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EDMGT 602 - Educational Planning, Organization and Management

This document outlines the six stages of the educational planning process: pre-planning, planning, plan formulation, plan elaboration, plan implementation, and evaluation, revision, and replanning. It discusses key aspects of each stage, including defining objectives, diagnosing current efforts, formulating policies and setting priorities to remedy deficiencies. The planning stage involves costing future needs, establishing targets, and feasibility testing. Implementation begins when projects are executed. Evaluation detects deviations and weaknesses to inform the next planning cycle. Objectives and constraints must be considered as they determine the scope and direction of planning efforts over time.

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Mirriam Villanueva
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184 views28 pages

EDMGT 602 - Educational Planning, Organization and Management

This document outlines the six stages of the educational planning process: pre-planning, planning, plan formulation, plan elaboration, plan implementation, and evaluation, revision, and replanning. It discusses key aspects of each stage, including defining objectives, diagnosing current efforts, formulating policies and setting priorities to remedy deficiencies. The planning stage involves costing future needs, establishing targets, and feasibility testing. Implementation begins when projects are executed. Evaluation detects deviations and weaknesses to inform the next planning cycle. Objectives and constraints must be considered as they determine the scope and direction of planning efforts over time.

Uploaded by

Mirriam Villanueva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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EDMGT 602 -

Educational Planning,
Organization and
Management
PROFESSOR:
ANTONIO M. ILAGAN
Lesson 2:

EDUCATIONAL PLANNING PROCESS


OBJECTIVES AND CONSTRAINTS
Six stages of planning process

 Pre-planning
 Planning
 Plan Formulation
 Plan Elaboration
 Plan Implementation
 Evaluation, Revision and Replanning
1. Pre-Planning Stage - Formulation of Objectives;

principal pre-planning activity is to have the


national educational objectives defined by the
appropriate authority.
2. Planning Stage: This stage comprises five principal
steps:

Step 1: Diagnosis - ascertain whether the current educational


effort of the country is adequate relevant and conducive to
their achievement.

-is done by matching the output of the


educational effort with the objectives and noting the salient
divergences
Step 2: Formulation of Policy - A set of policies
framed to remedy each of the defects and deficiencies
revealed by the diagnosis will form the national
educational policy. Each new policy seeks to reform
education and, therefore, policy formulation is an
instrument of educational reform.
Step 3: Costing of Future Needs - The next step in the planning
stage is to cost the future needs using the best available cost data,
with due consideration to fluctuations in prices

Step 4: Establishment of Priorities and Target – Setting the planner


knows the total financial outlay which should be available if all
needs are to be satisfied.
- the educational planner would have taken stock of the
resources available to educational development from various
sources, both governmental and non governmental, and foreign.
Step 5: Feasibility Testing - The targets are set according to
needs that have been identified and the priorities that have been
set . Serious look at the targets is necessary to ensure whether
they are consistent and feasible
3. Plan Formulation Stage:
 The purpose of planning is primarily two fold:
(a) to present a set of decisions to the appropriate national
authorities for approval: and

(b) to provide a blue-print for action by the various agencies


responsible for implementing those decisions
4. Plan Elaboration Stage

The process of elaboration is in two steps:

 (a) Programming - that is, dividing up the Plan into broad action areas
each of which aims at accomplishing a specific objective. Each action
area is called a programme. Usually a programme comprises all
activities which are supervised by the same administrative unit
 (b) Project Identification and Formulation - Each programme consists of
activities which can be grouped together to form a unit for
administrative or accounting purposes. Project formulation is the task of
working out the details of agency, costs, time schedules etc. for a project.
5. Plan Implementation Stage
The implementation of an education plan
begins when individual projects are taken up for
execution.
6. Evaluation. Revision and Replanning Stage

As the education plan is being implemented, the machinery


to evaluate the rate of progress and detect deviations is set in
motion.

It highlights weaknesses in the plan. It takes the place of


Diagnosis of the Planning Stage in providing the basis for
replanning. Thus, it becomes the beginning of the next cycle of
planning.
Short-term planning needs to be adopted only as an inevitable alternative
to medium-term planning and that too on an emergency basis. The
introduction of "rolling plans" has eliminated the need for short-term
planning.

Single-purpose planning is an administrative operation, which is


usefully adopted when a particular objective like implementing a reform
measure, building an institution or piloting legislation is to be achieved.
An education plan, is prepared as:

 (a) an attempt to bring about a balanced development of all sectors of


the educational system as well as learning opportunities provided
outside the system;

 (b)the correlation of the educational effort with the national policy for
economic and social development
(c) an effort to coordinate quantitative expansion with qualitative
improvements in structure, content and methods; and

(d) the determination to ensure that the investment in education brings good
dividends both to the society and the individual
“All educational planner should be
forward looking”.
Two factors which need concern are:

Objective which represents intentions and


constraints which represent realities.
The challenges of objective and
constraints
• Natural resources
• Human resources
• Material resources
• Financial resources
• Natural barriers
Objectives and constraints as determinants of scope and
direction of planning

 Objectives dictate where one should ultimately go


 Constraints determine how and how far, how long a time one can go
there.
 No constraint is permanent and everlasting whether man made or
natural
 Resistances of today may cease tomorrow
* When long-range objectives cannot be immediately achieved due to
existing constraints, two courses of action must be initiated:

First: a set of immediate or intermediate objectives achievable within the


constraints should be formulated;

Second: action to overcome the constraints must be planned and put into
operation simultaneously with action to accomplish immediate or
intermediate objectives
Significant principles to be adopted:
 The planner should focus his attention on long-range objectives to
determine the final goal of his efforts.

 The comparison of long-range objectives against the current constraints


in time, resources or socio-cultural barriers should not result in the
whole-sale rejection of long-range objectives.
OBJECTIVE AND CONSTRAINTS IN EDUCATIONAL
DEVELOPMENT

The principles, discussed above, apply with equal validity to educational


development. With that in mind, we shall examine a few issues specific to objectives and
constraints relevant to education. As regards objectives, one may raise the following
questions;

 Is there a distinction between educational objectives and objectives of educational


development?
 Who sets these objectives?
 With what objectives is the educational planner primarily concerned
* In planning action to accomplish immediate or intermediate objectives, care
must be taken to avoid
 (a)rigidity in organization and procedures which would hamper the eventual
accomplishment of long-range objectives; and

 (b) investments in buildings and facilities which are not flexible and
adaptable as required ultimately when the long-range objective is achieved.
The planner's attitude towards constraints should
be that:

(a) they are challenges to be faced;

(b) setbacks, both temporary and long-term, have to be anticipated and


provided for in "contingency" plans; and

(c) one should not hesitate to "take one step backward to take two steps
forward
Questions for SELF-ASSESSMENT:
1. Why is it important that the educational planner's position vis-a-vis
objectives and constraints be defined and understood at the very outset?

2. How do objectives and constraints determine the scope and direction


of planning?

3. What does it mean to "take one step backwards to take two steps
forward"?
4. Could you distinguish between educational objectives and objectives of
educational development? What is generally meant by the term "national
educational objectives"?

5. What are the major constraints affecting the formulation of objectives of


educational development? How should they be dealt with?

6. What constraints are most frequently confronted in the accomplishment


of objectives of educational development? How should they be dealt with?
My Instructions for you:

 PleaseRead and Understand the lesson.


 No need to submit an output for this.
THANK YOU!

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