EDMGT 602

Educational
Planning,
Organization and
Management

Submitted by: MARIEDEL J. VENTURILLO

Submitted to: CLARISSA RIPALDA
How did the Education start in the Philippines?

The evolution of education in the Philippines has already been observed

from the early settlers to today. In the country education has high priority and it is of
national importance that education is maintained since it is the primary avenue for
upward social and economic mobility. Before becoming stable, the country’s
educational system went through several stages of development. 3.1. Education –
Early Filipinos The economic situation during the pre-colonial times was the great
contributor and a major factor in the system of education in the Philippines. Primitive
Communal to Asiatic feudalism were the types of society present before Spanish
colonization. With their practical and subsistent mode of production they had to
provide education that was plain and simple. The medium of instruction used was
Alibata, the native alphabet. The educators or the teachers during the pre-colonial
era were the Babaylan and the Katalonan. Gifted with wisdom and knowledge on
spirituality and the system of running their own society, they were respected by the
people of the society Therefore, the type of education that was taught was one of
beliefs and traditions. However, since there was insufficient scientific learning, they
lacked efficient means of economic production. Education was truly valued by the
early Filipinos. The fathers trained their sons in how to hunt and other means of
maintaining a livelihood. On the other hand, the mothers were in charge of their
girls and instructing on household chores. The purpose of this type of education
was to prepare both boys and girls to become good husbands and wives in the
future. Both Filipino men and women knew how to read and write using their own
alphabet called alibata. It was composed of 17 symbols each representing the
letters of the alphabet. The symbols contained three vowels and the rest were
consonants. Communities were Muslim, similar to those on Mindanao, and
education was proliferated through the religion of Islam. The Imam* or Ulema† were
the declared teachers. The children were taught how to read, write and
comprehend Arabic by using the Koran as their holy book. To sum up, ‘informal’
and ‘unstructured’ are the words best used to describe the education in the
Philippines during the pre-Spanish era. The type of education was not * Imam:
counterpart of a priest. † Ulema: body of Islamic scholars. European Journal of
Contemporary Education, 2012, Vol.(2), № 2 161 institutionalized and separate
institutions for education were not in place. Specialization in education also did not
exist.
What are the Stages in Educational Planning

There are five main stages of educational planning:

(1) Collection and Analysis of Statistical Information:

At this stage, relevant information about the system of education and concerned
socio-economic factors is collected so as to provide the quantitative basis for
projections aimed at the future development of the educational system.
Along with this, assessment in some allied fields is also necessary as education is an
integral part of the total plan and is closely inter-related with the economic
development of the country.
(2) Evolving Policy Proposals:
The statistical information collected helps in identifying the gaps, weaknesses and
shortcoming and provides the planners with a clear idea of the existing conditions.
This helps the planners in formulating policy proposals aimed at accomplishing pre-
determined objectives.
The formulation of the policy proposal requires an over-all view of the role of
education vis-a-vis the economic development and the over-all planning. It should
also take into account the complexities of a large country like India, the diversities
of cultures within it as well as the regional aspirations.
These necessitate the introduction of a uniform educational system (e.g., 10+2+3
system) along with scope for regional diversities in the curricula. It should also aim
at evolving policy decisions concerning rational norms of optimum class-size in
terms of enrollment and student-teacher ratios at different levels and types of
education.
Besides, policies concerning admission criteria (except the compulsory primary
education level), promotion of students, fees to be paid on the basis of the principle
of social justice, supply of text-books, equipment, devising curricula, methods of
teaching, teachers’ qualifications and in-service professional development,
methods of evaluation, medium of instruction, language policy and teachers’
salaries must be taken into account.
(3) Projections, Programming and Project Analysis:
An effective plan necessitates projections of all the inputs of the educational system
– students, teachers, administrators, school buildings and classrooms, equipment
and financial requirements.

