PACIFIC INTERCONTINENTAL COLLEGE

EDMGT EDUCATIONAL PLANNING ORGANIZATION AND MANAGEMENT

By: SHIRLEYN ROSE J. BAJA

FINAL EXAMINATION

1. Why is educational planning important?

ANSWER: Educational planning involves a systematic and scientific set of decisions for future
action with the aim of achieving set educational goals and objectives through effective use of
scarce resources. It is very important because it provides the tool for coordinating and
controlling the direction of the educational system so that educational objectives can be
realized.

2. As a teacher, how can you contribute in the success of the programs and
projects of the school?
ANSWER: The success of programs and projects of school has a great impact on every school.
This was gained through the coordination of every individual involved in the said organization.
So, as a teacher I can also be one of the instruments for the success of the programs and
projects of the school. I can offer coaching opportunities in fields related to Music. I love music,
so I have the passion to share with the pupils and support those who love music , too. I can also
be one of the sponsors of the organization.Like coaching, sponsoring an organization is a great
way to connect with pupils and contribute to our school. Sponsoring a club allows us to pass
along the enjoyment of hubby such as singing, writing, sewing, arts, etc.

3. Discuss the advantages and disadvantages of decentralization and participatory Planning.

ANSWER:
ADVANTAGES
a. Participation carries with it feelings of ownership, and builds a strong base for the
intervention in the community. If people are integral to the planning of a community
intervention, then that intervention will be theirs. They have a stake in it not only as its
beneficiaries or staff or sponsors, but as its originators. They'll do what they can to see
their work succeed.
b. It involves important players from the outset. If the intervention needs the support of a
particular individual, or that of a particular agency or group, and they've been part of the
planning from the beginning, their cooperation is assured.
c. It can provide an opportunity for often-disenfranchised groups to be heard, and teach the
community that they have important things to say.
d. It teaches skills which last far beyond the planning process, and can help to improve the
community over the long term. People learn to run meetings, to analyze data, to
construct strategic plans - in short, to become community resources and leaders.
e. It can bring together and establish ties among community members who might normally
have no contact. Such relationships - between low-income people and business leaders,
for instance - are not only supportive of the intervention, but may help to create long-
term relationships and break down barriers in the community.
 f. A participatory planning process builds trust, both between your organization and the
community and among the individuals involved. This trust can serve as a foundation for
future community development and community action.
g. A participatory planning process generally reflects the mission and goals of grass roots
and community-based organizations. With its underpinnings of collaboration,
inclusiveness, and empowerment, a participatory approach embodies the ideals that
form the foundations of most grass roots and community-based organizations.
h. It implies respect for everyone in the community, and thus sets a standard for community
participation and empowerment that other organizations - and the community at large -
may feel compelled to follow.
DISADVANTAGES
a. A participatory process takes longer. A diverse group always takes longer to make
decisions and come to conclusions than does an individual or small group.
b. Members of the target population or the community may not agree with the "experts "
about what is needed.
c. Education may be needed, for community members and the organization. Members of
the target population and the community may not have important technical knowledge or
experience, and may need to understand some theory or past practice in order to see
what the organization is trying to do. Some may need new skills in order to participate
fully in the planning process. The organization, on the other hand, may need to learn
more about local culture, political issues, and community history in order to tailor the
intervention to the community and avoid past errors. Education takes time.
d. One determined individual can wreck the whole process if he's not handled well.
Someone who has a particular axe to grind, or who's convinced that only he knows
what's right for the community can make a participatory process very difficult. Handling
this situation can take both tact and toughness.
e. It may be difficult to assure that all the right people get to the table. Some key people
may simply not want to participate. Factions in the community, a history of failed
attempts at communication or at dealing with problems, ignorance of which groups or
individuals are important, or just basic mistrust may complicate the task of creating a
participatory planning process. Overcoming this barrier, however, can have profound
positive consequences in the community over the long term.
f. A participatory planning process takes patience and commitment on everyone's part.
People have to maintain their commitment over time, remain civil while discussing issues
about which they may have strong feelings, and be willing to compromise. A few
misplaced words, or one or a small number of key people losing interest can upset the
whole process.

