Social planning notes Level 5

COURSE NAME: SOCIAL PLANNING

COURSE CODE: CDT 05109
CONCEPTS
Social
The term social can be seen in different ways. It can be used very widely and has
different meanings.
• The word social is used to indicate relationship or social relations;
extrovert or introvert individuals
• The word social is something which people have intrinsic rights; the right
to speech, the right to get social services, justice, etc
Planning is an organized, conscious and continual attempt to select the best
available alternative courses of action to achieve specific goals. It is the art of
getting future things done.
It is the rational application of human knowledge to the process of reaching
decisions which are to serve as the bases of human action.
All definitions of Planning commonly imply that planning involves making
decisions or choices about how best to use available resources to achieve
particular aims or objectives sometime in the future.
Ackoll (1981) defines planning as a process of establishing objectives and
choosing the most suitable means for achieving those objectives prior to taking
action.
Social planning is concerned with planning for and by people with the non-
economic aspects of development (distribution, gender, education, health).
The practice of social planning in the context of development planning is a
process of policy formulation, plan design and implementation, which attempts
to meet basic human needs, solve specific social problems, and bring about better
equity and social justice.
Social planning is the process of analysing and addressing social issues and
problems, such as poverty, inequality, and crime, through the development and
implementation of policies, programs, and projects.
It is essential for creating sustainable and equitable communities, promoting
social justice, and improving the quality of life for individuals and groups.
Social planning it is the application of social and scientific knowledge to solve
the social problem; where is basis through social action for the alleviation of
social problems.
Social planners are those who are trained to formulate policies, and design plans,
which seek to achieve required objectives in collaboration with planners,
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Social planning notes Level 5
administrators and those in political authority. They are generally interested in
the wellbeing of the population.
PRINCIPLES OF SOCIAL PLANNING
• Effective utilization of resources e.g., time, natural resources, money etc.
• Flexibility in process.
• Provisions of evaluation.
• Provision of people’s cooperation
• Provision of equal and democratic opportunities.
• provision of clear objectives.
• Consent of citizens.
• People’s real time needs and problems mentioned.
IMPORTANCE OF SOCIAL PLANNING
a. Addressing social issues
Social planning helps to identify and address social problems in communities,
such as poverty, homelessness, and a lack of access to healthcare. It can lead to
the development of policies and programs that address the root causes of these
issues and provide support to those in need.
b. Promoting social justice
Social planning can help promote social justice by ensuring that resources and
services are distributed fairly and equitably. It can help identify and address
systemic barriers to access and opportunity, such as racism, sexism, and
discrimination.
c. Enhancing community development
Social planning can contribute to the development of sustainable and livable
communities by promoting economic development, environmental sustainability,
and community engagement.
d. Improving quality of life
Social planning can improve the quality of life for individuals and communities
by providing access to essential services and infrastructure, such as healthcare,
education, transportation, and housing.
e. Creating positive social change
Social planning can contribute to positive social change by identifying and
addressing social problems, promoting social justice, and creating more equitable
and sustainable communities.

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APPROACHES OF SOCIAL PLANNING
1. Societal Transformation
In this approach, social planning is the remodelling and transformation of society
as a whole. This requires envisioning a better society, and developing and
implementing a strategy to gradually transform the current society to that better
society of the future. The strategy is likely to be holistic, embracing a whole
country, its economic and social sectors, its constitution and government
organization, and public participation in the political process. Usually there is a
vision of a strong, focused government with a single-minded leadership which
leads the nation to what it sees as a better future, over-ruling what it sees as vested
interests and undesirable consumption in favour of longer-term education, saving
and investment.
2. Redistribution
In this approach, social planners seek to reduce socio-economic inequalities as a
means of reducing and even eliminating poverty, stimulating economic growth,
and of eliminating the threat of bloody revolution against the existing order (e.g.