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Projections have to be made of the future nature and size of the demographic
composition of population for a period of fifteen to twenty years. Since student is
the focus of the educational process, projection should begin with the school and
the college age-groups drawn on a yearly basis in terms of enrolments.
There are two commonly employed procedures available for scientific projections:
(i)The enrolment ratio method which is based on the projection of past and present
ratios of school enrolment or school attendance into the future. It requires estimates
of population by age and sex regarding school enrolment and/or attendance data.
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(ii)The grade cohort method which is also known as cohort survival method. This
method also makes use of the past and current enrolment data by grade for every
school level and for approximately seven-year and ten-year data for primary and
secondary levels respectively.
It also requires data on the number of new students, repeaters and those who pass
on to the next higher class for every standard/class. Projections are calculated from
the survival rates of students after taking into consideration demographic
characteristics such as birth rate, mortality rate and migration rates.
Along with this, a minimum social standard of education needs to be postulated
such as compulsory schooling for every child for a certain number of years.
Besides, provisions should be made in the estimates for the changes made by
students midstream (e.g., switching from science faculty to commerce faculty) and
other forms of turnover, adult education, literacy programmes, excess supply of
products in a particular stream etc.
An assessment should also be made about the efficiency and effectiveness of the
curricula, pedagogy used and criteria of admissions and evaluation as well as the
changes required therein.
This is followed by programming and operation. For example, if 800 technicians are
to be produced, a program on the number of institutions, teachers, equipment,
space, syllabi, courses, etc., is to be worked out. Here, one institution is called a
project programming and project analysis involves the application of administrative
and economic principles in order to assess a particular situation and establish an
operational program.
(4) Costing Educational Plans:
Education is an activity wherein the institution and the society bear part of the cost
and the learner bears part of the cost. In order to improve the formulation and
implementation of educational plans, it is necessary to understand the methods of
costing education and the problems associated with it.
The unit costs of different types of educational facilities need to be computed.
These costs are to be studied in terms of the availability of present and future
financial resources. It should be ensured at this stage that the real cost of education
is not too high so as to be inconsistent with the attainment of the overall plan
objectives.
(5) Decision, Implementation and Evaluation:
A five year plan needs to be broken up into annual plans. Each annual plan is
scrutinized, discussed and criticized in relation to a review of previous year’s
strengths, weaknesses and achievements. At this stage, the necessary conditions for
effective implementation of the program need to be created. Thereafter, the actual
operations take place.
At the end of the plan, evaluation is done in terms of the extent to which the
objectives of the plan have been accomplished in an effective and efficient manner.
 Why is there a need for educational planning?

Educational planning generally is understood to be the identification,

development, and implementation of strategies designed to attain, efficiently and
effectively, the educational needs and goals of students and society. By this
educational planning helps in identifying and defining the objectives and strategies,
programs, procedures, policies and standards which education needs to be more
effective and efficient.

What are the Major Issues in Education today?

Consider this list of 10 major challenges currently facing public schools,

based on the perspective of many involved in the world of education today.
● Classroom Size.
● Poverty.
● Family Factors.
● Technology.
● Bullying.
● Student Attitudes and Behaviors.
● No Child Left Behind.
● Parent Involvement.
● Student health
● Funding

How is planning step done in education process?

There are five main stages of educational planning:

(1) Collection and Analysis of Statistical Information: ...
(2) Evolving Policy Proposals: ...
(3) Projections, Programming and Project Analysis: ...
(4) Costing Educational Plans: ...
(5) Decision, Implementation and Evaluation

What educational technology challenges do schools face?

Technology integration in education has given great benefits to the industry,

but with some new challenges. Here is a list of some of the major challenges that
nowadays school tech leaders face.

