Institutional Planning

A programme of development and improvement prepared by an educational institution on the

basis of its felt needs and the resources available or likely to be available with a view to
improving the school programmed and school programme and school practices, constitutes a
plan for and institution. It is based on the principle of optimum utilization of the resources
available in the school and the community. The plan may be for a longer duration or a shorter
duration”(M.B.Buch).

Characteristics of a Good Institutional Plan

 Need based and not grant based Basis of district plan

 Optimum utilization of resources Eliminate wastage

 Co-operative affair Inspection

 Goal oriented Task oriented

 Prospective plan Child Centered

 Specific plan Scientific

 School improvement and development Democratic outlook

 Collaboration with the community Continuous development

 Developing work culture

MAJOR AREAS (SCOPE) OF INSTITUTIONAL PLANNING

1. IMPROVEMENT OF THE SCHOOL CAMPUS- provision of more facilities to the

pupils, collection of library books, audio-visual aids, construction, maintenance and
repair of school building and others.

2. IMPROVEMENT OF ACADEMIC FACILITIES - Division of the curriculum in

each subject into monthly and weekly units and sub units, organization of remedial
teaching for slow-learners, organization of seminars, conference, support of teacher-
improvement programmers like in-service training and others.

3. IMPROVEMENT OF CO-CURRICULAR ACTIVITIES-organization of physical

activities, literary activities like preparation of bulletin boards and equipments and
rganization of social service projects.

4. SCHOOL IMPROVEMENT PROJECTS - functional Literacy programmes , adult

Education Programmes, organization of S.U.P.W. and maintenance of and love for
ecological equilibrium.

5. INVESTIGATION AND RESEARCH - action Research and Evaluation and other

Project Works.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

1. FOR BETTERMENT AND IMPROVEMENT

2. TO GIVE PROPER DIRECTION TO EDUCATIONAL OBJECTIVES

3. FOR MAXIMUM UTILIZATION OF RESOURCES

4. FOR NATIONAL DEVELOPMENT

5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER

6. FOR DEMOCRATIZATION OF PLANNING.

MAJOR OBJECTIVES (PURPOSE) OF INSTITUTIONAL PLANNING

1. Giving freedom to the teacher.

2. Making the good teacher effective.

3. Involving every teacher in the formulation and implementation of plans.

4. Emphasizing what can be done here and now boy mobilizing our existing resources.

Procedure and Techniques of Institutional Planning

1. Analysis of the present situation according to the needs of the institution.

2. Survey of the existing resources.

3. Preparation for the improvement of school programme.

4. Implementation.

5. Evaluation.

Essentials of Institutional Planning

1. DIFFERENT LEVEL OF IMPROVEMENT PROGRAMMES - some programmes will

develop at a faster take than others depending upon the ability of the teachers concerned and also
upon the degree of simplicity and complexity.

2. EACH SCHOOL HAS ITS OWN INDIVIDUALITY - No two schools are alike.

3. INVOLVEMENT OF ALL THE TEACHERS OF THE SCHOOL – school head should make
conscientious efforts to involve the teacher, community groups as well as the students in
preparing the the school plan.

4. LOOKING FORWARD PLAN - while planning for the institution the experience of the past
year should be taken into consideration and the plan should be a forward looking plan aiming at
high ideal, viz. too be the pursuit of excellence.

Role of Teacher in Institutional Planning

1. IDENTIFICATION OF NEEDS

2. SURVEY OF RESOURCES

3. PREPARATION OF IMPROVEMENT PROGRAMMES

4. IMPLEMENTING THE PROJECT

5. EVALUATING THE PROJECT

SCHOOL ADMINISTRATION
The head of an institution is solely responsible for institutional planning and
management. He or she decides how to use the available resources and how to initiate steps to
mobilize the resources. He or she involves the teachers, parents, other associations etc. towards
the achievement of qualitative education for younger generations.
Powers of Head of the Institution

1. Supervising the teachers

2. Maintaining attendance of teachers and records

3. Reviewing the notes of lessons

4. Sanctioning of leave to teachers

5. Preparation of statement for claiming pay for teachers

6. Conducting District Level examination

Working Pattern of School

DepEd Order No. 44 s. 2015

Guidelines on the Enhanced School Improvement Planning (SIP) Process

and School Report Card (SRC)
• Pursuant to Republic Act No. 9155 Known as Governance of Basic Education Act of
2001, this policy aims to strengthen School-Based Management (SBM) by further
devolving the governance of education to schools, empowering school teams and
personnel, expanding community participation and involvement , and making the
delivery of education services to the learners more responsive, efficient, and effective
through an enhanced school planning and communication process.

