educ 207 report
TRANSCRIPT
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NATURE AND SCOPE OF EDUCATIONAL PLANNING
Educational planning is an instrument for providing
the needed coordination and direction of the
different components of an educational system. Italso ensure that widely accepted long term goals,
such as universal primary education, are
approached more objectively. It provides a realistic
appraisal of the country's resources which is animportant factor in the successful implementation of
the plan.
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CONCEPT OF EDUCATIONAL
PLANNINGThe concept of education has undergone a significant
change in recent years. It is a common experience that-
(A) A much wider variety ofobjectives(national/social/individual) than ever befialore is
expected to be achieved from the function of education;
(B)what was once available to a limited(elitist)group orprivileged persons is now being demanded by increasing
number of persons belonging to all section of society;
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(C) The task of providing educational facilities to allthose who seek it is becoming a Function beyond themeans of private individuals and organization; and
(D) An intensive search for strategies for educationaldevelopment has become urgent Education is equatedbroadly with the teaching-learning situation that goes
beyond the four walls of the school. It takes placeunder all kinds of circumstances and embraces muchmore than the conventional academic skills andsubject matters.
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Education is categorized into three groups,namely: INFORMAL, FORMAL and
NONFORMAL.
INFORMAL EDUCATION is an unorganized anunsystematic but a truly life-long process wherebyindividuals acquire communicating skills, both verbaland non-verbal, etiquette, customs, family and socialrelations, religious beliefs and rites from dailyexperiences and environment where they belong.
FORMAL EDUCATION refers to the hierarchically-structured, chronologically-graded educationalsystem from the primary through the university. Itcaters solely for the purpose of teaching aclientele according to a set of patterns
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NON-FORMAL EDUCATION is any organized
educational activity established outside the formal
system whether operating separately or as an
important feature of some broader activities thatare intended to identifiable learning clientele and
learning objectives, e.g. programs such as pre-
school of day-care centers and nurseries, school
equivalency program, functional literacy,Agricultural extension and cooperatives.
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WHAT IS EDUCATIONAL PLANNING?
Educational planning implies the taking of
decisions for future action with a view ofAchieving pre-determined objectives through the
optimum use of scarce resources there are three
main elements in this definition;
(1)PRE-DETERMINED OBJECTIVES
(2)USE OF SCARCE RESOURCES
(3)TAKING DECISIONS
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TYPES OF EDUCATIONAL PLAN
The determination of the horizon or durationof an education plan is a must for planners
Conformably, EDUCATION IN THE WIDEST
SENSE AS CONCIEVED FOR PURPOSES OFEDUCATIONAL DEVELOPMENT, IS A
SOCIAL ACTIVITY WHOSE RESULTS
BECOME MEASURABLE ONLY AFTER A
CONSIRDERABLE TIME SPAN.
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A plan may be classified according to
time horizon/duration as follows:1. LONG-TERM OR PERSPECTIVE PLAN- extends from 10 to
20 or even 25 years..
2. MEDIUM-TERM PLAN-usually 4-5years, is prepared against
the backdrop of a long-term perspective plan.
3. SHORT-TERM PLAN needs to be adopted only as aninevitable alternative to medium-term planning and on anemergency basis.
4. SINGLE-PURPOSE PLAN- is an administrative operation,which is usually adopted when particular objectives likeimplementing a reform measure, building an institution or
piloting legislation is to be achieved.
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TYPES OF PLANNING ACCORDING TO
FUNCTIONS1. PHYSICAL AND ECONOMIC PLANNING
PHYSICAL PLANNING-is the planning of an area's physical structure-land use, communicating, utilities and has its origins in the regulationsand control of town development,
ECONOMIC PLANNING-is concerned more with economic structure ofan area and its overall level of propriety.
2. ALLOCATIVE AND INNOVATIVE PLANNING
ALLOCATIVE PLANNING-is concern with coordination, the resolutionof conflicts ensuring that the existing system is ticking over efficiencythrough time in accordance with involving policies.
