Basic statistical tools in educational planning


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Basic statistical tools in educational planning

  1. 1. Rai Dela Vega Blanquera
  2. 2.       To forecast the demand for education of different kinds and to estimate the future stock of students in different educational sectors in order to ensure the adequate educational resources (teachers,buildings,equipment) are available at the right time. To forecast the future outflow of individuals with different kinds of education. To estimate the costs for educational system. To give data useful for educational research. To give information for the current administration of the educational sector. To give a broad description of educational sector for the general public.
  3. 3.   STOCK DATA- describes the situation of the educational system at a given point of time, in this terms of number of schools, teachers and students for each type and level of education. They form the basis on which the planner will be project future developments. FLOW DATA- it is the internal dynamics of the educational system.
  4. 4.   Individualized Data- provide information about each individual student or teacher in a considerably detailed basis. Aggregated Data-provide information on students and teachers distributed by sex, age, grade, subjects areas, etc. Data on individuals are not reported.
  5. 5.  The basic population data used are the previous and projected singleyear, sex-age groups of the school age population. With these data, it is possible to assess the proportion of children of school age who are enrolled in schools and those who are not attending school; to know the future school age population and to analyze student flows.
  6. 6.  Educational planning is closely interrelated with manpower planning. In the preparation of an educational plan, it is essential to get the data on actual and expected needs for educated people which are presented in manpower projections and special surveys.
  7. 7.   As to the economic data needed, the Gross National Product (GNP) or the gross national income should provide basic information. Estimates of the share of the educational sector in the economy have to be projected. All the economic data should be presented clearly and comprehensively to enable the planners and decision makers to determine whether or not the plan is economically feasible.
  8. 8. The proper classification of data in presenting statistics on schools, classes, students and teachers may be as follows: a. By authority which is responsible for schools. b. By levels and school cycle.
  9. 9.  The most essentials source of information in educational planning is that which concerns students. It is, therefore necessary to distribute students by authority, cycle, sex and grade for whatever purpose they are as needed.
  10. 10.   As teacher salaries constitute the largest item in educational budget, a proper planning of the future demand for teachers and their utilization is essentials. Moreover , an adequate supply of qualified teachers is essential for the implementation of an educational plan. Data on teachers should be distributed and cross-classified by authority, sex, age, educational qualification/training, tenure and eligibility.
  11. 11.  Regular censuses of students, teachers, graduates in all educational institutions  Regular sample surveys of students, teachers in all schools  Ad Hoc surveys at irregular interval  Population consensus  Sample surveys drawn from population censuses  Routine reporting of data obtained as by product of educational administration
  12. 12.  The needs for educational statistics are related to the development of the educational planning machinery. Where planning has reached a sophisticated level, the demands are much greater as to the amount of information needed, the flexibility of, and the access to such information. These factors directly influence the methods of processing, storage and retrieval of data.
  13. 13.     INPUT SYSTEM- Transfers the original data to a form which is suitable for processing. ARITHMETIC UNIT- Consists of desk calculators, punched card, operated machines or computers. STORAGE SYSTEM- Permits the keeping of all the original information as well as immediate data which appeared in the processing of the original ones. OUTPUT UNIT- Enables the statistical office staff to present processed data in a form which can be printed and published.
  14. 14.   The implementation of the integrated reorganization program in the DepEd has generated some measures to improve the administrative and planning functions of the new set up. In the lights of these developments there is indeed a great need of an effective and efficient system that could provide the necessary data and information inputs for the formulation of accurate decisions and realistic plans.
  15. 15. 1. Population by educational attainment, training skills 2. School-going age population by single-age (7-24) 3. Migration within the country, by age grouping 4. Literacy rate of population, 10 years and above 5. Mobility
  16. 16. A. Enrolment and Graduates (Public and Private) 1. Elementary and Secondary Level 1.1 Total enrolment by sex, single-age group, level and type of education 1.2 Male and female enrolment as percentage of total by level and type of education 1.3 School enrolment ratios (participation rates) 1.4 Retention ratio by type of education (survival rates) 1.5 Attrition rates by level and type of education 2. Education at the Tertiary Level 3. 4. 5. 6. 2.1 Distribution of enrolment and graduates by field of study and by sex 2.2 Attrition rates by course and by field of study 2.3 Absorption rate of graduates in their respective field of studies Dropout rate, all levels, by type of education, sex and age Students by socio-economic origin Absorption rate by level of education and by field of study Actual number of professional by field of study
  17. 17. B. NCEE 1. Number of applicants in the NCEE by socioeconomic group 2. Number of qualified applicants by socioeconomic group 3. Number of graduates in scholarship program C. Scholarships 1. Number of scholars by level of education 2. Number of scholars by field of study and by type of education 3. Number of graduates in scholarship program
  18. 18. A. Vocational/Technical Education 1. Enrolment and graduates in vocational/technical courses by level of education and field of study 2. Absorption of graduates of vocational/technical schools B. Manpower Training 1. Inventory of non-formal programs 2. Number, age and location of out-of-school youth (aged 10 – 24) by training programs 3. Number and characteristics of participants of training programs 4. Number of graduates from training programs and rate of absorption 5. Number and type of participants in apprenticeship training programs 6. Absorption rate of apprentices
  19. 19. 1. Total number of teachers by sex, age group, level and type of education and salary scale 2. Average working life or service years of a teacher 3. Teachers occupying non-teaching posts 4. Number of field-time and part-time guidance counsellors 5. Teachers’ retirement and separation 6. Pupil-teacher, pupil-school and teacher-school ratios by district and/or division 7. Number of administrative personnel by level, category and type.
  20. 20. 1. Number of schools at first level of education by division 2. Number of schools at the second level of education by type of education and division 3. Number of institutions, at the third level of education by division, type and course 4. Other educational and training institutions operating outside MEC jurisdiction 5. Size and enrolment capacity of schools and training programs 6. Utilization of classrooms
  21. 21. 7. Status of facilities of schools a. Level of education b. Type of education c. Number of schools d. Office accommodation e. Science room f. Workshops g. Laboratory room h. Home Economics i. Library j. Auditorium/gymnasium k. Toilet l. Water/drinking facilities
  22. 22. 8. Ancillary Services a. Medical-dental-nursing services b. Guidance and counselling c. Canteen Services d. Others 9. Textbooks and educational materials
  23. 23. 1. Teacher’s salaries 2. Cost of teachers’ training 3. Administrative cost 4. Instructional/training materials and facilities 5. Government subsidy by source to educational institutions and training programs 6. Capital cost on education for the construction of schools 7. Maintenance, rent and repair of schools 8. Cost of related services (or social expense)
  24. 24. 1. 2. 3. 4. Status Location by region Manpower requirements Budget – capital and operating 5. External assistance/ loans
  25. 25. “The best kind of management, I believe, allows all employees to participate, so that each can contribute in his own capacity to the realization of a common goal. QUOTES FROM NOT FOR BREAD ALONE By: Konosuke Matsushita”
  26. 26. “A good manager should never have to resort to lies or deceit. His integrity, furthermore, will remain solid even if he speaks the truth in every situation, even if circumstances change and he must say something quite different from what he said three months ago. Truth has a power of its own that never fails to move others.” QUOTES FROM NOT FOR BREAD ALONE By: Konosuke Matsushita