Rationale
• The School Improvement Plan (SIP) and the School Report Card (SRC) are important
elements of the DepEd School Based Management (SBM) thrust. The school and the
stakeholders collaboratively prepare the SIP after a thorough analysis of their school
learner situation. SRC is also vital in SBM for it serves as a communication and advocacy
tool to inform the stakeholders of the school status and to encourage and inspire them to
take an active role in planning, managing, and improving the school.

• Based on the review of the 2009 SIP and SRC the enhancement build on the policies and
processes already in place-strengthening the relationship between the SIP and SRC and
harmonizing the planning process with the Continuous Improvement (CI) process. It
thereby provide a more evidence based, responsive, systematic approach that aids the
school in planning with their learner’s perspective in mind.
It is hope through this, the vision of DepEd to develop learner-centered organization that
continuously improves to better serve the learner will be realized.

Legal Basis
• Emanates from the Governance of Basic Education Act of 2001 (RA 9155) which
mandates the State to empower schools learning centers to make decisions on what is best
for the learners they serve.

• Entrusts to the school heads the authority, accountability, and responsibility to develop
school education program and the SIP. And also to establish school and community
networks and encourage active participation of teachers’ organization, non academic
 personnel of public schools, parent teachers community association, for the improvement
of the school..

Scope and Application

• Should apply to all public school.

• Not mandatory for Non-DepEd schools .

• Included in these guidelines are:

– the policy objectives

– minimum data/information required

– procedure for the preparation, implementation

– reporting of both SIP and SRC

– roles and responsibilities of the DepEd offices with regard to these.

Definition of Terms
• Continuous Improvement (CI) Process – methodology to continually assess, analyze, and
act on the performance improvement of key processes and service delivery, focusing on
both stakeholder needs and desired performance.

• Priority Improvement Area (PIAs) – selected areas in school management, operations and
service delivery that need to be changed to improved the three key result areas in basic
education access, quality and governance. Prioritized based on disparity with division
goals, strategic importance, urgency, magnitude and feasibility.

• School-Based Management (SBM) – the decentralization of decision making authority

from central, regional and division levels to the individual schools, with intent of
bringing together school heads, teachers, students as well as parents, local government
units and the community at large to improve learning outcomes through effective schools.

Policy Statement
• Successful planning and implementation are factors essential to effective governance that
will results in the effective delivery of the education services.

• Effective school contributes to the attainment of three result areas. It helps ensure that:

1. Every Filipino has access to complete basic education (access)

2. Every graduate is prepared for further education and the world work (quality)

3. Effective, transparent, and collaborative governance of basic education (governance).

• The contributions of schools and other offices will help the DepEd to achieve
organizational outcome and improve access to quality basic education.

SCHOOL IMPROVEMENT PLAN (SIP)

• is a roadmap that lays down specific interventions that a school, with the help of the
community and other stakeholders, undertakes within a period of three (3) consecutive
school years.

• a unique plan, refined annually, that defines a school’s targeted work to raise
achievement for all of its students.

• It aims to improve the three key result areas in basic education: access, quality, and
governance.

• It is evidence-based, results-based, and child or learner-centered. The SIP is central in

School-Based Management (SBM) and is prepared by the School-Community Planning
Team (SPT).

• It is the basis for the School’s Annual Implementation Plan (year-by-year plan for the
Priority Improvement Areas that contains the specific activities, outputs, required
resources, schedule, and individual/s who will be accountable for the said PIA).
 The SIP Development and Implementation Process
MANDATE

• In accordance to the Governance of Basic Education Act of 2001 (Republic Act 9155)7,
the Department of Education (DepEd) promotes shared governance through SBM. Under
this mandate, school heads are tasked to develop the SIP.

