Educ 207 Report

7/30/2019 Educ 207 Report

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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



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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)

Educ 207 Report

Documents

Transcript of Educ 207 Report