Lipton, 1977). The underlying philosophy is reformist and centrist or centre-left
on the political spectrum. It is based on a strong belief that if market forces prevail
socio-economic inequalities will increase until the peasantry or proletariat rise up
to overthrow the bourgeoisie. It is also cynical about revolution, arguing that most
successful revolutions introduce repressive or corrupt regimes, and that the very
threat of revolution encourages existing regimes to suspend democracy and
repress their own citizens and pend democracy. The advocates of redistributive
social planning are typically Social Democrats.
3. Participation
This approach to social planning is based on the assumption that the general
public has traditionally been excluded from government decision-making, and
that this exclusion is undemocratic and socially dysfunctional. Excluding the
public from the planning process supports a hierarchical, top-down, techno-
bureaucratic vision of government, and it generally seems appropriate to social
elites, authoritarian rulers, military leaders, technocratic planners and entrenched
professional interests. Nevertheless, exclusion may cause alienation and apathy,
it may lead to resentment, sabotage, vandalism and revolution, and it may hamper
the education, invention, artistic and entrepreneurial spirits that can accelerate
economic growth. Thus, social planning becomes planning for people and
planning by people, and social planners become the experts in monitoring public
opinion, encouraging public awareness and participation in government decision-
making, and supporting grass-roots initiatives through community planning
workshops, petitions, counter-proposals, and the support and proliferation of a
wide range of local development organizations, advocacy and lobbying
organizations, and community-based social service providers.
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4. Social Sectors
In this approach, social planning is the planning of the social sectors of the
economy (e.g., MacPherson, 1982). It is based on a simplistic model of the
economy, whereby certain sectors, typically agriculture, mining, fisheries,
forestry, manufacturing, construction, transportation, commerce, finance,
insurance and real estate, are deemed ‘productive’ or ‘economic’. Most of the
remainder typically education, health, housing, criminal justice, and social
services are deemed ‘social’ because they may be provided as public services,
and their products are not necessarily sold on the open market. Finally, a few
sectors notably defence and international relations do not fit the ‘economic’ or
‘social’ model, and are sustained because of their importance to national security.
In the social sectoral approach, social planning is easily split into separate sectoral
processes, conducted in each sectoral agency ministry of education, ministry of
health etc. Because NGOs often play an important role in the social sectors,
planning may be based in non-profits as well as in government.
5. Social Services
This approach is a narrower version of the social sectors approach, assuming that
health planning, education planning, manpower planning and criminal justice
planning are distinct and separate fields in their own right, and that housing,
health, education and even correctional services may be provided by for profit
corporations. The social services approach to social planning therefore focuses
on specific disadvantaged groups of the population who cannot afford to pay for
the services that they need, and who are to some extent provided for and protected
by the state and charitable organizations (e.g., Burch, 1996). Such groups may
include the poor, crime victims, substance abusers, the handicapped, the elderly,
recent immigrants and refugees and persons released from correctional
institutions. In all of these cases, government, often assisted by the non-profit
sector, may take responsibility for providing services, and the planning and
management of those services may be viewed as ‘social planning’. The principal
professional influence on this style of social planning comes from the social work
and social welfare profession, which tends to split between two very different
viewpoints, a holistic approach which emphasizes community development and
community care, and a clinical approach which emphasizes casework and
institutional care.
LEVELS OF SOCIAL PLANNING
(1) Macro-Economic Planning in Tanzania (National level)
Macro-level economic planning has been an integral part of Tanzania’s
institutional structure and government policy ever since independence. This kind
of planning is largely dependent on national policies and linked to budgeting for
it to be effectively implemented. Any failure to link planning, policy, and

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budgeting is likely to contribute to poor performance in macro-economic
indicators in the respective country.
(2) Micro Development Planning in Tanzania (Regional level)
In the processes of local area development, the collaborative efforts of various
development actors ranging from public to private, civil society, and other
community actors are very important. In places where these actors collaborate,
economic development is expected to improve faster than where they work in
isolation.
Region
Planners ought to recognize the fact that the definition of a region was important
in the era in which regional development programmes were centralized and top-
down, and when LGAs were not properly organized and given a mandate for
developing their respective jurisdictions. Hence, for a top-down development
programme the geographical delineation was an important activity. Nowadays,
with LGAs properly installed and with a territorial development mandate for their
jurisdiction, the question of delineating regions has become of secondary
importance.