INNOVATIVE PLANNING-is concerned with improving, developing the
system as a whole.
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3. MULTI AND SINGLE OBJECTIVE PLANNING
Whatever is type or form, planning has goals and objectives.
GOAL is an ideal and should be expressed in abstract terms;
while an objective is capable of both attainment andmeasurement.
4. INDICATIVE AND IMPERATIVE PLANNING
INDICATIVE PLANNING - merely lays down general guidelines
and is advisory in nature.
IMPERATIVE PLANNING- involves specific directives.
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APPROACHES TO EDUCATIONAL
PLANNING
The significant job of planning education must be based on
well-defined objectives; actually the definition of objectives
defends on the choice that a nation makes out of alternative
approaches to educational planning. Several approacheshave been discussed in literature and adopted by different
countries for planning educational activities, but all of them
maybe summarized under three major categories;
1.SOCIO-CULTURAL APPROACH2. MANPOWER/PERSON POWER APPROACH
3. INVESTMENT EFFICIENCY APPROACH
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SOCIO-CULTURAL APPROACH is the determining of
educational needs and development in terms of
current demands for education at different levels on
the basis of population, age distribution, andprospective area of national income, social
aspirations and cultural goals.
MANPOWER/PERSON POWER APPROACH is gearing
of educational efforts to the fulfillment of national
manpower requirements.
INVESTMENT EFFECIENCY APPROACH is the
determining of the investment to be made in
education according to the rate of return or benefit of
effectiveness.
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FOUNDATIONS OF EDUCATIONAL
PLANNING
SOCIOLOGICAL-consideration should be bornein mind when overall educational planning is
done plans maybe be very accurately drawn up
but these may fail unless the necessary
attitudes are acquired by the people to be
trained.
Four salient aspects are worthy of focus:
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FOUNDATIONS OF EDUCATIONAL
PLANNING
SOCIOLOGICAL-consideration should be
borne in mind when overall educational
planning is done plans maybe be veryaccurately drawn up but these may fail
unless the necessary attitudes are
acquired by the people to be trained.Four salient aspects are worthy of focus:
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(A) IMPACT OF PLANNING ON SOCIETY-one of
the functions of planning is determining
collective action for future changes, for the
attainment of collective goals within the boundsof available resources
(B) SOCIAL ASPIRATIONS RELATING TO
EDUCATION-every society seems to have system ofSTRATIFICATION that is a way by which its members
are divided into higher or lower strata. This may not be
as strong as the caste in India, but we do have it here
as in the case of the farmers group. social upheaval
become a dilemma of the educational planner. He has
to ensure how the limited resources available for
education
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(C) SOCIAL SANCTIONS AND TABOOS IN
EDUCATION an educational planner should
have understanding of the social sanctions and
taboos which have a bearing on change. Each
society has a culture or a collection of sub-
cultures which consists of what each society or
its group has selected from the naturalenvironment.
(D) ROLE OF EXTERNAL PRESSURE IN
EDUCATIONAL PLANNING AND MANAGEMENT
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External pressures on educational planning and
management are generated by the following;
(a) Political ideologies(b) Politicians
(c) Lobbies
(d) International agencies and movements
(e) Foreign aidsThe impact on the political ideology of the government in
power on educational policy is vital and has to berecognized by the planner as providing the overall
framework within which education is to be planned and
developed. The politician's attitude oftentimes brings him
in conflict with the ideas of the educational planner oradministrator.
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ECONOMICS
ECONOMICS-deals primarily with the allocation
of scarce resources to alternative uses this may
refer to the behavior of an individual; the
distribution of limited recourses (his income)
over his expenditures that satisfy differentneeds, different elements of consumption (food,
clothing recreation, etc.) or consumption now
versus future consumption to spend right nowor to save for later spending)
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THE COST OF EDUCATION
For our purpose, we concern ourselves only to
formal or in-school education. Again it is useful
to distinguish the cost to society as a whole
(which is the concern of the government) from
the cost to the person who receives theeducation.
