ABSTRACT
Educational planning has been conceived, as it rightly should be, primarily from a normative point of view. Emphasis has traditionally been placed on what planning should be, rather than what it is. The fact that, as Anderson and Bowman note in their article in this World Year book, ‘there is nothing like the theory of planning and even less is there a theory ol educational planning,’ certainly indicates that there is much to be done in this area. In evaluating the educational planning process, Anderson and Bowman consider the analytical propositions that lie behind various approaches to educational planning. Another way of throwing light on planning for education, explored in this paper, is to consider the constraints within which educational planning operates.
