1. 5 MAIN STAGES OF
Educational
Planning
EM-5OO
Statistical
Infor-
mation
Evolving
Policy
Proposals
and
Project
Analysis
Projections,
Programming
Collection
and
Analysis of
Costing
Educational
Plans
Decision,
Implementa-
tion and
Evalua-
tion
Judith Marie B. Domingo
3. Some examples of Educational
planning
That we do includes:
School improvement plan
(SIP)
Action plan /Action research
Continuous Improvement
(CI) project
4. relevant information about
the system of education and
concerned socio-economic
factors is collected to provide
the quantitative basis for
projections aimed at the
future development of the
educational system
1. Collection and Analysis of
Statistical Information
5. Where are we now?
QUESTIONS TO ASK:
What information about students' learning do
we have, and what are we missing?
What are students learning and how well are
they learning it?
Does their learning match the needs,
aspirations, and plans of their parents,
communities, and the nation?
What are the major learning successes and
weaknesses, and what are the causes behind
them?
6. 2. Evolving Policy
Proposals The statistical information
collected helps in identifying
the gaps, weaknesses and
shortcoming and provides the
planners with a clear idea of
the existing conditions. This
helps the planners in
formulating policy proposals
aimed at accomplishing pre-
determined objectives.
7. QUESTIONS TO ASK:
What are our end goals for improving learning?
What are our medium-term objectives?
Which strategies will be effective in achieving
these learning goals and objectives?
Where do we want to go?
8. 3. Projections, Programming
and Project Analysis
An effective plan necessitates
projections of all the inputs of the
educational system - students,
teachers, administrators, school
buildings and classrooms,
equipment and financial
requirements.
Once policy priorities and key
strategies have been defined, they
must be translated into specific
actionable programmes.
9. 1. Enrollment ratio method
2. Grade cohort method/cohort survival
method
2 commonly employed procedures
available for scientific projections
10. 1. Enrollment ratio method
2 commonly employed procedures
available for scientific projections
11. 2. Grade cohort method/cohort survival
method
2 commonly employed procedures
available for scientific projections
12. 3. Projections, Programming
and Project Analysis
Projections must be made of the
future nature and size of the
demographic composition of
population for a period of fifteen
to twenty years. Since student is
the focus of the educational
process, projection should begin
with the school and the college
age-groups drawn on a yearly
basis in terms of enrolments.
13. QUESTIONS TO ASK:
Which programmes and activities must be
carried out in order to produce the desired
outputs?
How will objectives and outputs be measured?
How do we get there?
14. 4. Costing Educational Plans
The unit costs of different types of
educational facilities need to be
computed. These costs are to be
studied in terms of the availability
of present and future financial
resources. It should be ensured at
this stage that the real cost of
education is not too high so as to
be inconsistent with the
attainment of the overall plan
objectives.
15. QUESTIONS TO ASK:
What are the categories of costs involved in each of our
activities to improve learning?
What are the other recurring costs in the education
sector?
Do we need to account for growth (population growth,
increased attendance, etc.) when calculating our
recurring and new programme costs?
What are our projected sources of funding and does
the total match our projected costs?
How much will it cost and
who will pay?
16. 5. Decision, evaluation and
implementation
A five-year plan needs to be broken
up into annual plans. Each
annual plan is scrutinized, discussed
and criticized in relation to a review
of previous year’s strengths,
weaknesses and achievements.
17. 5. Decision, evaluation and
implementation
At the end of the plan, evaluation is
done in terms of the extent to
which the objectives of the plan
have been accomplished in an
effective and efficient manner..
At this stage, the necessary
conditions for effective
implementation of the programme
need to be created. Thereafter, the
actual operations take place.
18. QUESTIONS TO ASK:
Which institutions and departments are
responsible for each activity to improve
learning outcomes?
When should each activity be
accomplished?
Will the financial resources be ready on
time?
Who will do what and when?