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BENEFITS FROM EDUCATION
A listing of the benefits from education is much
less straightforward than that of the costelements. One reason for this is that there are
several among them that are not measurable in
simple economic terms. Another reason is that,it is not always possible to determine whether a
benefit we see is due to one factor to another.
Much of the branch of economics that is calledthe "ECONOMICS OF EDUCATION" is based
on the assumption that more education leads to
higher productivity.
1 I b l hi h f l i hi h
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1. Imbalances which prove wasteful within the
Educational system
2. Demand far in excess of capacity
3. Cost Rising faster than income
4. Insufficient job opportunities for the Graduates
Resulting to Unemployment and underEmployment
5. Lack of efficient Communication and
coordination between the planning Service and
the financial service and the financial and
management service
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PEDAGOGICALPEDAGOGY or the science of teaching comprises
the sum total of our knowledge and experience inbringing about learning. why should aneducational planner be conversant with thestructure of the educational system?
If one examines the main reforms that have takenplace in very recent times in educational system,one finds that the structure has been the firstelement to be reviewed and changed every change
in the structure has immediate repercussion in thework of the educational planner. All hisprojections of enrolment, teacher needs and thelike, his costing and financial statements have to
be change to match the structure.
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DEMOGRAPHIC
DEMOGRAPHY is the statistical study of thecharacteristics of human population especially
with reference to size and density, growth,
distribution, migration and vital statistics and the
effect of these on social and economicconditions.
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POPULATIONS DYNAMICSThe educational planning is for people, and its
ultimate aim is to maximize the welfare the
population. Developing as it does with a "target"
population which is constantly changing in
number. age and sex composition, andgeographic distribution, educational planning
cannot be separated from considerations about
dynamics of population growth and change
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EDUCATIONAL PLANNING AT THE
NATIONAL AND SUB-NATIONAL LEVELS
THE PLANNING MECHANISMS
On the national level, the National Economic and
Development Authority (NEDA) has beencreated as mandated by the constitution to
assume the central role of coordinating
planning at the aggregate level and overall
program implementation. It is charged with thetask of planning and overseeing government
development policies and motivator project
activities.
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THE EDUCATIONAL PLANNING PROCESS AT
NATIONAL AND SUB-NATIONAL LEVELS
Each sector is responsible in the preparation of
plans to be integrated into the
national/regional/provincial/city and/or municipal
development plans, depending on the locationand/or level the education plan, like those of
other sectors, constitutes only one component
in these development plans, so that theeducation sector continuously coordinates
horizontally and vertically with the other sector.
Th Phili i t h t
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The Philippine government has now come to
recognize that the achievement of social
progress and accelerated productivity must
defend on the development of the region.
NECESSITY FOR LINKAGES AND
COORDINATION
At any level of the educational enterprise, or in any segment
of the personnel group involved in education, designing
the kind of education we want and ought to have for the
future is difficult but not impossible task. There has to be a
built-in and clear implication for all levels of education the
so called "linkage system", vertical and horizontal, so as to
get the change dissemmeted and adopted in an actual
school situation.
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PLANNING CHALLENGES AT THE NATIONAL
AND SUB-NATIONAL LEVELS
PLANNING CHALLENGES AT THE NATIONAL
AND SUB-NATIONAL LEVELS
Planning at the national and sub-national level is
confronted with several problems that our
educational system faces presently. Now it is
imperative to look briefly at them for what they
tell us about the concentrate tasks whicheducational planning at the national and sub-
national levels must now cope with. Among
these problems
EDUCATIONAL PLANNING AT THE
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EDUCATIONAL PLANNING AT THE
INSTITUTIONAL LEVEL
School heads with the genuine interest and thedesire to render efficient work that maybe expectedof them must have clearly thought of in advancewhat they propose to accomplish during their tem ofduty. The national plan leaves a very large freedomto the regions to plan in the light of their ownconditions. Likewise, the division, districts, andinstitutions/schools should enjoy a good deal offreedom to plan for themselves. Even in aninstitutional plan, they should be freedom to anindividual teacher to plan something for himself andso on. The existence of choices and planning gotogether. If choices do not exist, there can be no
planning.
