Basic Statistical Tools in

Educational Planning

Rai Dela Vega Blanquera

1. Purpose of Educational

Statistics

To forecast the demand for education of different kinds and to estimate the future stock of students in different educational sectors in order to ensure the adequate educational resources (teachers,buildings,equipment) are available at the right time.

To forecast the future outflow of individuals with different kinds of education.

To estimate the costs for educational system. To give data useful for educational research. To give information for the current administration

of the educational sector. To give a broad description of educational sector

for the general public.

The Main Purpose of Educational Statistics may be summarized as follows:

2. Kinds of Data Needed in Educational Planning

STOCK DATA- describes the situation of the educational system at a given point of time, in this terms of number of schools, teachers and students for each type and level of education. They form the basis on which the planner will be project future developments.

FLOW DATA- it is the internal dynamics of the educational system.

a. Types of Data Required for Different Purposes

Individualized Data- provide information about each individual student or teacher in a considerably detailed basis.

Aggregated Data-provide information on students and teachers distributed by sex, age, grade, subjects areas, etc. Data on individuals are not reported.

B. Educational Statistics Can Be Collected On An Individualized Or Aggregated Basis

c. Background information which are vital interest to the educational planner are those related to the development of the population and the economy of the country and those who which express needs for education.

The basic population data used are the previous and projected single-year, sex-age groups of the school age population. With these data, it is possible to assess the proportion of children of school age who are enrolled in schools and those who are not attending school; to know the future school age population and to analyze student flows.

Demographic Data

Educational planning is closely interrelated with manpower planning. In the preparation of an educational plan, it is essential to get the data on actual and expected needs for educated people which are presented in manpower projections and special surveys.

Manpower Data

As to the economic data needed, the Gross National Product (GNP) or the gross national income should provide basic information. Estimates of the share of the educational sector in the economy have to be projected.

All the economic data should be presented clearly and comprehensively to enable the planners and decision makers to determine whether or not the plan is economically feasible.

Economic Data

The proper classification of data in presenting statistics on schools, classes, students and teachers may be as follows:a. By authority which is

responsible for schools.b. By levels and school cycle.

d. Educational Data

The most essentials source of information in educational planning is that which concerns students. It is, therefore necessary to distribute students by authority, cycle, sex and grade for whatever purpose they are as needed.

Data on Students

As teacher salaries constitute the largest item in educational budget, a proper planning of the future demand for teachers and their utilization is essentials. Moreover , an adequate supply of qualified teachers is essential for the implementation of an educational plan.

Data on teachers should be distributed and cross-classified by authority, sex, age, educational qualification/training, tenure and eligibility.

Data on Teachers

3. Collection of Statistical

Data

Basic statistical data for educational planning can be obtained in six ways:

Regular censuses of students, teachers, graduates in all educational institutions

Regular sample surveys of students, teachers in all schools

Ad Hoc surveys at irregular interval Population consensus Sample surveys drawn from population censuses Routine reporting of data obtained as by product

of educational administration

The needs for educational statistics are related to the development of the educational planning machinery. Where planning has reached a sophisticated level, the demands are much greater as to the amount of information needed, the flexibility of, and the access to such information. These factors directly influence the methods of processing, storage and retrieval of data.

4. Data Processing, Storage and Retrieval

INPUT SYSTEM- Transfers the original data to a form which is suitable for processing.

ARITHMETIC UNIT- Consists of desk calculators, punched card, operated machines or computers.

STORAGE SYSTEM- Permits the keeping of all the original information as well as immediate data which appeared in the processing of the original ones.

OUTPUT UNIT- Enables the statistical office staff to present processed data in a form which can be printed and published.

The process involves four phases:

The implementation of the integrated reorganization program in the DepEd has generated some measures to improve the administrative and planning functions of the new set up.

In the lights of these developments there is indeed a great need of an effective and efficient system that could provide the necessary data and information inputs for the formulation of accurate decisions and realistic plans.

5. The Management Information System

6. Planning units/ offices within the educational system where management decisions are made should take stock of all vital statistical data and information necessary in their functions.