GUIDING PRINCIPLES

1. The SIP shall be anchored on the DepEd vision, mission, core values, strategies, and on

Central, Regional, Division, and school goals.

2. The SIP shall be evidence and results-based, child and learner-centered.

3. The development of SIP requires innovative and systems thinking, and a mindset of
continuous improvement
4. The formulation and implementation of the SIP shall involve the active participation of all
education stakeholders in the school and community such as the school heads, teachers, parents,
community leaders, and the learners themselves, among others.

OVERVIEW OF THE SIP CYCLE

• SIP development and implementation cover a period of three years and follow three
phases: Assess, Plan, and Act.

• The AIP, which is the year-by-year plan, likewise undergoes these three phases with each
year’s implementation being checked for its progress to ensure continuous improvement.

• The SPT, with the help of school stakeholders, shall ensure that the improvements done
during implementation will be further developed and enhanced.

• Thus, it is a “continuous improvement cycle”.

THE SCHOOL IMPROVEMENT PLAN (SIP) CYCLE

3 PHASES OF SIP CYCLE

1. Assess Phase- identification of the PIAs is done and the general objectives of the school for
the SIP are set.

It includes listening to the voice of the learners and other stakeholders and analyzing the
school data and processes to determine the root cause of each PIA.
2. Plan Phase – involve the preparation and writing of the SIP and AIP. It is when the
formulation of solutions and development of project designs are done.

3. Act Phase – involves small-scale testing then implementation of the solution. Constant
checking of the progress of implementation is also done here.

• As your school proceeds to the plan their AIP for year 2 or 3, the process goes back to
Assess where the SPT analyzes the impact of solutions that were implemented to check
for progress.

• The SPT then reviews their AIP – re-analyzing data and revisiting the root cause to
ensure that projects continue to address existing needs and will contribute to the general
objectives stated in the SIP.

• The AIP for the next year of implementation should contain the adjustments and lessons
learned from the previous implementation.

• Reporting the progress of implementation to stakeholders is done using the School Report
Card (SRC) and other forms.

Planning is the process of preparing a set of discussions for action in future directed at achieving
goals. Without planning, an individual or a society , an insititute or a nation can‟t prosper.
Similarly any educational institution, can‟t achieve the targeted goals unless it goes
for proper planning. Educational planning implies taking of decisions for future
actions with a view to achieving predetermined objectives through the optimum
use of scarce resources said J.P. Naik. Institutional planning is a part of educational
planning. It is confined to a particular institution and functions keeping the goals of
that particular institution. It is one of the grass root level planning. It ensures better
and more fruitful use of the resources which the institution has or can have. It is the
institution that knows best its needs and problems that have to be solved. Hence it is
the institutional planning that can best plan for its welfare and development.
_________________

As Confucius remarks, “A man who does not think and plan long ahead, will fined
trouble right at his door”. Planning is of vital importance in every walk of life. It is
needed in teaching in organization in administration and in business. There may be
educational planning (including institutional planning), economical planning,
industrial planning, town and community planning, and family planning. Whether at
home or abroad we need planning. Planning is a major instrument in any social
system. The goals of planning and education are similar. Planning is both the
determinant and the determiner of education while better education leads to
better planning, better planning leads to the development in education both in
content and quantity. To improve the quality of education from its very base the
ministry of education the quality of education from its very base the Ministry of
Education in its Fifth Five year plan gave special attention too institutional planning.
Formerly Dr.V.K.R.V. Rao had also emphasized the importance of institutional
planning for qualitative improvement of school. He remarked, “Each institution will
have to learn to plan its development on its own individual lines within the broad
framework of national policy on education

ZENITH International Journal of Multidisciplinary Research Vol.1 Issue 6, October 2011, ISSN 2231 5780
www.zenithresearch.org.in 238
INSTITUTIONAL PLANNING : THE WORKING PRINCIPLES DR.
VIKRANT MISHRA*; VINOD PUNDIR**

