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COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz
School of Graduate Studies
Roxas City, Capiz 5800

EDM 200 – Essentials and Educational Management

A.Y. 2022 – 2023 | Second Semester

Topic: EDUCATIONAL PLANNING

-Rationale, Types of, and Approaches to Educational Planning
- Educational Planning Process and Steps
- Decision-making Types and Process
Discussant: LIEZEL BULA and CHRISTINE JOY V. PERION
Program: MASTER OF ARTS IN EDUCATION major in EDUCATIONAL MANAGEMENT

INDRODUCTION
Planning is the formal process of making decisions for the future of individuals and organizations.
Educational Planning is a process of preparing of set of decisions about an educational enterprise in such a way
that goal and purposes of education will be sufficiently realized in future with available resources.
Educational planning is the application of rational, systematic analysis to the process of educational development
with the aim of making education more effective and efficient in responding to the needs and goals of its students
and society.

RATIONALE
a. Efficiency: to enhance efficiency in the educational system and therefore maximize benefits of education. This
also ensure that society achieves optimum use of human material and financial resources.
b. Relevance: to shape education system to answer to the needs of learners and society.
c. Education Core to Development: Education being a prime mover of development (economic political social
and cultural)) and basics of national development need to be provided in a planned/systematic manner/way.
E.g. industrialization is one of the national goals and so education should be tailored towards that end by
emphasizing science and technical related courses.
d. d. Equity: to ensure equity in educational provision. Planning in education provides a rational justification for
the distribution of scarce educational resources. Educational planning enables us to establish priorities in an
educational system.
e. e. Shortage/Surpluses: given the long term nature of educational investment in educational planning is
necessary to avoid serious shortages or surpluses, of manpower or types of manpower.

TYPES OF EDUCATIONAL PLANNING

 Administrative Planning
 Academic or Curricular Planning
 Co-Curricular Planning
 Instructional Planning
 Institutional Planning

ADMINISTRATIVE PLANNING
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In the field of education, administrative planning relates to distribution of responsibilities and powers for different
levels of education. In administrative educational planning, the administrative responsibilities and powers are phase-
wise planned in relation to the level of different educational administrators.
This planning of education makes a detail plan on structure and organisation of education at different levels –
primary, secondary, higher secondary, higher-general, technical and professional. This planning prepares planning
on duration of an educational programme, organisation and co-ordination of educational programmes, financial
allocations or budget for the programme, engagement of educational officials in the programme, and smooth
management of the programme.

ACADEMIC OR CURRICULAR PLANNING

This type of educational planning refers to planning for smooth academic transaction of the syllabus for any course
at any level of education. It encompasses planning on education in relation to needs and demands of the individual
and society.
Formulation of educational goals, formation of curriculum committee for development of curriculum and selection
of appropriate strategies and methods of teaching, planning of content units, planning for evaluation, planning for
review of the curriculum, planning for use of library, planning for special provision for the gifted and remedial
instruction for slow learners etc.

CO-CURRICULAR PLANNING
This planning of education is necessary for bringing total development of a student in one point and total
development of an educational institution or organization in another point.
This planning includes:
• Student welfare services
• Sports and games
• Social activities
• Cultural activities
• Hobbies etc.

INSTRUCTIONAL PLANNING
This sort of planning in education is macro-level in nature as its deal with planning in classroom situation in relation
to a particular topic of a concerned subject. This planning refers to emotional and organizational climate of the
classroom.
It includes planning for specification or instructional objectives, selection and organization of learning activities,
selection of appropriate means for presentation of learning experiences, monitoring of the learning or instructional
progress, selection of suitable evaluation techniques for learning outcomes etc.

INSTITUTIONAL PLANNING
This types of educational planning gives a practical shape to the meaning of educational planning. In this context
educational planning refers to the needs and requirements of every institution to be achieved through creation and
maintenance of a planning atmosphere in the institution.

APPROCHES TO EDUCATIONAL PLANNING

 Intra-educational extrapolation model
 Demographic projection model
 School mapping
 Manpower or human resource development approach or model
 Social demand approach or model
 Rate or return approach or model
 Social justice approach or model
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INTRA-EDUCATIONAL EXTRAPOLATION MODEL

 Planning based on data available.
 Concentration on one aspect / program.
 Size of target, time, money.
 Govt. schemes, organization of workshop.

DEMOGRAPHIC PROJECTION MODEL

 Demographic development has become a source of planning.
 Estimating the population that future educational system is to serve.
 Useful to take decision on new school/college permission.

SCHOOL MAPPING
 Micro planning.
 Geographical location of school is considered.
 From national frame to regional and local conditions and constraints.

MANPOWER OR HUMAN RESOURCE DEVELOPMENT APPROACH OR MODEL

 Demographic development has become a source of planning.
 Estimating the population that future educational system is to serve.
 Useful to take decision on new school/college permission.

SOCIAL DEMAND APPROACH OR MODEL

 Educational planning should be given according to the demand from society.
 It should be able to fulfill to need of all level education.
 It focuses on quantitative planning.

RATE OR RETURN APPROACH OR MODEL

 Economics approach.
 Capitalist approach.
 Cost- effectiveness / cost- benefits.
 More benefits – more investment.
 Education is an investment.
 Measurement is difficult.
 Ignoring personal satisfaction, social development.

SOCIAL JUSTICE APPROACH OR MODEL

 Planning for social development.
 Constitutional goals.
 Education for Deprived groups of society like dalits, women, minority.
 Equal opportunity.

All approaches are related with each other.

