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<ul><li>S tress on the systemic and systematic ways of designing educational plans for society; emphasizes the critical fu...
EDUCATIONAL  PLANNING AT THE NATIONAL AND SUB-NATIONAL LEVELS Recognizing the need for adequate and effective planning to ...
The Planning Mechanisms <ul><li>O n the national level, the National Economic and Development Authority (NEDA) has been cr...
<ul><li>O n the provincial level, the Provincial Development Council has been organized. This council is responsible for t...
<ul><li>I n the municipal level, the Municipal Development Council has been organized Chaired by the Municipal Mayor, this...
The Educational Planning Process at National and Sub-National Levels <ul><li>Each sector is responsible in the preparation...
Horizontal coordination and linkages mean that the educational system works with other agencies/sectors in the region/prov...
<ul><li>In the preparation of the educational plans, the DepEd Planning Service coordinates with all DepEd’s offices, bure...
O n the regional level, the counterpart of the Planning Service Office is the Planning Unit, headed by the Assistant Regio...
Necessity for Linkages and  Coordination <ul><li>A t any level of the educational enterprise, or in any segment of the per...
Purposes of Educational Planning on the National and Sub-National Levels   <ul><li>Effective and adequate educational plan...
Planning Challenges at the National and Sub-National Levels <ul><li>1 .  Imbalances which Prove Wasteful    within the Edu...
Planning as a Step-by-Step Process <ul><li>1.  Assessment of Needs and Problems </li></ul><ul><li>2.  National Philosophy ...
DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>ELEMENTARY EDUCATION </li></ul><ul><li>  1. Efficiency </li></ul>...
<ul><li>SECONDARY EDUCATION </li></ul><ul><li>1. Rationalization by program type and funding </li></ul><ul><li>2. Role of ...
DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>TECHNICAL AND VOCATIONAL EDUCATION </li></ul><ul><li>1.  Coordina...
DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>  </li></ul><ul><li>HIGHER EDUCATION </li></ul><ul><li>1. Rationa...
DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>NON-FORMAL EDUCATION </li></ul><ul><li>1. Coordination </li></ul>...
THANK YOU!!!   <ul><li>Prepared by: </li></ul><ul><li>HENRY G. ROBENIOL </li></ul><ul><li>Student </li></ul>
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Planning At The National Level

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Planning At The National Level

