Report on Educational Project Planning and Implementation

This report delves into the multifaceted realm of educational project planning, implementation, and evaluation. It examines the crucial phases of project execution, including the significance of monitoring and post-implementation evaluation. The report explores the essential elements of educational project negotiation, such as power dynamics, negotiating positions, and the role of information. A case study highlights the failures of the Trinidad and Tobago 15-Year Educational Development Project, providing insights into the reasons behind its shortcomings and suggesting strategies for sustained success in educational projects. The report underscores the importance of considering both internal and external factors, such as political climates and resource availability, and discusses the critical elements of project negotiation. It emphasizes the need for sensitive handling of these elements for project success. Finally, the report differentiates between project appraisal, monitoring, and evaluation, and underscores the value of focused evaluation and the roles of both internal and external evaluations in assessing project outcomes. The report provides a comprehensive overview of the factors influencing project success, failure, and the continuous improvement of educational initiatives.

Running head: EDUCATIONAL PROJECT PLANNING
Educational Project Planning
Name of Student:
Name of University:
Author Note:

1EDUCATIONAL PROJECT PLANNING
A) Explain the term educational project implementation and monitoring and discuss why it
is important for a school organisation to consider monitoring and having a project
evaluated after implementing it. Provide relevant literature and suitable examples from
school context to support your discussion.
Educational project implementation is one of the most crucial phases of an academic
system. It can be defined as the process of carrying out a set of proposed activities that has been
decided over a longer period of time. It is a phase that involves numerous people who engage
themselves with planning the project as well as implementing the project. It also includes people
who implement the project in real terms.
On the other hand, the process of keeping a check on an ongoing project and tracking all
the steps while a project is being implemented is called project monitoring. It keeps a record of
all the essential tasks, the time schedules, team performance as well as challenges and problems
of a project.
Educational project implementation and project monitoring are concepts that often
overlap but are distinct from one another. Project implementation is divided into two categories,
namely, infrastructural projects like construction or providing supply or complexity projects like
training programs or curriculum development. While the former concentrates on maintain
uniformity and determines fine details of a project beforehand, the latter is more complex as
features fail to be planned rationally and prediction about progress and direction cannot be
predicted. One deals with the phase of project design and the other involve people to create
interactions between project planner and the one who executes the same.
A school organisation should consider monitoring projects to provide the students with an
early feedback of their work. This usually helps the project manager to identify what works and

2EDUCATIONAL PROJECT PLANNING
what does not, so that early action can be taken (Tymms 2013). It also helps students analyse
multiple aspects of their work, trace and account little progress updates. Similarly, evaluation
after project implementation is also required to review a work. It also enables one to reflect upon
their own work and evaluate their own self. It also provides finding and analysis of a proposed
topic and helps to measure its success.
B) Discuss a case from a school/organisational context where an education project was
unsuccessful. Discuss at least three reasons why this educational project had failed and
suggest some ways through which educational projects of this nature can be sustained at
school/ organisational level. Support your discussion with suitable examples.
Over the years many third world countries have been undertaking various educational
projects, most of which is considered to be successful (Camoy and Samoff 2014). However,
there are several instances where educational projects fail. One such case is that of the Trinidad
and Tobago 15-Year Educational Development Project (Educoas.org, n.d.). Although the plan
was first initiated in the year 1986, it continued to remain as a form of draft for years.
The plan aimed to attain a proper national education policy for country. The plan was
terminated at 1983 and the assessment of the educational plan was set in 1984. It was then found
that although there was a considerable quantitative achievement noticed as an outcome of the
plan, the qualitative part remained completely unsuccessful.
The reasons behind the failure of this project was:
More emphasis were given to the number of students admitted in the schools rather than
the quality of education that was being provided. Questions were raised about the
professionalism and capabilities of the teachers. It was found that many faculties were not
eligible enough to teach in Junior Secondary Schools.

3EDUCATIONAL PROJECT PLANNING
Another issues was the double shift system and the long hours of school attendance
without any proper supervision. This increased the probability of growing social issues and
limited extra-curricular growth.
The major reason behind the failure of the project was the outcome that resulted in an
extreme high rate of students who failed the National Council Exams and Caribbean Council
Exams. Nearly 83% students failed to perform well in their examination.
Similar educational projects can only sustain when equal emphasis is given to quality
education. Proper training should be provided to teachers and a limited amount of timing should
be provided for school hours. It is also essential to monitor and evaluate student performance and
to work towards influencing high academic presentation.
C) Explain, with justification, the three critical elements in educational project negotiation
and discuss why these elements should be sensitively handled for the success of the project.
Support your discussion with relevant literature and suitable examples.
The three critical elements in educational project negotiation are Power, Negotiating
Position and Information.
Power becomes a crucial element in educational negotiation as it can bring in more
funding support based on the power of contacts and convincing power. It is often very difficult to
successfully implement a project without proper funding (De Boer et al. 2015). And the majority
of funding mostly arrives from those who are in power. For example, Ministry of Education have
the power to provide funds to schools who are technological support in the form of Free WiFi or
Computers. This element is particularly required in large-scale projects.
Similarly, Negotiating position is another critical element as it allows a scope of a two
way workflow while implementing a project (Ahmad, Farley and Naidoo 2013). A project

4EDUCATIONAL PROJECT PLANNING
funding process usually involves a donor and a recipient. This particular elements allows both
the parties to have a common space where they can have mutual agreements about a project. If
both sides are in a negotiating position, the project can identify multiple goals, apply various
methods to achieve those goals and negotiate on designing and redesigning a project to reach the
desired objective.
The most crucial negotiating element is information. A project can only be implemented
or negotiated successfully when both the parties have ample information regarding a project
(Zheng et al. 2013). The planning team should present enough information that can establish the
goals and objectives of a project. Proper information is also essential about the donor and
recipient countries. In fact, projects can be negotiated only when there is abundant information
about flexibility and reasons behind the negotiation.

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Reference List
Ahmad, A.R., Farley, A. and Naidoo, M., 2013. Funding crisis in higher education institutions:
rationale for change. FormaMente, 2(1-2013), p.13.
Carnoy, M. and Samoff, J., 2014. Education and social transition in the Third World (Vol.
1044). Princeton University Press.
De Boer, H., Jongbloed, B., Benneworth, P., Cremonini, L., Kolster, R., Kottmann, A.,
Lemmens-Krug, K. and Vossensteyn, H., 2015. Performance-based funding and performance
agreements in fourteen higher education systems. Center for Higher Education Policy Studies.
Educoas.org. (n.d.). A REVIEW OF THE 15-YEAR PLAN FOR EDUCATIONAL
DEVELOPMENT IN TRINIDAD AND TOBAGO. [online] Available at: http://www.educoas.org
[Accessed 18 Aug. 2019].
Tymms, P., 2013. Baseline assessment and monitoring in primary schools. David Fulton
Publishers.
Zheng, R., Chakraborty, N., Dai, T. and Sycara, K., 2013, May. Multiagent negotiation on
multiple issues with incomplete information. In Proceedings of the 2013 international
conference on Autonomous agents and multi-agent systems (pp. 1279-1280). International
Foundation for Autonomous Agents and Multiagent Systems.