Equity: Due to BYOD i.e. Bring Your Own Device strategies and solutions, student-
focused technology has elevated new fears about digital divide. Digital divide
means the differences between families that are equipped with internet service and
those who have no connectivity of the internet.
Funding: Funding is yet another challenge being faced by the school while
integrating technology. In a report it was mentioned, "Typically, technology
expenditures geared to the business of running a schools or district take priority over
the instructional uses that are key to a 21st century education."
Bandwidth and Infrastructure: Methods like one to one initiatives, Bring Your Own
Device, online assignments, and other initiatives that involve technology, requires
bandwidth and infrastructure than ever before.
Community Support: It is really hard to implement technology in education when
teachers think that technology in education will jeopardize their job, parents who
recall school before the day technology has entered in the education.
Changing Mindsets: One of the biggest challenges faced by the school or the
educators is to keep focus of the students in the learning from the device rather
than on the device. Technology experts must learn how to see different things from
a teacher’s point of view and should work closely with educators.
PD/Training and Support for Staff: PD for staff is frequently ignored or lacks
continuity. Helping teachers and tech staff to see the great power of technology is
a major task. PD is very much required, learning new methods to pedagogy needs
constant PD and continuing support from specialists who know the classroom. To
make the school staff understand the effective use of technology for teaching and
learning, continuity is required, which is quite challenging for schools.
Cracked Leadership: Lack of vision from leaders and disintegration and separation
are the major issues. However, tech leaders are increasingly being combined into
top-level management, it is still a big task to insure that everyone sit down together
and formulate plan by which technology can be used to support education.
Security: Though a lot of tech leaders believe in having easy open access of the
digital tools in schools to all users, they need to create a balance as it is also essential
to conform the legal necessities and keep students safe and secure, and protect
their technologies from viruses, hackers, and breaches.
Technical Challenges: A rapid use of teacher and student owned mobile devices
within the school networks as well as need for online assessments have enhanced
the complications. Technical challenges also include that by the time purchasing
decisions have been made by the users or they have learnt how to operate a
particular tool, the technology may be out of date.
High-Stakes Testing: With testing procedure going to online, there is alarm that
valued tech resources would be diverted from teaching to assessment
What challenges do teachers face today especially in the implementation of K-
12 curriculum?

In the event of the K-12 curriculum implementation in the Philippines, the

challenges to tertiary education, specifically teacher education, have been raised.
This study explored the views of three deans of premier teacher training institutions
concerning the impact of the K-12 curriculum to their respective programs. Having
been in office for some years, these administrators provided rich data regarding
their views on how their respective institutions address the changes with a mixture
of excitement and trepidation in the light of the still unexplored developments.
Emerging concerns were
identified: 1) displacement of teachers in the tertiary level; 2) lack of information
concerning the guidelines for implementation; 3) lack of university students for two
years; and 4) the insufficient resources for the implementation. Despite these
concerns, however, administrators find sufficient reasons to look forward to a
teacher education program that meets these challenges.

What is project identification and formulation?

Project Identification is a process to assess each project idea and select the
project with the highest priority. It concerned with collection, compilation and
analysis of economic data for the eventual purpose of location possible
opportunities for investment. The purpose of project identification is to develop a
preliminary proposal for the most appropriate set of interventions and course of
action, within specific time and budget frames, to address a specific development
goal in a particular region or setting.

Project formulation is a concise, exact statement of a project to set the boundaries

or limits of work to be performed by the project.

What are the various stages in project identification and formulation?

The five major stages of the project cycle are identification, preparation,
appraisal, implementation and evaluation. The first two stages are largely the
responsibility of government, which may intend to finance a project from its own
resources or to seek external assistance, though donor agencies may play an
influential role.
What are the quality standards and limitations of the pupil-teacher ratio?

