SStress on the systemic and tress on the systemic and systematic ways of designing systematic ways of designing educational plans for society; educational plans for society; emphasizes the critical function emphasizes the critical function of defining issues first as an of defining issues first as an entry point to any planning entry point to any planning process which is explained step-process which is explained step-by-step.by-step.

EDUCATIONAL PLANNING AT EDUCATIONAL PLANNING AT THE NATIONAL AND SUB-THE NATIONAL AND SUB-NATIONAL LEVELSNATIONAL LEVELS

Recognizing the need for adequate Recognizing the need for adequate and effective planning to pursue and effective planning to pursue development efforts, the Philippine development efforts, the Philippine government has adopted the strategy of government has adopted the strategy of integrated planning and management. integrated planning and management. For this reason, planning mechanisms, at For this reason, planning mechanisms, at the national and sub-national levels has the national and sub-national levels has been established, according to the been established, according to the Department of Education.Department of Education.

The Planning The Planning MechanismsMechanisms

OOn the national level, the National n the national level, the National Economic and Development Authority Economic and Development Authority (NEDA) has been created as mandated by (NEDA) has been created as mandated by the Constitution to assume the central role the Constitution to assume the central role of coordinating planning at the aggregate of coordinating planning at the aggregate level and overall program implementation. It level and overall program implementation. It is charged with the task of planning and is charged with the task of planning and overseeing government development overseeing government development programs. It is likewise serves to coordinate programs. It is likewise serves to coordinate development policies and monitor project development policies and monitor project activities.activities.

OOn the provincial level, the Provincial n the provincial level, the Provincial Development Council has been Development Council has been organized. This council is responsible organized. This council is responsible for the development of the province, for the development of the province, chaired by the Provincial Governor. chaired by the Provincial Governor. The members are the Provincial The members are the Provincial Superintendent of schools and the Superintendent of schools and the heads of the other government heads of the other government agencies/sectors in the province.agencies/sectors in the province.

IIn the municipal level, the n the municipal level, the Municipal Development Council has Municipal Development Council has been organized Chaired by the been organized Chaired by the Municipal Mayor, this council is Municipal Mayor, this council is responsible for the development of the responsible for the development of the town. The members are the District town. The members are the District Supervisor, the MLGCD Municipal Supervisor, the MLGCD Municipal Development Officers and the local Development Officers and the local heads of the other sectors.heads of the other sectors.

The Educational Planning The Educational Planning Process at National and Sub-Process at National and Sub-National LevelsNational Levels

Each sector is responsible in the Each sector is responsible in the preparation of plans to be integrated into preparation of plans to be integrated into the national/ regional/provincial/city and/or the national/ regional/provincial/city and/or municipal development plans, depending municipal development plans, depending on the location and/or level. The education on the location and/or level. The education plan, like those of other sectors, constitutes plan, like those of other sectors, constitutes only one component in these development only one component in these development plans, so that the education sector plans, so that the education sector continuously coordinates horizontally and continuously coordinates horizontally and vertically with the other sectors. vertically with the other sectors.

Horizontal coordination and linkages Horizontal coordination and linkages mean that the educational system works mean that the educational system works with other agencies/sectors in the with other agencies/sectors in the region/provinces, etc. to formulate the region/provinces, etc. to formulate the plans. On the other hand, vertical plans. On the other hand, vertical coordination and linkages mean that all coordination and linkages mean that all the principals/school heads prepare and the principals/school heads prepare and submit their plans to the school division; submit their plans to the school division; division to regional office to the Planning division to regional office to the Planning Service, DepEd. Subsequently, the Service, DepEd. Subsequently, the DepEd’s plan becomes a part of the DepEd’s plan becomes a part of the National Development Plan.National Development Plan.

In the preparation of the educational In the preparation of the educational plans, the DepEd Planning Service plans, the DepEd Planning Service coordinates with all DepEd’s offices, bureau, coordinates with all DepEd’s offices, bureau, agencies, units and centers, and down to agencies, units and centers, and down to the regional, division, district and the regional, division, district and institutional offices. The plans, programs institutional offices. The plans, programs and projects prepared by these offices are and projects prepared by these offices are submitted to the Planning Service for submitted to the Planning Service for analysis and integration in the National Plan analysis and integration in the National Plan of the DepEd. The final draft of the DepEd of the DepEd. The final draft of the DepEd plan is submitted to the Education Secretary plan is submitted to the Education Secretary for approval. Then the Plan is submitted to for approval. Then the Plan is submitted to the NEDA and to the Budget Commission for the NEDA and to the Budget Commission for approval and integration to the overall approval and integration to the overall National Development Plan.National Development Plan.

OOn the regional level, the n the regional level, the counterpart of the Planning Service counterpart of the Planning Service Office is the Planning Unit, headed Office is the Planning Unit, headed by the Assistant Regional Director, by the Assistant Regional Director, Planning units have been organized Planning units have been organized on the regional level in view of the on the regional level in view of the present emphasis on countryside present emphasis on countryside development with its increasing development with its increasing demands in the planning operations demands in the planning operations of the region.of the region.