Planning at Local Government Level
a. District council
District councils were established under Section 5 of the Local Government Act
of 1982. Each urban and district local authority functions under the council. The
council is the supreme elective structure which formulates and approves by-laws,
plans and budgets, and various development programmes.
b. Ward development committee
The ward development committee (WDC) was established by Section 31 of the
Local Government Act (1982a). It is responsible for ensuring the implementation
of the decisions and policies of the district council, and of development schemes
which relate to the functions of ward development.
c. Village/street government
The village and street governments are mandated under sections 14(1) - (5) and
22(1) - (3) of the Local Government Establishment Acts No. 7 and 8 of 1982
(1982a, 1982b), respectively. The village government functions under a village
assembly, in which all village residents of 18 years old or above have the mandate
to formulate and approve by-laws and policies for the development of their
respective villages.
d. Hamlet
The most important intended links between the local government and the
residents of a given area are the Hamlets, through village development
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committees (VDCs) in the rural areas and urban streets committees, which are
designed to mobilize citizen participation in local development. Priorities for
local service delivery and development projects are brought to the streets
committees for discussion before being forwarded to the WDC.
SOCIAL STRUCTURE
Social structure refers to the idea of relations between social elements that
incorporate the idea of coherence and stability (Bernandi, et al, 2006).
According to Persons: “Social structure is the term applied to the particular
arrangement of the interrelated institutions, agencies and social patterns, as well
as the statuses and roles which each person assumes in the group.” Social
Structure includes: Social institutions, groups, statuses, roles, and norms.
IMPORTANCES OF SOCIAL STRUCTURE IN PROMOTING
COMMUNITY CHANGE
➢ Understanding the current social dynamics within a community, and then
working to alter them in ways that will lead to desired outcomes. This can
include things like increasing access to resources, improving
communication and collaboration between groups, and encouraging more
inclusive and equitable decision-making processes.
➢ Understanding and addressing power imbalances. This can involve
working to empower marginalized groups and addressing structural
inequalities that may be preventing certain individuals or groups from
participating fully in community life.
➢ Fostering a sense of community and social cohesion. This can involve
promoting shared values and a sense of belonging, as well as encouraging
collaboration and cooperation among different groups.
CHALLENGES FACING SOCIAL STRUCTURES IN PROMOTING
COMMUNITY CHANGE
➢ Resistance to change: People may be resistant to change because they are
comfortable with the way things are or because they fear the unknown.
➢ Lack of resources: Communities may not have the resources necessary to
implement change, such as funding or personnel.
➢ Limited understanding of the problem: Communities may not fully
understand the problem they are trying to solve, which can make it difficult
to develop effective solutions.
➢ Limited engagement and participation: Community members may not
be fully engaged in the change process, which can limit their ability to
contribute to the effort.
➢ Power imbalances: Communities may have power imbalances that make
it difficult for certain groups to have their voices heard or to participate in
decision making.
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➢ Limited collaboration and coordination: Communities may have limited
collaboration and coordination among different groups and organizations,
which can make it difficult to achieve common goals.
KEY STAKEHOLDERS IN SOCIAL PLANNING
a. Decision makers
The decision makers are involved throughout the process, from approving the
plan initiative through deciding implementation contracts. Council,
subcommittees and municipal units are the main actors. The steering committee
facilitates the planning process and prepares and supports key decisions such as
approval of:
• Plan initiative
• Plan programme and work programme
• Goals, objectives and issues
• Plan (plan proposals)
• Implementation programme
b. Plan preparation agencies
Plan preparation is the responsibility of the lead municipal department via the
planning team which works with and co-ordinates the task team. Aspects of plan
preparation can involve working groups of key officials and consultants.
c. Community
Beneficiaries can contribute to planning and implementation to the extent that
their involvement is planned in the communication programme and enabled by
effective communication and participatory methods. Local organisations and
individuals may also be beneficiaries, if involved in construction, maintenance
and service projects that receive funding or contracts, and pay for local work.