In a single plan there will be degree of all approaches.

EDUCATIONAL PLANNING PROCESS AND STEPS

The Educational Planning Process:
 Plan survey and deliberations
 Definition of goals and objectives
 Program planning and design
 Programme provision
 Implementation and control
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 Plan evaluation and plan regeneration (Peretomode, 1991)

Plan survey and deliberations.

The very first task to be accomplished is a survey of the existing conditions, potentials and constraints.
Necessary data and information must be organized and analysed to reveal the existing state of educational
development and areas of needs. Then the next stage follows.

Definition of goals and objectives

To define the new educational objectives to be pursued as well as specify the targets to be achieved.
Educational objectives that are broadly stated by the political leadership must be made more specific by the
technical planners to permit specific task definitions

Programme Planning and design.

The technical planner has to reduce the already defined educational objectives to specific task to be
accomplished an alternative programmes that can be adopted must be designed. The alternative programme and or
techniques for accomplishing such educational tasks must be quantitatively evaluated for efficacy to permit a
rationale choice among them.

Programme Provision

This requires the provision of adequate resources(human and materials) to ensure effective programme
implementation.

Implementation and Control

Translate the plan into action by arranging for the execution. Determine how the activities that should be
done, the manpower requirements and so on. Arrange the execution of the plans, a sort of time table will be
necessary to ensure that all actions taken are intend to achieve the stated objectives. This stage also requires the
commitment of the political leadership to ensure efficient flow of resources and to guarantee smooth implementation
and supervision of the plan.

Plan evaluation and plan regeneration

Evaluation must be related to stated objectives. The extent to which a plan meets the goals it has
established for itself can be determined only when those goals are again brought to picture. A plan that does not
produce the results it has anticipated has evidently failed. Plan regeneration constitutes the last lap in educational
planning cycle. This requires linking subsequent plans with the previous plan in terms of feedbacks or learning
experiences. Plan regeneration or recycling is most desirable so that unachieved objectives or programmes from
previous plans can be accommodated in subsequent ones.

The educational planning process contains the following steps:

Statement of educational objectives -The educational objectives must be identified and clearly stated. This will
ensure that there is no confusion about the objectives.
Identification of various activities - Which are needed to achieve the stated educational objectives.
Evaluation of results - Evaluation should be related to the stated objectives.

Decision Making Types and Process

Decision Making refers to a process by which individuals select a particular course of action among
several alternatives to produce a desired result. The main purpose of decision making is to direct the resources of an
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organization towards a future goals and reduce the gap between the actual position and the desired position through
effective problem solving and exploiting business opportunities.

AWARENESS OF THE PROBLEM

At this stage the decision maker becomes aware about a problem that is to be solved.

DIAGNOSE AND STATE THE PROBLEM

The decision maker understands and analyses the problem and attempts to describe the
problem and objectives that are to be achieved through solution.

EVALUATE THE ALTERNATIVE

This step involves evaluation of the various alternatives on the basis of the feasibility of a
particular action, market and business situation, resources of the organization, time period in
which the objective has to be achieved etc.

SELECT THE BEST ALTERNATIVE

After analyzing and evaluating the possible outcomes of each course of action the most
suitable, feasible and profitable option is selected.

IMPLEMENT AND VERIFY THE DECISION

The next step involves implementing the decision and making sure that the selected course of
action meets the expected outcomes. Follow up strategies are prepared to react towards any
counter moves of others affected by the decision.

FEEDBACK
Decision Making is a continuous process, hence a feedback from all the parties involved with
implementing the decision is taken. Feedback may reveal another problem created due to
implementation or hindering effective implementation, which calls a new decision and so on.

TYPES OF DECISIONS
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 Basic Decisions
 Routine Decisions
 Personal Decisions
 Organizational Decisions
 Individual Decisions
 Group Decisions
 Rational Decisions
 Irrational Decisions
 Programmed Decisions
 Un-programmed Decisions

1. Basic Decisions – Decisions concerned with unique problems and situations an

organization is facing, that require large investments.
2. Routine Decisions – Decisions that have to be made during the normal course of a
business, that are repetitive in nature and require small investments.
3. Personal Decisions – Informal Decisions that a person makes as an individual, and not
as a member of an organization which do not directly affect the organization.
4. Organizational Decisions – Formal Decisions that a person makes a member of an
organization using formal authority, which directly affect the organization.
5. Individual Decisions – Decisions taken by a single individual during regular routine
work according to the policies of the organization.
6. Group Decisions – Decisions taken by a group or committee formed for a specific
purpose to make an important and informed decisions for the organization.
7. Rational Decisions – Decisions made after careful and systematic analysis of a
problem and evaluation of several alternatives based on rational and logical facts and
figures.
8. Irrational Decisions – Decisions based on intuition or experience of the decision
maker and not based on relevant facts and figures.
9. Programmed Decisions – Routine and repetitive decisions made by lower level
executives using pre-established rules and procedures that require little time and effort
and are easy and simple to make.
10. Un-programmed Decisions – Decisions concerned with unique problems faced by an
organization for which no-established rules and procedures have been made. Such
decisions are complex, demand lot of time and effort and have a long term impact.

Programmed Decisions Un-programmed Decisions

Concerned with routine problems Concerned with unique problems

Repetitive in nature Non-repetitive in nature
Structure Unstructured
Simple and have a small impact Complex and have a long term impact
Pre-established policies and procedures are Not used
used
Information regarding these problems is readily Not easily available
available
Consumes less time and efforts Demands time and discretion
Lower executives Top Management