Necessity for Linkages and Necessity for Linkages and CoordinationCoordination

AAt any level of the educational t any level of the educational enterprise, or in any segment of the enterprise, or in any segment of the personnel group involve in education, personnel group involve in education, designing the kind of education we want and designing the kind of education we want and ought to have for the future is a difficult but ought to have for the future is a difficult but not an impossible task. There has to be a not an impossible task. There has to be a built-in and a clear implication for all levels built-in and a clear implication for all levels of education, the so called “linkage system”, of education, the so called “linkage system”, vertical and horizontal, so as to get the vertical and horizontal, so as to get the change disseminated and adopted in an change disseminated and adopted in an actual school situation.actual school situation.

Purposes of Educational Purposes of Educational Planning on the National and Planning on the National and Sub-National LevelsSub-National Levels

Effective and adequate educational planning Effective and adequate educational planning will enable policy-makers and all others will enable policy-makers and all others concerned to:concerned to:

1. See the emerging problems sooner 1. See the emerging problems sooner and and in closer prospective.in closer prospective.

2. Identify more closely the various 2. Identify more closely the various options that may be available in options that may be available in dealing dealing with the emerging problems.with the emerging problems.

3. Assess the relative merits and 3. Assess the relative merits and feasibilities of all proposed feasibilities of all proposed alternatives.alternatives.

Planning Challenges at the National Planning Challenges at the National and Sub-National Levelsand Sub-National Levels

11. . Imbalances which Prove Wasteful Imbalances which Prove Wasteful within the Educational System within the Educational System2. Demand Far in Excess of Capacity2. Demand Far in Excess of Capacity3. Cost Rising Faster than Income 3. Cost Rising Faster than Income ((Government IncomeGovernment Income))4. Insufficient Job Opportunities for the 4. Insufficient Job Opportunities for the Graduates Graduates Resulting to Resulting to Unemployment and Unemployment and

UnderemploymentUnderemployment5. Lack of Efficient Communication and 5. Lack of Efficient Communication and Coordination Coordination between the Planning between the Planning Service and the Financial and Service and the Financial and

Management ServiceManagement Service

Planning as a Step-by-Planning as a Step-by-Step ProcessStep Process

1. Assessment of Needs and Problems1. Assessment of Needs and Problems

2. National Philosophy or Aspirations2. National Philosophy or Aspirations

3. Goals and Objectives3. Goals and Objectives

4. Policies4. Policies

5. Programming5. Programming

6. Sectoral or Regional Planning and 6. Sectoral or Regional Planning and ProgrammingProgramming

7. Project Planning and Implementation7. Project Planning and Implementation

8. Results and Evaluation8. Results and Evaluation

DEFINING DEFINING ISSUES AS ISSUES AS A BASIS A BASIS

FOR FOR PLANNING PLANNING STRATEGYSTRATEGY

ELEMENTARY ELEMENTARY EDUCATIONEDUCATION

1. Efficiency1. Efficiency 2. Management2. Management 3. Regional 3. Regional disparitiesdisparities 4. Quality4. Quality

5. Finance5. Finance

SECONDARY SECONDARY EDUCATIONEDUCATION

1. Rationalization by 1. Rationalization by program type and program type and fundingfunding

2. Role of the private 2. Role of the private sectorsector

3. Quality Improvement3. Quality Improvement4. Quantitative expansion4. Quantitative expansion5. Regional disparities5. Regional disparities6. Efficiency6. Efficiency7. Finance7. Finance

DEFINING DEFINING ISSUES AS ISSUES AS A BASIS A BASIS

FOR FOR PLANNING PLANNING STRATEGYSTRATEGY

DEFINING DEFINING ISSUES AS A ISSUES AS A BASIS FOR BASIS FOR PLANNING PLANNING STRATEGYSTRATEGY

TECHNICAL AND TECHNICAL AND VOCATIONAL VOCATIONAL EDUCATIONEDUCATION

1. Coordination, 1. Coordination, planning planning and and managementmanagement

2. Responsiveness to 2. Responsiveness to change/manpower change/manpower matchmatch

3. Quantitative output3. Quantitative output 4. Quality4. Quality 5. Role of the private 5. Role of the private

sectorsector 6. Finance6. Finance

DEFINING DEFINING ISSUES AS ISSUES AS A BASIS A BASIS

FOR FOR PLANNING PLANNING STRATEGYSTRATEGY

  

HIGHER HIGHER EDUCATIONEDUCATION

1. Rationalization1. Rationalization 2. Management2. Management 3. Relationship to 3. Relationship to

manpower needsmanpower needs 4. Quality4. Quality 5. Finance5. Finance

DEFINING DEFINING ISSUES AS A ISSUES AS A BASIS FOR BASIS FOR PLANNING PLANNING STRATEGYSTRATEGY

NON-FORMAL NON-FORMAL EDUCATIONEDUCATION

1. Coordination1. Coordination

2. Quality2. Quality

3. Finance3. Finance

THANK YOU!!!

Prepared by:

HENRY G. ROBENIOL Student