The community should be involved throughout the planning and implementation
processes. Methods will vary depending upon the purpose and practicalities. In
the initial period the verification of objectives and the identification of issues and
priorities are sought, while in the planning phase and implementation
programming consensus and mobilisation of stakeholders are expected.
d. Implementing agencies
Implementing agencies include municipal departments and private sector and
community-based contractors. Technical departments such as infrastructure
engineering, environment and waste management have their own implementation
programmes and projects, co-operation and co-ordination is crucial. The IDP Unit
and finance department have a key role to play in coordinating resource allocation
and project budgets.

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Investors, financing institutions and contractors are stakeholders during
implementation, and the communication programme must ensure that they
understand and support the vision, principles and quality standards of the project.
e. Supporting actors and agencies
The steering committee plays an overall supporting and monitoring role. Other
supporting actors such as technical departments and consultants assist the
planning team and task team with investigations, studies, surveys, data collection,
analysis and assessments, plan preparation and implementation. At community
level, ward and street committees, NGOs, CBOs and the development forum can
contribute.
STEPS INVOLVED IN PREPARING A SOCIAL ACTION
Stage One: Assessing the need, identifying the problem and understanding
the issue
Guiding Questions:
• What do you believe are some of the most serious social problems or concerns
present in our community?
• Which of these problems will we target through our social action projects?
• What do we need to learn about the issue in order to be informed citizens and
effective advocates?
Stage Two: Brainstorming, dreaming and thinking big
Guiding Questions:
• What kinds of solutions would make a difference in addressing the need or
solving the problem we have identified?
• What do we wish we could do, if we had the power and the resources?
• What are our visions?
Stage Three: Consensus building, decision making and goal setting
Guiding Questions:
• Can we group the ideas we have come up with to see if there are themes
emerging from our thinking? What ideas can we rule out given the realities of our
situation and circumstances (i.e., cost, time, energy, feasibility, risk buy-in?).
What addition factors, variables and issues must we consider before setting goals
• Given the reality of our situation, the nature of the problem we have identified
and the range of ideas we have brainstormed, what are the best ideas for us to turn
into goals and put into action?
Stage Four: Planning, making it happen and taking the action
Guiding Questions:
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• Now that we have identified the problem and proposed a solution, what are the
steps that we need to take to achieve our goal?
• How can we break down our steps into smaller tasks or actions?
• What is the timeline that we need to follow in order for our goals to come to
fruition and be a success?
• Who among us is responsible for which action items?
Stage Five: Sustaining the impact over time
Guiding Questions:
• How can we sustain the energy, focus and commitment that we need to keep the
social action project going?
• How can we follow through to ensure the project has a positive impact beyond
our workshop?
MEANING OF SOCIAL ACTION
Social action is used for mobilizing masses to bring about structural changes in
the social system. It is an organised effort to change or improve social and
economic institutions.
Social action; It is used when other methods of social work like group work and
community organisation fail to meet the needs of the clientele group. When the
resources are in the hands of a few people and they dictate their own terms and
conditions, when power equation is imbalanced and rights are denied to a
particular section of the community, social action comes into play.
Social action: It aims at equitable distribution of resources and power among
different stakeholders.
SOCIAL ACTION STRATEGIES
1) Collaboration
In this strategy, the authority may be responsive and bring out necessary changes
to provide equitable resource sharing to the marginalized groups too. In this,
social workers collaborate with the local authority and other authorities or
agencies with the aim to bring about needed improvements in the existing social
policy.
This strategy is based on homogeneity of values and interests, through which
substantive agreement on proposed interventions is obtainable. In collaborative
strategy, the change in the social structure or institution is brought through
peaceful means. Such means are education, persuasion, demonstration, and
experimentation.

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2) Competition or bargaining, negotiation, advocacy
The second set of strategies are based on the premise that one anticipates some
resistance to change, and the activity of the change agent may have to be
accompanied by tactics which are not exclusively persuasive but rather seek to
affect change through pressure. In this strategy, contending parties utilize
commonly accepted campaign tactics to persuade, to negotiate and to bargain,
with the willingness to arrive at a working agreement.