  1. 2. <ul><li>S tress on the systemic and systematic ways of designing educational plans for society; emphasizes the critical function of defining issues first as an entry point to any planning process which is explained step-by-step. </li></ul>
  2. 3. EDUCATIONAL PLANNING AT THE NATIONAL AND SUB-NATIONAL LEVELS Recognizing the need for adequate and effective planning to pursue development efforts, the Philippine government has adopted the strategy of integrated planning and management. For this reason, planning mechanisms, at the national and sub-national levels has been established, according to the Department of Education.
  3. 4. The Planning Mechanisms <ul><li>O n the national level, the National Economic and Development Authority (NEDA) has been created as mandated by the Constitution to assume the central role of coordinating planning at the aggregate level and overall program implementation. It is charged with the task of planning and overseeing government development programs. It is likewise serves to coordinate development policies and monitor project activities. </li></ul>
  4. 5. <ul><li>O n the provincial level, the Provincial Development Council has been organized. This council is responsible for the development of the province, chaired by the Provincial Governor. The members are the Provincial Superintendent of schools and the heads of the other government agencies/sectors in the province. </li></ul>
  5. 6. <ul><li>I n the municipal level, the Municipal Development Council has been organized Chaired by the Municipal Mayor, this council is responsible for the development of the town. The members are the District Supervisor, the MLGCD Municipal Development Officers and the local heads of the other sectors. </li></ul>
  6. 7. The Educational Planning Process at National and Sub-National Levels <ul><li>Each sector is responsible in the preparation of plans to be integrated into the national/ regional/provincial/city and/or municipal development plans, depending on the location and/or level. The education plan, like those of other sectors, constitutes only one component in these development plans, so that the education sector continuously coordinates horizontally and vertically with the other sectors. </li></ul>
  7. 8. Horizontal coordination and linkages mean that the educational system works with other agencies/sectors in the region/provinces, etc. to formulate the plans. On the other hand, vertical coordination and linkages mean that all the principals/school heads prepare and submit their plans to the school division; division to regional office to the Planning Service, DepEd. Subsequently, the DepEd’s plan becomes a part of the National Development Plan.
  8. 9. <ul><li>In the preparation of the educational plans, the DepEd Planning Service coordinates with all DepEd’s offices, bureau, agencies, units and centers, and down to the regional, division, district and institutional offices. The plans, programs and projects prepared by these offices are submitted to the Planning Service for analysis and integration in the National Plan of the DepEd. The final draft of the DepEd plan is submitted to the Education Secretary for approval. Then the Plan is submitted to the NEDA and to the Budget Commission for approval and integration to the overall National Development Plan. </li></ul>
  9. 10. O n the regional level, the counterpart of the Planning Service Office is the Planning Unit, headed by the Assistant Regional Director, Planning units have been organized on the regional level in view of the present emphasis on countryside development with its increasing demands in the planning operations of the region.
  10. 11. Necessity for Linkages and Coordination <ul><li>A t any level of the educational enterprise, or in any segment of the personnel group involve in education, designing the kind of education we want and ought to have for the future is a difficult but not an impossible task. There has to be a built-in and a clear implication for all levels of education, the so called “linkage system”, vertical and horizontal, so as to get the change disseminated and adopted in an actual school situation. </li></ul>
  11. 12. Purposes of Educational Planning on the National and Sub-National Levels <ul><li>Effective and adequate educational planning will enable policy-makers and all others concerned to: </li></ul><ul><li>1. See the emerging problems sooner and in closer prospective. </li></ul><ul><li>2. Identify more closely the various options that may be available in dealing with the emerging problems. </li></ul><ul><li>3. Assess the relative merits and feasibilities of all proposed alternatives. </li></ul>
  12. 13. Planning Challenges at the National and Sub-National Levels <ul><li>1 . Imbalances which Prove Wasteful within the Educational System </li></ul><ul><li>2. Demand Far in Excess of Capacity </li></ul><ul><li>3. Cost Rising Faster than Income ( Government Income ) </li></ul><ul><li>4. Insufficient Job Opportunities for the Graduates Resulting to Unemployment and Underemployment </li></ul><ul><li>5. Lack of Efficient Communication and Coordination between the Planning Service and the Financial and Management Service </li></ul>
  13. 14. Planning as a Step-by-Step Process <ul><li>1. Assessment of Needs and Problems </li></ul><ul><li>2. National Philosophy or Aspirations </li></ul><ul><li>3. Goals and Objectives </li></ul><ul><li>4. Policies </li></ul><ul><li>5. Programming </li></ul><ul><li>6. Sectoral or Regional Planning and Programming </li></ul><ul><li>7. Project Planning and Implementation </li></ul><ul><li>8. Results and Evaluation </li></ul>
  14. 15. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>ELEMENTARY EDUCATION </li></ul><ul><li> 1. Efficiency </li></ul><ul><li> 2. Management </li></ul><ul><li> 3. Regional disparities </li></ul><ul><li> 4. Quality </li></ul><ul><li>5. Finance </li></ul>
  15. 16. <ul><li>SECONDARY EDUCATION </li></ul><ul><li>1. Rationalization by program type and funding </li></ul><ul><li>2. Role of the private sector </li></ul><ul><li>3. Quality Improvement </li></ul><ul><li>4. Quantitative expansion </li></ul><ul><li>5. Regional disparities </li></ul><ul><li>6. Efficiency </li></ul><ul><li>7. Finance </li></ul>DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY
  16. 17. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>TECHNICAL AND VOCATIONAL EDUCATION </li></ul><ul><li>1. Coordination, planning and management </li></ul><ul><li>2. Responsiveness to change/manpower match </li></ul><ul><li>3. Quantitative output </li></ul><ul><li>4. Quality </li></ul><ul><li>5. Role of the private sector </li></ul><ul><li>6. Finance </li></ul>
  17. 18. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>  </li></ul><ul><li>HIGHER EDUCATION </li></ul><ul><li>1. Rationalization </li></ul><ul><li>2. Management </li></ul><ul><li>3. Relationship to manpower needs </li></ul><ul><li>4. Quality </li></ul><ul><li>5. Finance </li></ul>
  18. 19. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>NON-FORMAL EDUCATION </li></ul><ul><li>1. Coordination </li></ul><ul><li>2. Quality </li></ul><ul><li>3. Finance </li></ul>
  19. 20. THANK YOU!!! <ul><li>Prepared by: </li></ul><ul><li>HENRY G. ROBENIOL </li></ul><ul><li>Student </li></ul>

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