4. Why is budgeting an important aspect in the planning process?

ANSWER: There are many reasons that make the importance of strategic planning clear. In
most cases, it can be the single most important factor in determining how effective the company
is at meeting its goals.
For one thing, budgeting helps formulate the company's activities, allowing it to better
understand priorities, figure out how resources can be allocated, and which areas need to be
reevaluated.
When you know your budget and financial situation, you will know how you can allocate
resources and can accurately estimate how much time reaching different goals might take.
 Finally, with the help of budgeting, the decisions you make can be backed up with real
numbers, giving them more weight and allowing you to trust that you're making the right call in
any given situation.
5. Name and explain at least 5 functions of management.
ANSWER:
a. Planning- is future-oriented and determines an organization’s direction. It is a rational
and systematic way of making decisions today that will affect the future of the
organization. In school, a leader must navigate the decision-making process to help the
team reach the goal/s. It involves identifying challenges, forecasting future plans,
formulating objectives and deadlines, reevaluating, and maintaining efficiency.
b. Organizing- to complete projects or meet any other company goals, managers must
effectively organize physical, human, and financial resources. Doing so is often a fine
balancing act, as any given team will only have a limited pool of available workers,
funding, and other resources to accomplish their objectives. In school, it includes
classifying activities, assigning activities to individuals or groups, creating
responsibilities, and delegating ancillary tasks. School heads/leaders must also establish
new positions that need to be filled, fill those positions, and effectively train teachers to
perform the tasks and prepare to be leaders, too.
c. Staffing- this is another important function of management. You have to assign tasks
based on each team member’s knowledge, skills and abilities. You have to be careful
here because you may have to hire new talent for specific tasks that require specific
technical expertise. Leaders need to assess the needs of the employees in terms of
incentives, training and development and compensation since these are critical for the
success of this step.
The effective leaders/school heads will have the insight to evaluate the competency and
efficiency of the teachers. This is to ensure that their assigned tasks match their skills.
Leaders/ School heads should have to adopt an empathetic approach to connect with
teachers and understand their strengths and weaknesses.

d. Directing- Leaders are responsible for motivating team members and providing the
direction to accomplish a plan’s goals and objectives. It needs communication. Each
member must understand what their responsibilities entail. It’s up to managers to
communicate these ideas and ensure that everyone is on-board. Isn’t only about talking
but also listening to questions and concerns. Each individual should practice self-
awareness and empathy in order to choose the right way to communicate effectively.
Directing also motivates. Leaders should provide opportunities for growth and
development of each member. The success of each individual is also a success of the
team.
e. Controlling- This function refers not just to controlling people, but total supervision or
management of the team in general. This may involves improving the performance of
individuals responsible for particular problems, changing ineffective procedures, or
adjusting the team’s strategy as a whole.

These five functions aren’t always mutually exclusive activities. Rather, they’re the collective of
responsibilities that leaders should make sure they’re fully satisfying when making decisions.

6-10. Action Plan on Distance Learning

 I. RATIONALE/BACKGROUND OF THE STUDY

OBJECTIVES STRATEGIES/ PERSONNEL Time Frame Resources Cost Expected

ACTIVITIES INVOLVED Needed Output

Parents New Normal Portfolio N/A Diagnosed

Diagnose Have a portfolio Community Academic pupils’
pupil’s reading and teachers’ PTA Officers Year Logbook reading level
level; log book to Stakeholders
Reading
monitor pupils’
materials
reading level
Internet Provided
for 100% non-
Provide non- Provision of seminars reader and
reader and reading and struggling
struggling materials which sessions readers with
readers with include print useful and
useful and Marungko functional
functional Approach with reading
reading cvc pattern and interventions
interventions basic sight
words in
different grade
levels

Home Reading
Activities per
week signed by 100% of the
parent guardian teachers
shall have
been trained
Aid teachers Train teachers for the
with the on the Reading implementat
necessary Instructions and ion of the
strategies and strategies in reading
remedies to handling program
help pupils at children at risk
risk in reading in reading
improve their
reading levels Hold inset and
LAC sessions
about strategies
on teaching
reading
 seminars and
training related
to reading
Track and Tracked and
monitor the Weekly monitored
progress, assessment the progress
performance through video and
and chat,calling performance
improvement of (Audio and
the pupils at Recording),Vide improvemen
risk in reading; o Recording and t of the
through the help pupils at risk
of the Reading in reading
Facilitator
available in the
community

Conduct and Weekly Conducted

implement monitoring of and
reading progress by the implemente
interventions to school head, d reading
help non- MT, advisers intervention
reader to be a and Reading s to help
reader at the coordinators non-reader
end of to be a
S.Y.2021-2022 reader at
and improve the end of
struggling S.Y.2021-
readers 2022 and
reading levels, improve
and struggling
readers
reading
levels, and

Give rewards Reward Rewarded

and due system for and
recognition to those recognized
the pupils’ improving pupils’s
progress and struggling progress
improvement in readers and
their reading (certificates improvemen
performance. and simple t in their
token from reading
school fund or performance
stakeholders’
help)