MEANING AND DEFINITION OF INSTITUTIONAL PLANNING

M.B.Buch‟s view: At the national seminar on institutional planning held at Bhopal in November
1968 Pro. M.B. Buch, while defining institutional planning observed that “ A programme of
development and improvement prepared by an educational institution on the basis of its felt needs
and the resources available or likely to be available with a view to improving the school programmed
and school programme and school practices, constitutes a plan for and institution. It is based on the
principle of optimum utilization of the resources available in the school and the community. The plan
may be for a longer duration or a shorter duration”.
CHARACTERISTICS OR REQUISITES OF A GOOD INSTITUTIONAL PLAN
1. Need based and not grant based 2. Optimum utilization of resources
3. Co-operative affair 4. Goal oriented
5. Prospective plan 6. Specific plan
7. Improvement motivation 8. School improvement and development
9. Continuous development 10. Democratic outlook
11. Collaboration with the community 12. Basis of district plan
13. Eliminate wastage 14. Developing work culture
15. Inspection 16. Child Centered
17. Scientific 18. Task oriented
MAJOR AREAS (SCOPE) OF INSTITUTIONAL PLANNING
As the Institutional plan seeks improvement in all directions it must touch varied aspects of the
organization of secondary schools. It must take the shape of an over-all scheme for the improvement
of the school in respect of following:
1. IMPROVEMENT OF THE SCHOOL CAMPUS

(i) Provision of more facilities to the pupils like the supply of drinking water, sanitary facilities, mid-
day-meals, medical facilities etc.

(ii) Collection of library books, Magazines, journals, Instructional materials and audio-visual aids for
the school.

(iii) Construction, maintenance and repair of school building.

2. IMPROVEMENT OF ACADEMIC FACILITIES (i) Division of the curriculum in each subject

into monthly and weekly units and sub units. (ii) Organization of remedial teaching for slow-learners.
(iii) Organization of seminars, conference etc. in the institution. (iv) Support of teacher-improvement
programmers like in-service training, refresher courses, and orientation courses etc. for teachers
. 3. IMPROVEMENT OF CO-CURRICULAR ACTIVITIES (i) Organization of physical
activities in the school. (ii) Organization of literary activities like preparation of bulletin boards, wall
magazine, improved teaching aids and equipments. (iii) Organization of social service projects
. 4.SCHOOL IMPROVEMENT PROJECTS
(i) Functional Literacy programmes ZENITH International Journal of Multidisciplinary Research

Functional Literacy programmes ZENITH International Journal of Multidisciplinary Research Vol.1 Issue 6, October
2011, ISSN 2231 5780 www.zenithresearch.org.in 241 Adult Education Programmes (iii) Organization of
S.U.P.W. (iv) Maintenance of and love for ecological equilibrium.
5. INVESTIGATION AND RESEARCH (i) Action Research and Evaluation (ii) Other Project
Works.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

1. FOR BETTERMENT AND IMPROVEMENT All institutions have some plans. All the heads
of institutions make plans and each teacher also plans. In fact each headmaster and teacher does
plan but this planning my not be systematic adequate and clear. This planning may not exist in a
definite or regular form. Planning may mostly be routine planning of the syllabus time table and
examination etc. and it may not exist in a definite or regular form and it may be repeated from
term to term and from session to session without much thinking.