Quality standard is framework made up of several important input and output

components including access, equity, quality of teachers, quality of curriculum,
conducive learning environment, sustainability and governance. Largely
dependent on highly qualified teachers (and academics), learner centered
approach and good curriculum, but admittedly, it requires more than these three
elements. A holistic education eco-system with a national qualification framework
that clearly outlines fundamental elements of quality assurance is the bedrock of
quality education. Class size and pupil-teacher ratio is another important indicator
of quality of education. Overcrowded classrooms undermine quality education in
many developing countries. Reducing very large class sizes helps teachers to
perform better, and pupils to learn more.44 Norms sometimes lay down
instructional time to be given to students at various grades of schooling, along with
working days for teachers as part of their duties.45 55. This indicator has been used
by countries either in the form of a legal instrument with mandatory compliance or
as a target or goal. In India, the Right of Children to Free and Compulsory Education
Act provides a maximum pupil-teacher ratio of 40:1 for grades 1 to 5, and 35:1 for
grades 6 to 8 at the elementary level, with specialist teachers for science,
mathematics, languages and social studies, and a head teacher for any school with
more than 100 students. In Finland, the Ministry for Education and Culture
recommends 20-25 pupils per class for grades 1 to 6; in Serbia, class size is 25 pupils
maximum; while in France, average class size is 22.7 pupils. The Republic of Korea
aims to bring its pupil-teacher ratio down to the OECD average by 2020, and in
Qatar, the goal is to reach a pupil-teacher ratio of 13-15:1. 56. Norms for pupil-
teacher ratio and class sizes cannot be implemented unless requisite teaching
personnel is available.

How are terms ‘education input’ and ‘education outputs’ defined for the
purpose of calculating internal efficiency?

The inputs are basically the objectives and objectified contents that teachers
put in while the process are the methods of delivery of contents. Outputs are the
end-product of educational inputs and process those must be assessed based on
objectives. Probably the most difficult struggle facing the educational industry is
about how the curriculum to be customized. Curriculum is the result of piecing
together of a number of information including vision and mission statements of
educational institutions. An input should include objectives and objectified
contents. Objectives are statements of desire, expected to achieve by the learners
at the end of an educational program. The purpose of learning objective is to
communicate the desire. Outputs are the end-product of educational inputs and
process those must be assessed based on objectives. Probably the most difficult
struggle facing the educational industry is about how the curriculum to be
customized. Curriculum is the result of piecing together of a number of information
including vision and mission statements of educational institutions.
The input, process and output must be relevant and there must have the right mix
of curricular objectives, contents, methods and assessment aimed to produce
competent and confident medical practitioners. This paper briefly emphasizes on
the needs of alignment of key elements of a curriculum and fit these as input,
process and output to meet up the system approach in education. By proper
implementation of the system approach the educational managers can be able to
raise the standard of education and assure the quality and excellence in
performance.

What is/are the financial aspects in Educational System in the Philippines?

Financing of education in the Philippines is mainly by the government

(public) and by households (private), and since the 1990’s there has been a shift in
the public/private mix in education financing towards higher private share. Between
2007 and 2040 the schooling age population of the Philippines is projected to
continue to increase in size and the age structure to shift towards higher proportion
in the age group that attend the tertiary school level. This paper presents results of
simulations of aggregate education consumption or expenditures by age and by
income group for two hypothetical scenarios: simulations using an alternative
education financing mix (alternative to the 2007 financing mix); and simulations
using the 2040 school-age population (in place of the 2007 population). The
aggregate age profile simulations for the two scenarios are then compared with the
2007 actual aggregate age profiles to derive implications of the two sets of change
on the education expenditures of the different income groups. The comparisons
showed that the two changes, shift in education financing mix towards higher
private share and change in school-age population age structure from 2007 to
2040, would among others result to reduced share of education resources and
higher per capita private education cost for the bottom income tercile group

What do you think the role of monitoring and evaluation of teacher for the
improvement of education system?

Monitoring is the systematic process of collecting, analyzing and using

information to track a program’s progress toward reaching its objectives and to
guide management decisions. Monitoring usually focuses on processes, such as
when and where activities occur, who delivers them and how many people or
entities they reach. Evaluation helps to build an educational program, assess its
achievements and improve upon its effectiveness. It serves as an in-built monitor
within the program to review the progress in learning from time to time. It also
provides valuable feedback on the design and the implementation of the program.
Why does monitoring and evaluation go together?