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A CHALLENGE AND AN OPPORTUNITYThe program of institutional planning has both a
challenge and opportunity.It is a challenge because of the several intricacies
and complex problems for which practical and
realistic solution will have to be found. It alsorequires that all persons concerned. The
program is also an opportunity. it is probably
the principal tool which will help us improveeducation in the present situation when
financial resources are so scare and the need is
so urgent.
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CHARACTERISTICS OF AN
INSTITUTIONAL PLAN
INSTITUTIONAL PLANS ARE NOT A
CHARTER OF ADDITIONAL DEMANDS. Their
primary objectives is to make the best utilization
of existing resources and, from this point of
view, they emphasize human efforts rather than
additional money investment.
INSTITUTIONAL PLAN MUST BE BROAD
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INSTITUTIONAL PLAN MUST BE BROAD-
BASED AND DEMOCRATIC. They must
involved everyone concerned the principal,
teachers, parents, and students. A goodeducational plan must be known to all. that it
must be able to secure their full cooperation
and that it must assign specific responsibilitiesand duties to each teacher and other officials.
INSTITUTIONAL PLANS MUST BE PRACTICAL
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INSTITUTIONAL PLANS MUST BE PRACTICALAND REALISTIC RATHER THAN UTOPIANOR OVER-AMBITIOUS
For educational plans, our motto should be: "nothigh aim but failure is a crime; we do not mindhow small a plan a teacher prepares. Letsomebody say,"I want to improve thehandwriting of my children what you decide todo is immaterial. But once you decide to dosomething, we will not accept any excuse to
failure. This is what we have to insist upondoing things with dignity. With pride in oneselfand with success If we can follow this up,institutional plan can be put up successfully on
the ground.
COMPONENTS OF AN INSTITUTIONAL PLAN
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COMPONENTS OF AN INSTITUTIONAL PLAN
In institutional planning attention should be
focused to four important matters, namely:
1.THE OBJECTIVES OF INSTITUTIONAL
PLANNING. The aims of institutional planning
cannot be different from the aims of educational
planning but the immediate objectives andspecific purpose of the programs of action at
instructional level may differ in the order of
priority and degree of importance with thedistrict, division, regional or rational program.
This is inherent in the very nature of the type of
problems which institution faces.
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II.THE SCOPE OF INSTITUTIONAL PLANNING:the scope of institutional planning may be
spelled out as follows;
(1) Improving the school Plant(2) Improvement Of instruction
(3) Extra curricular activities for pupils
(4) Community programs for the schools
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III.THE PROCEDURE: the technical and
procedural aspects of educational planning atinstitutional level cannot be rigidly defined or
specifically laid down. Being essentially
institution-centered it will have to accommodatea wide range of differences in conditions and
methods of operation the cardinal principles of
planning and techniques of implementationshould identify the following stages in the
institutional planning procedure:
(a) Identification of the needs of the school and
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(a) Identification of the needs of the school anddemarcation of its lines of development.
(b) Estimating resources available and resourcesharness able for the improvement anddevelopment of the school.
(c) Determination of priorities and formulation of theplan
IV.IMPLEMENTATION AND EVALUATION OF THEINSTITUTIONAL PLANS:
(1) In the IMPLEMENTATION of institutional plans,care has to be taken to see that:
(a) Existing facilities and recourses are utilized tothe maximum extent
(b) Participation and involvement of the public,teachers, and pupils are facilitated.
(2) EVALUATION Performances audit which
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(2) EVALUATION. Performances audit which
would examine achievements in the terms of
objectives, diagnose difficulties and the offersolution to the problems.
Prepared by:
GRACE A. URBANOEduc. 207
(Educational Planning)