Starting from the debate over the utility, or possibility, of educational planning, the author covers its theory and practice, concepts of educational reform, and philosophies of education. He first summarizes various critics' arguments against educational planning and then, using evidence from 95 nations' educational plans and 12 UNESCO regional conferences, answers their charges that educational planning is conservative, hierarchical, bureaucratic, preoccupied with economic development, neglectful of implementation, or based on questionable assumptions. His review of educational plans leads to the identification of common educational goals, including democratization and human resources development, and of new educational tasks, such as broadening education's scope and enlarging participation in planning. He discusses the relationship of educational reform to educational philosophies, planning, and problems, and suggests several guidelines for reformers. He notes the importance of teachers' unions and of long-range planning and concludes with a critique of a Club of Rome report on educational change. (RW)