3) Disruption or conflict/confrontation
Third set of techniques are based on the premise that in the struggle between those
who are pro status quo and those who are pro change, resistance is an aspect of
the change effort and therefore the dynamic of conflict is inherent in the social
action effort. This strategy signifies a more militant approach and it may include
strikes, boycotts, fasts, tax-refusal, ‘sit-ins’ etc. Lees also includes riots and
guerrilla warfare though these may be omitted by many other social workers as
any use of violence will be unacceptable to values and ethics of professional
social work.
PREPARATION OF A SOCIAL PLAN FOR COMMUNITY
INTERVENTION
Step one: Decide what needs to happen
This could be a problem that needs to be solved, such as, “too many students are
dropping out of school.” However, it might be also a good thing, and you want to
find a way to make more of it happen. For example, you might want to find a way
to convince more adults to volunteer with school-aged children. At this point, you
will probably want to define the problem broadly, as you will be learning more
about it in the next few steps.
Step two: Use a measurement system to gather information about the level
of the problem
You will need to gather information about the level of the problem before you do
anything to see if it is as serious as it seems, and to establish a standard for later
improvement (or worsening). The group might review the level of the problem
over time to detect trends, is the problem getting better or worse? It also might
gather comparison information, how are we doing compared to other, similar
communities?
Step three: Decide who the intervention should help
Usually, interventions will target the people who will directly benefit from the
intervention, but this is not always the case. For example, a program to try to
increase the number of parents and guardians who bring in their children for
immunizations on time would benefit the children most directly. However,
interventions would not target them, since children are not the ones making the
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decision. Instead, the primary “targets of change” for your interventions might be
parents and health care professionals.
Step four: Involve potential clients or end users of the intervention
Once you have decided broadly what should happen and who it should happen
with, you need to make sure you have involved the people affected. Even if you
think you know what they want, ask anyway. For your intervention to be
successful, you cannot have too much feedback. Some of these folks will likely
have a perspective on the issue you had not even thought of.
Also, by asking for their help, the program becomes theirs. For example, by
giving teachers and parents input in designing a “school success” intervention,
they take “ownership” for the program. They become proud of it which means
they won’t only use it, they will also support it and tell their friends, and word
will spread.
Step five: Identify the issues or problems you will attempt to solve together
There are a lot of ways in which you can talk with people affected about the
information that interests you. Some of the more common methods include:
-Informal personal contact - just talking with people, and seeing what they have
to say
-Interviews
-Focus groups
-Community forums
-Concerns surveys
When you are talking to people, try and get at the real issue the one that is the
underlying reason for what is going on. It’s often necessary to focus not on the
problem itself, but on affecting the cause of the problem.
Step six: Analyse these problems or the issue to be addressed in the
intervention
Using the information, you gathered in step five, you need to decide on answers
to some important questions. These will depend on your situation, but many of
the following questions might be appropriate for your purpose:
What factors put people at risk for (or protect them against) the problem or
concern?
Whose behaviour (or lack of behaviour) caused the problem?
Whose behaviour (or lack of behaviour) maintains the problem?
For whom is the situation a problem?
What are the negative consequences for those directly affected?
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What are the negative consequences for the community?
Who, if anyone, benefits from things being the way they are now?
How do they benefit?
Who should share the responsibility for solving the problem?
What behaviours need to change to consider the problem “solved”?
What conditions need to change to address the issue or problem?
How much change is necessary?
At what level(s) should the problem be addressed? Is it something that should be
addressed by individuals; by families working together; by local organizations or
neighbourhoods; or at the level of the city, town, or broader environment?
Will you be able to make changes at the level(s) identified? This question includes
technical capability, ensuring you have enough money to do it, and that it is going
to be politically possible.
Step seven: Set goals and objectives
When you have gotten this far, you are ready to set the broad goals and objectives
of what the intervention will do. Remember, at this point you still have NOT
decided what that intervention will be. This may seem a little backwards to your
normal thinking, but we are starting from the finish line, and asking you to move
backwards. Give it a try, by thinking, it will work for you.
