belinda foundations

Free Powerpoint Templates

FOUNDATIONS OF EDUCATIONAL

PLANNING


1. Principal cost elements of education.

a. Investment in capital such as school buildings, school site and others

b. Current cost – Teachers salaries, books, chalk and other materials.

c. Indirect cost


2. Education as consumption and as investment.

•Education is consumption because it satisfies the needs and provides utilities. It also spends money for the school facilities, teachers’ salaries, books and other materials that cost so much money. It is an investment if it contributes to the economic growths in general and the increase of individual income in particular.


3. Challenges of population dynamics.

• Educational planners should explore new avenue including major reforms of educational structure and contents. The response to population dynamics lies in innovation rather than expansion.

• The management of population is a vital to economic development which can be achieved by educational and economic measures. It is appropriate that planners know their role in population education.


• One of the most significant contributions of education to national development is to inculcate in our people the awareness of the vital and pressing need;

• to control population growth or decline and to manage population processes and to explain the national development is not exclusively economic development.


LEVELS OF EDUCATIONAL PLANNING


1. Importance and necessary of institutional planning.

• Institutional planning is important and necessary because it’s the primary objective is to make the best utilization of existing resources and they emphasize human efforts rather than additional money investment. Education is essentially a stretch process whereby teachers and students stretch themselves and their resources to the utmost.


LEVELSEDUCATIONAL PLANNING AT

THE NATIONAL AND SUB-NATIONAL LEVELS


THE PLANNING MECHANISMS• On the national level, the National Economic

and Development Authority (NEDA) has been created 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 the task of planning and over seeing government development policies and motivator project activities.


• 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 location and/or level the education plan, like those of other sectors, constitutes only one component in these development plans, so that the education sector continuously coordinates horizontally and vertically with the other sector.

• 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 ANDCOORDINATION


• 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.


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 which educational planning at the national and sub-national levels must now cope with. Among these problems.


EDUCATIONAL PLANNING AT THE INSTITUTIONAL LEVEL


• School heads with the genuine interest and the desire to render efficient work that maybe expected of them must have clearly thought of in advance what they propose to accomplish during their tem of duty.

• The national plan leaves a very large freedom to the regions to plan in the light of their own conditions. Likewise, the division, districts, and institutions/schools should enjoy a good deal of freedom to plan for themselves.

• Even in an institutional plan, they should be freedom to an individual teacher to plan something for himself and so on. The existence of choices and planning go together. If choices do not exist, there can be no planning.


Reporter: Belinda B. Ojascastro

belinda foundations

Documents