school sys em o o mula e a s a egic plan,
hese leade s should p o ide he necessa y di ec ion and be e y isiona y. Mos o hese educa ional leade s a e no
e en ab eas o he impe a i es o s a egic planning, some o hese leade s a e mo e oppo unis s who man o e
hei way h ough he aid o poli icians. This boils down o he poli iciza ion o educa ional sys em.
2. Man powe p oblems:
Agabi in Igbegi i and Idoli (2010) explains ha manpowe p oblems ha e o do wi h manpowe de iciencies and
inapp op ia e placemen . This implies ha inspi e o he a eaching e o s by bo h na ional and in e na ional
o ganiza ions in he aining o educa ional planne s and adminis a o s, he educa ional sys em a e s ill manned by
people who ha e no basic aining in such specialized ask a eas. The issue also is ha he ew who ha e acqui ed
he ele an skill and p o essionalism a e inapp op ia ely deployed. The managemen o school sys em mus by hei
up o expec a ion and o ensu e he igh indi iduals a e he igh leade ship posi ions. The “ igh ” indi iduals
include hose who will ad oca e o and champion he s a egic plan and keep he educa ional school on ack.
3. Inabili y o adap o change: The s a egic plan mus gi e oom o changes. In o de wo d, i mus be dynamic as
o i in he cu ency eali ies in he educa ional sys em.
4. S a is ical de iciencies:
This is a si ua ion whe e he quan i a i e in o ma ion o s a is ical da a o make meaning ul plan o ecas may be
inadequa e he eby cons i u ing inconsis encies o p oblems in planning s a egy in he sys em. This also has o do
wi h un eliabili y o a ailable s a is ical da a. Acco ding o Agabi in Igbegi i and Idoli (2010) ha he asse ion may
lead o igu es being inapp op ia ely collec ed and hus, ac ually w ong and misleading o delibe a ely alsi ied o
e lec educa ion bias. The e o e, he need o imely, adequa e and eliable in o ma ion o s a egic planning
educa ional sys em can ha dly be igno ed.
5. Financial and Ma e ial esou ce cons ain s:
This has o do wi h inadequacy o und, human and o he ma e ial esou ces ha aid s a egic planning o planning
o be e ec i e all hese a iables mus be made a ailable. I is howe e , no longe news, ha a ailabili y and
u iliza ion o unds and o he esou ce cons i u e he mos se ious p oblem in s a egic planning o educa ional
sys em. The inadequacy o inance and o he educa ional esou ces can us a e s a egic plan e en he de elopmen
o he a ious calibe o educa ed manpowe needed o implemen , supe ise and moni o he implemen a ion o he
plans is se iously hinde ed.
Global J Res Edu L e. 2025; 5(6), 18-23
@ 2025 | PUBLISHED BY GJR PUBLICATION, INDIA
23
Conclusion
T ending issues in s a egic planning and sus ainabili y o educa ional sys em in Nige ia ac ually sugges s ha he e is
need o inculca e new ends, inno a ions in planning s a egies in o de o ackle he challenges in planning. I is
belie ed ha he e is no pe ec way o conduc s a egic planning. Howe e , wha is gene ic o s a egic planning a e
ce ain a iables such as sec o analysis, which is he i s s age o he school de elopmen planning, policy design, his
can play an impo an ope a ional ole as a e e ence o ac ion and ac ion planning which explains he ame wo k o
s a egic planning wi h ega ds o i s implemen a ion by gi ing he main goals and p io i ies as well as he s a egies o
achie e hem. Planning has become complex, especially in Nige ia, in ol ing much di e si ied and specialized skills and
compe encies. Manage s/adminis a o s o he educa ional sys em a e equi ed o acqui e no only he necessa y echnical
capaci ies, bu also poli ical nego ia ion and communica ion skills o e ec i ely engage wi h inances minis ies and
o he suppo ing agencies o ealize educa ional objec i es and goals.
Sugges ions:
The ollowing sugges ions a e made:
- Go e nmen h ough specialized agencies should emba k on egula s a egic planning aining o school manage s
o enable hem unde s and cu en eali ies in s a egic planning o educa ional sys em.
- The go e nmen should appoin highly expe ienced pe sons o ake he lead in s a egic planning in he educa ional
sys em.
- Go e nmen h ough specialized agencies should welcome changes and inno a ion ha will enhance s a egic
planning in he sys em.
- Poli ical o ice holde s should no in e e e in he managemen o educa ional sys em in Nige ia. Only app op ia e
and quali ied pe sons should manage he sys em.
Re e ences
1. Albo , S. P., Igbal, I., & Pea son, M. L. (2016). S a egic planning in an educa ional de elopmen cen e:
Mo i a ion, managemen and messiness. Collec ed Essays on Lea ning and Teaching, 9, 2016.
2. Anyanwo, S. O., & Iyagba, A. G. (2009). Resou ce p oduc i i ies and e iciency among cassa a a me s in Ri e s
S a e. Nige ian Jou nal o Ag icul u e, Fo es y and he Social Sciences, 7(1).
3. Buclai e, F. (2016). Fund aising ma ke ing: New social media. Yeomans Publishing.
4. Bell, D., & Blanch lowe , D. (2010). You h unemploymen : Déjà u? (IZA Discussion Pape No. 4705). Ins i u e o
he S udy o Labo (IZA), Bonn, Ge many.
5. Chang, G. C. (2008). S a egic planning in educa ion: Some concep s and me hods. Pa is: UNESCO.
6. Ong, C. (2010). Impo ance o s a egic planning in he educa ional sys em.
7. Igbegi i, D. C., & Idoli, N. B. (2010). The place o communi y in school managemen and planning. The Leajon: An
Academic Jou nal o In e disciplina y S udies, 2.
8. Igbegi i, D. C., & Mbagwu, J. U. (2021). Towa d e ec i e eaching and lea ning in Nige ian seconda y schools:
S a egies, challenges, and p ospec s. Global Jou nal o Resea ch in Humani ies and Cul u al S udies, 1(1), July–
Augus 2021.
9. Lucidcha . (2019). Lucidcha . h ps://www.lucidcha .com
10. Mbagwu, J. U., & Igbegi i, D. C. (2020). P ac ice and p ospec s o he se objec i es o he na ional policy on
educa ion and he Nige ian educa ion sys em. Global Jou nal o Resea ch in Educa ion and Li e a u e, 1(1), July–
Augus 2021.
11. Oko oma, N. S. (2016). Pe spec i es in educa ional managemen , planning and policy analysis (3 d ed.). Po
Ha cou .
12. Ololube, N. P. (2009). Unde s anding eache s’ p o essional compe encies o educa ional e ec i eness. Owe i,
Nige ia: Sp ing ield Publishe s.
13. Peace, J. (2009). S a egic managemen : Fo mula ion, implemen a ion and con ol (11 h ed.). Bos on: McG aw-Hill.
14. UNESCO. (2006). Na ional educa ion sec o de elopmen plan: A esul -based planning handbook. Pa is:
UNESCO.
15. Williams, O. K. (2005). Managemen : Fundamen als and app oaches. Ibadan: Heinemann Educa ional Books (Nig.)
L d.