STATISTICAL REQUIREMENTS OF EDUCATIONAL PLANS

1. Population by educational attainment, training skills 2. School-going age population by single-age (7-24) 3. Migration within the country, by age grouping 4. Literacy rate of population, 10 years and above 5. Mobility

I-POPULATION:

A. Enrolment and Graduates (Public and Private) 1. Elementary and Secondary Level 1.1 Total enrolment by sex, single-age group, level and type of education 1.2 Male and female enrolment as percentage of total by level and type of education 1.3 School enrolment ratios (participation rates) 1.4 Retention ratio by type of education (survival rates) 1.5 Attrition rates by level and type of education 2. Education at the Tertiary Level

2.1 Distribution of enrolment and graduates by field of study and by sex 2.2 Attrition rates by course and by field of study 2.3 Absorption rate of graduates in their respective field of studies

3. Dropout rate, all levels, by type of education, sex and age 4. Students by socio-economic origin 5. Absorption rate by level of education and by field of study6. Actual number of professional by field of study

II. General Education

B. NCEE 1. Number of applicants in the NCEE by socio-economic group 2. Number of qualified applicants by socio-economic group 3. Number of graduates in scholarship program C. Scholarships 1. Number of scholars by level of education 2. Number of scholars by field of study and by type of education 3. Number of graduates in scholarship program

A. Vocational/Technical Education 1. Enrolment and graduates in vocational/technical courses by level of education and field of study 2. Absorption of graduates of vocational/technical schools

B. Manpower Training

1. Inventory of non-formal programs2. Number, age and location of out-of-school youth (aged 10 – 24) by training programs 3. Number and characteristics of participants of training programs 4. Number of graduates from training programs and rate of absorption 5. Number and type of participants in apprenticeship training programs 6. Absorption rate of apprentices

III. Vocational/Technical Education and Manpower Training:

1. Total number of teachers by sex, age group, level and type of education and salary scale 2. Average working life or service years of a teacher 3. Teachers occupying non-teaching posts 4. Number of field-time and part-time guidance counsellors 5. Teachers’ retirement and separation 6. Pupil-teacher, pupil-school and teacher-school ratios by district and/or division 7. Number of administrative personnel by level, category and type.

IV. Personnel (Public-Private, Formal, Non-formal):

1. Number of schools at first level of education by division2. Number of schools at the second level of education by type of education and division 3. Number of institutions, at the third level of education by division, type and course4. Other educational and training institutions operating outside MEC jurisdiction 5. Size and enrolment capacity of schools and training programs 6. Utilization of classrooms

V. Schools, Training Canters, Physical Plants and Facilities (Public-Private, Formal, Nonformal, Urban-Rural) :

7. Status of facilities of schools a. Level of education b. Type of education c. Number of schools d. Office accommodation e. Science room f. Workshops g. Laboratory room h. Home Economics i. Library j. Auditorium/gymnasium k. Toilet l. Water/drinking facilities

8. Ancillary Servicesa. Medical-dental-nursing services b. Guidance and counselling c. Canteen Services d. Others

9. Textbooks and educational materials

1. Teacher’s salaries 2. Cost of teachers’ training3. Administrative cost4. Instructional/training materials and facilities5. Government subsidy by source to educational institutions and training programs 6. Capital cost on education for the construction of schools 7. Maintenance, rent and repair of schools8. Cost of related services (or social expense)

VI. Educational and Training Cost/Finance by Type and Level of Education:

VII. Projects:

1. Status2. Location by region 3. Manpower requirements4. Budget – capital and

operating5. External assistance/ loans

“The best kind of management, I believe, allows all employees to

participate, so that each can contribute in his own

capacity to the realization of a common goal.

QUOTES FROM NOT FOR BREAD ALONE By: Konosuke Matsushita”

“A good manager should never have to resort to lies or deceit. His integrity, furthermore, will remain solid even if he speaks the truth in

every situation, even if circumstances change and he must say something quite different from

what he said three months ago. Truth has a power of its own that

never fails to move others.” QUOTES FROM NOT FOR BREAD ALONE By: Konosuke Matsushita

Maraming Salamat

po!