DECENTRALIZED

PLANNING
What is Decentralized Educational
Planning?
Decentralized Educational Planning mobilizes grass
roots (subnational level) participation in planning to
support the countries social and economic
development objectives. The decentralized
educational plan bridges to socio economic, cultural,
and resources disparties between disadvantage and
better endowed areas.
The common objectives of the level/area
concerned are group together in to an
organizational framework that will lead to the
development of a program structure. For this
purpose, the program structure is a management
tool for examining the various activities at
subnational levels. Hierarchically, a program
structure of a district/division/region should
parallel the national educational development
goals, and objectives.
 Some Considerations on
Decentralized Educational
Planning
 A carefully laid out educational
development plan is necessary before
any desired change can be effectively
carried out. The planners in the
preparation of the subnational plan
should have clear ideas of the reasons
behind the needed change.
 Not anybody can just open a school or
start new educational programs unless
based on sufficient data. Financing,
building, site, personal involved, etc.
have to be rationalized
 For data gathering to be valid and
reliable, all relevant private and
public entities should be involved in
the program.
MEC Decentralized Educational
Planning Program
The MEC launched the Decentralized
Educational Planning Program or DEPP,
its general objective was to established a
system of decentralized educational
planning and administration with focus
on the disadvantage, depress, and
underserve (DDU) schools.
Initially, this program was implemented on a
selective pilot scale at particular localize,
areas, Region VII in Cebu and Region VI in
IloIlo. During the development period (1977-
1980), the program expanded to concentrate
on special problems of disadvantaged learners
throughout the country.
Conformably, the MEC issued Dep.
Memorandum No.147,s.1977 informing
the field that one of the major projects to
be undertaken by the DEPP would focus
on DDU elementary schools. Priority
areas selected ( on the assumption the
most DDU schools were located there
in ) were region II,V, VI, IX, X and XII.
Pre- Implementation Activities of DEPP
 In order to achieve a solid basis for formulating
the plan, representatives from the MEC,
UNICEP, (Manila) and UNESCO Regional
office for education in Asia, Bangkok, Thailand,
develop a program of work session at field
level. UNICEP supported these activities by
underwriting all expenses in connection with
the work sessions, including travel expenses of
participants in the sessions and field visits.
 Strengthening the Decentralized
Planning Machinery as a Whole
 An effective and efficient machinery of
decentralized education planning is
foremost to carry out successfully the
specific focus of assistance to DDU
schools. The MEC has been trying to
identify some of the problems/needs of
the present se up and has so far provided
the following salient solutions:
1. To strengthen the MEC rrationsegional
planning operation.
1.1 Department Order No.2,s. 1978, entitled
“Functions of regional Planning Office
provides for a permanent position of regional
officer in the planning unit of each regional
off.

1.2 Department Order No. 5,s. 1978,entitled,

“Strengthening Mec regional planning
operations which provides among others ,
the establishments of a permanent planning
unit in each regional office”.
2. To achieve a coordinated time frame and
common terms of reference for district,
division, regional, and central planning, a
department memorandum on the timr table of
activities for the preparation of plans has
been issued to all directors of staffs, bureaus,
regional offices , cultural agencies, chief of
services , heads of units, coordinators of state
colleges and universities and school
superentendents.
3. Continued staff development activities
involving regional, division and district
level personnel have been undertaken in
the field of planninng and programming
educational researc and innovations,
educational statistics including
management information system and
project formulation and evaluation.
4. For decentralized educational planning to
function effectively statistical bulletins aimed
at establishing the basic information are being
prepared .regularly from the district level
upwards in synchronize fashion.

5. To implement and sustain decentralize

educational planning, there is a felt need to
provide essential facilities and equipment.
 The Identification of DDU Schools

1. Characteristics of identification
process
2. Identification criteria must be
objective and controllable, avoiding
mere in tuition or selfish interest in
deciding which schools are to be
benefited first under the project.
TWELVE (12) CRITERIA
2.1 survival ran in the local scte
2.2 participation rate
2.3 per student allocation in the local
achool fund
2.4 time required to reach the district
school from the district office
2.5 distance of district from thye
division office
2.6 ratio of teachers per supervisor in
the district
 2.7 drop out rate
2.8 teacher – student ratio
2.9 an index describing the
condition of physical facilities
in elementary school in the
district.
2.10 student performance in fundamental
subjects
2.11 availability of electicity and potable
water in the district
2.12 the health nutrition index of school
children in the district..
3. the five variable use in identifying
DDU schools are as follows:
a. school sites
b. school buildings and classrooms
c. school furniture and equipments
d. instructional materials and suppliess
e. teachers
Assistance Schemes for DDU
Schools
All subnational level plans will
described in detail the regulations
governing this scheme of assistance to
these advantage elementary schools and
specify the amount which is to be
earmarked to implement the scheme.
However, these plans cannot limit
themselves to outlining these assistance
scheme only. They will have to reinforce
and supplement the scheme with other
measures and resources to improve the
equality of education in their locality.
Thank You…
 PRESENTED BY:

GROUP V

Principe, Jayson M. - EMCEE

Dapula, Jose Paulo R. – Question and Answer
Felicia, Lorelie U. – Presentor
Ojos, Jamaica B. – Presentor
Solomon, Mary Grace M. - Energizer