CONCLUSION Institutional planning is a complex idea, is to be worked out

scientifically. It is a cooperative affair, undertaken by all the staff members of the
school, who realize their full responsibilities and duties. It success depends on the
attitude, training, a well to face realities and a co-operative spirit among the
planners at each level of educational hierarchy. The plans should be drawn in such
way that the development is maximum and the chance of returns to the investment
made are the greatest within the resources available. Institutional planning is an
organized way of doing things in an institution. It leads to the attainment of
objectives through intelligent utilization of the resources of the institution.
 2. TO GIVE PROPER DIRECTION TO EDUCATIONAL OBJECTIVES Institutional
planning will gives you right direction to the educational planning in the country i.e, the upward
direction from bottom to top. In the normal trend followed today the direction of planning is
from top to bottom. Institutional planning is the recognition of the role of administrators‟
teachers, parents, students, educationists and social reformers in the process of planning of
education in the country. 3. FOR MAXIMUM UTILIZATION OF RESOURCES
Institutional planning leads to optimum use of the existing resources. As a nation we face a great
scarcity of resources with increasing needs and demands from every quarter. Therefore we must
plan for maximum utilization of scarce resource. 4. FOR NATIONAL DEVELOPMENT
Educational planning must fit into the over all national planning for developmental purposes. As
such it gets importance from the need for collective efforts of the people. In the words of B.D.
Nag Chaudhari, Since the implementation of plan‟s and programmes is as important and vital as
plan formulation. Institutional planning has a special contribution to make in national
development. 5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER
Institutional plan encourages initiative freedom and creativity of the teacher makes the individual
teacher effective. It motivates them too strive harder for achieving excellence. It draws out the
best of the teachers. ZENITH International Journal of Multidisciplinary Research Vol.1 Issue 6, October 2011, ISSN
2231 5780 www.zenithresearch.org.in 242
6. FOR DEMOCRATIZATION OF PLANNING Institutional planning
democratizes the process of planning because it takes into confidence
the students the teachers the parents and the head of the institution.
Sh.J.P.Naik says, “A major reform, I propose, therefore is that the planning
that resembles an inverted pyramid should be broad-based and
decentralized by introducing the system of institutional plans.” He strongly
planed to have a fine blend of the centralized and decentralized systems
of educational planning in our country.

WORKING PRINCIPLES OF EDUCATIONAL PLANNING

1. PROPER FORMULATION

2. PART OF NATIONAL PLANNING:

3. BASED ON RESEARCH:

4. CONTINUOUS PROCESS:.

5. FUNCTIONAL REALISTIC AND PRACTICAL:

6. INVOLVE THE ACTIVE AND CONTINUING PARTICIPATION OF

INTEREST GROUPS AND ORGANIZATIONS
7. RESULT IN SPECIFIC RECOMMENDATIONS WHICH ARE UNDERSTOOD
AND ACCEPTED BY PARTICIPANTS
8. CONTINUING EVALUATION OF THE PLANNING PROCESS
9. MEETING THE NEEDS OF THE PEOPLE
10. PREPARED IN A COMPREHENSIVE AND WELL- INTEGRATED
MANNER

11. PROJECTED IN TERMS OF THE AIMS AND GOALS OF EDUCATION OF

SOCIETY CONCERNED
12. NEEDS- BASED AND SITUATION- ORIENTED
The seminar on Institutional planning held at Regional College of Education, Bhopal
in November 1968 made the following main recommendations in the direction

Sh.J.P. Naik, Education Advisor, Government of India,

Procedure of SIP

Preparatory Activity

1.Prepare the SIP Development

1.1 Gather and organize the data
1.2 Form the School Community Planning Team (SPT)
1.3 Convene the SPT for orientation, vision sharing, and scheduling
PHASE 1: ASSESS

Step 2. Identify/Review Priority Improvement Areas

2.1 Present and discuss the information gathered during the preparatory activities
2.2 Identify/Review the Priority Improvement Areas
Step 3. Analyze the Priority Improvement Areas
3.1 Set General Objectives
3.2 Organize the Project Teams
3.3 Listen to the voice of the learners and other stakeholders
3.4 Analyze the school process
3.5 Select Area of Focus
3.6 Do Root Cause Analysis
3.7 Present Root Cause to SPT
PHASE 2: PLAN

Step 4. Review General Objectives and Targets

Step 5. Formulate Solutions
Step 6. Develop Project Designs
Step 7. Write the School Improvement Plan
Step 8. Prepare the Annual Implementation Plan
PHASE 3: ACT

Step 9. Test the Solutions

Step 10. Roll out the Solutions
BACK TO ASSESS

Step 11. Check Progress of AIP

COMMUNICATING TO STAKEHOLDERS