Specifically, you will want to answer the following questions as concretely as you
can:
- What should the intervention accomplish? For example, your goal might be for
most of the homeless people who are able to hold jobs do so by the end of the
intervention.
- What will success look like? If your intervention is successful, how will you
know it? How will you explain to other people that the intervention has worked?
What are the “benchmarks” or indicators that show you are moving in the right
direction?
- Finally, what are the specific objectives you want to achieve? When you are
writing down your objectives, be as specific as possible. State how much change
you want to see happen in what behaviours and activities. By whom? By when?
For example, you might say, “By 2025 (when), 80% of those now homeless (who)
will be successfully employed at least part time (change sought).”
Step eight: Learn what others have done
Now, armed with all of the information you have found so far, you are ready to
start concentrating on the specific intervention itself. The easiest way to start this

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is by finding out what other people in your situation have done. Do not reinvent
the wheel! There might be some best “practices” exceptional programs or policies
out there that are close to what you want to do. It’s worth taking the time to try to
find them.
Step nine: Brainstorm ideas of your own
Take a sheet of paper and write down all of the possibilities you can think of. If
you are deciding as a group, this could be done on poster paper attached to a wall,
so everyone can see the possibilities this often works to help people come up with
other ideas. Be creative!
Step ten: Try to decide what interventions or parts of interventions have
worked, and what might be applicable to your situation
What can your organization afford to do? And by afford, we mean financially,
politically, time, and resource wise. For example, how much time can you put
into this? Will the group lose stature in the community, or support from certain
people, by doing a particular intervention?
When you are considering interventions done by others, look specifically for ones
that are:
• Appropriate - Do they fit the group’s purpose?
• Effective - Did they make a difference on behaviour and outcome?
• Replicable - Are the details and results of what happened in the original
intervention explained well enough to repeat what was done?
Unfortunately, this is not always the case - many people, when you talk to
them, will say, “Oh! We just did it!”
• Simple - Is it clear enough for people in your group to do?
• Practical - Do we have the time and money to do this?
• Compatible with your situation - Does it fit local needs, resources, and
values?
Step eleven: Identify barriers and resistance you might come up against
What barriers and resistance might we face? How can they be overcome? Be
prepared for whatever may come in your way.
Step twelve: Identify core components and elements of the intervention
Here is where we get to the nuts and bolts of designing an intervention.
First, decide the core components that will be used in the intervention. Much like
broad strategies, these are the general things you will do as part of the
intervention. They are the “big ideas” that can then be further broken down.
There are four classes of components to consider when designing your
intervention:
➢ Providing information and skills training
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➢ Enhancing support and resources
➢ Modifying access and barriers
➢ Monitoring and giving feedback
Step thirteen: Develop an action plan to carry out the intervention
When you are developing your action plan, you will want it to answer the
following questions:
• What components and elements will be implemented?
• Who should implement what by when?
• What resources and support are needed? What are available?
• What potential barriers or resistance are expected? How will they be
minimized?
• What individuals or organizations need to be informed? What do you
need to tell them?
Step fourteen: Pilot-test your intervention
None of us likes to fall flat on our face, but, it’s a lot easier when there are not
many people there to watch us, and when there is not a lot on the line. By testing
your intervention on a small scale, you have the chance to work out the bugs and
get back on your feet before the crowd comes in. When doing your pilot test, you
need to do the following things:
• Decide how the intervention will be tested on a small scale
• Evaluate your results
• Pay particular attention to unintended consequences or side effects that
you find when you evaluate your work
• Use feedback from those who tried the intervention to simplify and
refine your plan
Step fifteen: Implement your intervention
If you have followed all of the steps above, implementing your action plan will
be easier. Go to it!
Step sixteen: Constantly monitor and evaluate your work
When the wheels are turning and things seem to be under control,
congratulations! You have successfully implemented your intervention! But of
course, the work never ends. It’s important to see if the intervention is working,
and to “tweak” it and make changes as necessary.

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