Educational Planning

1.PLANNING CYCLES AND

TYPES OF PLANS
2.SUCCESSION OF PLANNING

Prepared by: Maricel A. Catorce

 Lesson Objective
1. Determine the stages involved in a planning
cycle.
2. Identify the key elements to consider in
developing an educational plan
3. Explain the purpose and importance of
preparing an educational plan.
 GUIDE QUESTION
1. What is the planning cycle, and why is it important in
the context of project management or organizational
planning?
2. What are the main stages or steps involved in the
planning cycle? How does each stage in the planning
cycle contribute to the overall planning process?
 GUIDE QUESTION
3. What is the purpose and importance of preparing an
educational plan?
4. What are the key elements that should be considered
when developing an educational plan?
 DEFINITION
Planning
 the major guideline for development of any
individual, institution, organization or society
 the process of preparing a set of decisions for
action in the future and directed towards realizing
some goals by the best possible means.
 DEFINITION
What is Planning Cycle?

- the process of setting goals and objectives,

assessing available resources, developing strategies,
and monitoring progress towards achieving desired
outcomes.
Stage 3
Plan formulation
stage
 I. Pre-Planning Stage
i. the creation of a suitable planning organization
ii. the establishment of planning procedures
iii. the structural reorganization of the educational
administrative machinery
 I. Pre-Planning Stage
iv. setting up the machinery and the
procedures for the collection and analysis of
the statistical and other data required for
planning
 II. Planning Stage
Principal steps
Diagnosis
Pormulation of policy
Costing of future needs
Establishment of priorities and target setting
Feasibility testing
 II. Planning Stage
a. Diagnosis
 Relevance to national and social aspirations.
 Effectiveness in achieving national objectives in
full.
 Efficiency in the best use of resources to achieve
maximum results.
 II. Planning Stage
b. Formulation of Policy
 high light defects and deficiencies
 to remedy each of the defects and deficiencies
revealed by the diagnosis
 seeks to reform education and, therefore, policy
formulation is an instrument of educational
reform.
 II. Planning Stage
d. Costing of Future Needs
 Using the best available cost data, each group of
needs is costed with due consideration to
fluctuations in prices.
 To know the total financial outlay which should be
available if all needs are to be satisfied
 II. Planning Stage
e. Establishment of Priorities and Target Setting
Reviews the future needs
Establishes priorities
Set the targets
Determined the most relevant and effective ones
 II. Planning Stage
f. Feasibility Testing
 The targets are set according to needs that have
been identified and the priorities assigned.
 look at the targets is necessary to ensure
whether they are consistent and feasible.
 III. Plan Formulation Stage
The purpose of planning is primarily two folds:

(a) to present a set of decisions to the

appropriate national authorities for
approval:
(b) to provide a blue print for action by the
various agencies responsible for
implementing those decisions.
 IV. Plan Elaboration Stage
The Education Plan is a brief and succinct statement. So,
before it can be implemented, it has to be elaborated, that is,
expanded up to the point that individual action units become
clearly identifiable.

The process of plan elaboration is in two steps:

a. Programming
b. Project Identification and Formulation
 IV. Plan Elaboration Stage

a. Programming
accomplishing a specific objective
activities which are supervised by the same
administrative unit
interdependent and complimentary that all have to
be done simultaneously or sequentially.
 IV. Plan Elaboration Stage

b. Project Identification and Formulation

 aims at achieving a specific sub-objective or target

within the main objective of the programme.

Projects must be identified and formulated

 V. Plan Implementation Stage

 begins when individual projects are taken up

for execution.
 annual budget or the annual plan as the
principal instrument
 resources (men, money, and materials),
needed for each project, are allocated
 VI. Evaluation
(Revision and Re-planning Stage)

Two specific purposes

 to evaluate the rate of progress and detect
deviations is set in motion.
It takes the place of Diagnosis of the
Planning Stage in providing the basis for
re-planning.
SUCCESSION OF
STAGES
by S.A. Chowdhury of Bangladesh
 STAGES OF PREPARING EDUCATIONAL
PLAN
Stage 1. (A Schematic
Stage2. Representation)
Stage 3.
Analysis and appraisal of the
Educational target Construction of unit
present educational situation
based on quantitative and setting at coast per pupil per
qualitative data. various levels level and type
of education
Stage 6. Stage 5. Stage 4
Monitoring and evaluation. Decision, plan Costing and testing of
Adjusting, revision and educational plan,
redesigning the plan approval and
consideration of
  implementation alternatives 
 

Exogenous Data – future demographic trends, economic and social

trends, national goals and priorities, resources for education
 Stage 1. Analysis and appraisal of the present educational
situation based on quantitative and qualitative data

Phase serve;
i. to highlight the existing problems to be tackled in the
future proposals
ii. to trace the evaluation of the growth, dynamics and
balance of the educational services
iii. give an up-to-date picture of the base from which
future development must start.
 Stage 2. Educational target setting at various levels

The exogenous data on the future demographic

trends, on the future needs of the economic for
skilled manpower, as well as on the future trends in
social demand, also exert considerable influence on
this task of target setting.
 Stage 2. Educational target setting at various levels

The targets must relate to qualitative and

quantitative trends which again must be a choice
between alternative and assessment of consistency
and feasibility.
 Stage 3. Constructing a Set of Unit Costs

 Test the feasibility of the targets

 This calculation of the quantitative implication
of the targets in terms of resources leads
logically to the fourth stage.
 Stage 4. Costing and Feasibility Testing of the
Educational Plan

The cost of the plan should be estimated by drawing

certain distinction so as to make it clear what
proportion of the expenditure may be the subject of
policy option.
 Stage 4. Costing and Feasibility Testing of the
Educational Plan

Modification and re-testing to be done if alternative

methods fail to make them realistic
 Stage 5. The fifth stage is of decision and
implementation

 As a consequence of stage four, the final

decision is reached and the move from
planning to action begins.
 Stage 6.
Evaluation and revision of the plan.

planning calls for periodic adjustments to new

circumstance, and only the day to day experience can
establish feasible and realistic solutions

planning involves a constant search for new and better

techniques for subsequent plans
"Without a well-thought-out plan,
success becomes a matter of luck
rather than design."
- Peter Drucker
REFERENCE:

https://unesdoc.unesco.org/ark:/48223/pf0000063085

https://targetstudy.com/articles/importance-of-education-planning.html