The educational planning process has more often then not
failed to utilize data to inform decision-making. This is essentially because
of the lack of an education management information system capable of delivering
valid and reliable data in a timely fashion for the use of educational planners
and administrators. This does not mean that data are unavailable: rather. That
they cannot be easily retrieved and analyzed. With the advent of
micro-computers it is not possible to improve the efficency of informaiton
retreieval. Analysis, and communication throughout the education complex.
Problems of validity and reliability of data will disappear. These are
features inherent in most data collection activates. Furthermore, the use of
micro-computers can also help to reduce dramatically planning lead time and to
facilitate the deconcentration and decentralization of the planning and
management processess. Computerization cannot of course legitimate the planning
process, in so much as planning cannot legitimate decision-making. A functional
assumption is that most planning is a process of rationalizing decision-making
of a political nature. The use of computer technology is viewed as an
instrument for promoting dialogue as well as an attempt to marginally increase
the amount of rationality that informs the political decision-making process.
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