Monitoring is conducted after a program has begun and continues

throughout the program implementation period. Monitoring is sometimes referred
to as process, performance or formative evaluation. Evaluation is the systematic
assessment of an activity, project, program, strategy, policy, topic, theme, sector,
operational area or institution’s performance. Evaluation focuses on expected and
achieved accomplishments, examining the results chain (inputs, activities, outputs,
outcomes and impacts) processes, contextual factors and causality, in order to
understand achievements or the lack of achievements. Evaluation aims at
determining the relevance, impact, effectiveness, efficiency and sustainability of
interventions and the contributions of the intervention to the results achieved.

Monitoring and evaluation helps with identifying the most valuable and efficient use
of resources. Monitoring and evaluation together provide the necessary data to
guide strategic planning, to design and implement program and projects, and to
allocate, and re-allocate resources in better ways.

As a planner/administrator, how do you understand the term “educational

development”? Suggest other facets of educational development.

Educational development is a sub-discipline of

higher education research and practice. Specifically, it is about: supporting
and enhancing the design and development of high quality student learning
experiences. ... promoting the scholarship of teaching, learning and research
into higher education goals and practices.

Suggested facets of educational development.

⮚ Organizing teaching to encourage strong student effort and responsible self-

management of learning
⮚ Building “growth” orientations toward intelligence through an understanding
that with effort, everyone can get smarter.
⮚ Directing parent involvement in a way that models and supports effort-based
learning at school and at home
⮚ Creating an environment so children feel safe to share their ideas, ask
questions and be open to learning
⮚ Organizing workshop experiences in the arts, the sciences, and the
humanities that engage students authentically as learners
⮚ Utilizing games in morning meeting rituals
⮚ Integrating the arts and creative opportunities throughout the curriculum
⮚ Integrating the arts through science investigations and inquiry experience
⮚ Building on students’ natural curiosity about the world to stimulate scientific
inquiry
⮚ Engaging students in making connections, creating representations,
problem solving and communicating ideas as the basis for mathematical
thinking and learning
⮚ Using collaborative group work to enhance student engagement in both
science and mathematics inquiry
⮚ Using “hopes and dreams” conversations to develop classroom and school-
wide learning expectations and cultural norms
⮚ Exploring opportunities for cross–age learning experiences and service
learning activities
⮚ Building participatory, democratic group processes into the professional
learning of teachers and into site-based leadership team norms
⮚ Building engaging professional learning communities that support student
learning in a culture of continual adult learning
⮚ Using professional learning communities for instructional improvement and
deeper understanding of curriculum and students’ learning
⮚ Using school-wide walkabouts and adult learning conversations to support
professional learning and parent engagement
⮚ Understanding students through meaningful qualitative data such as writing,
projects, questions from readings, math and science investigations, art
representations, interactions and conversations with others, habits of inquiry,
and persistence in challenging situations
⮚ Developing performance rubrics for science and social studies themes of
study
⮚ Developing student-led goal-setting conferences and student-led portfolio
work review
⮚ Creating ways to include parents in developing school mission and values
⮚ Communicating school values and learning principles to parents by example
and through informative events
⮚ Giving parents tangible ways to carry through this culture of learning at home
⮚ Creating opportunities for parents to participate in the classroom and to
support school-wide community initiatives.
What may bring about feasible and workable educational development plan
in your region/division/district and institution?

The fundamental purpose of School Development Planning is to enable

the school to achieve and maintain the highest possible level of effectiveness in
meeting the educational needs of its pupils in a culture that is characterized by
change in order to establish realistic ambitions in terms of their goals, and to
clearly prioritize given social, political, and budgetary constraints. Develop a
clear vision of the education system as a whole, strategically allocate resources,
and identify the program and actions needed to achieve their objectives.