This document discusses people-empowered planning in education. It defines key terms like empowerment, community participation, planning, and participatory planning. It explains that participatory planning in education involves representatives from students, teachers, administrators, decision-makers, parents/guardians, and organizations. The planning process should include briefing local leaders, conducting orientation sessions, forming committees, and creating simple manuals and plans. Benefits of participatory planning include increased relevance and quality of education, while doubts relate to efficiency, conflict, and loss of authority. Beneficiary participation in projects ranges from consultation to collaboration to full enterprise.

2. TEACHERS

4. SCHOOL
ADMINISTRATORS

6. DECISION - MAKERS

8. PARENTS
OR
GUARDIANS

10. ORGANIZATIONS
OR
GROUPS

11. PEOPLE – EMPOWERED
PLANNING
BY:
MS. NEDEL JOYCE CHRISTINE C.

12. DEFINITION OF TERMS:
Empowerment – It is essentially a
capacity to define clearly one’s interests,
and to develop a strategy to achieve
those interests. It’s the ability to create a
plan or program to change one’s reality
in order to obtain those objectives or
interests.

13. • Community Participation - It is a form of
planning that takes a comprehensive approach
to meeting community needs–an approach that
recognizes the interrelationship of economic,
physical and social development.
• Community - a group of people with diverse
characteristics who are linked by social ties,
share common perspectives, and engage in
joint action in geographical locations or
settings.

14. •Planning - It is a complex form of symbolic
action that consists of consciously
preconceiving a sequence of actions that
will be sufficient for achieving a goal. It is
set apart from undeliberated action, which
is not preconceived.
•Participatory Planning – It means the
distribution of decision – making power in
such a way that all those affected by
decisions should have a share in making

15. COMMUNITY
PARTICIPATION IN
EDUCATIONAL PLANNING

16. • Proper briefing of planned activities and events with
the local leaders first, before doing anything concrete,
and generating the environment and feeling that they
too are involved in planning of things, not just
accepting them and being used as institutional fronts.
• Conducting orientation sessions with local leaders and
local residents, especially mothers of children, using
not only government experts but credible local
leaders as briefing agents after proper training.
• Promoting the concept of working together because
whatever results are obtained accrue to benefit of the
community and their children.

17. •Forming a planning committee.
•Preparing a very simple, 2 to 3 page manual of
instructions, using the local language or dialect
if possible with illustrations and flow charts, on
how to make a simple budget, how to involve
people especially mothers of students and
pupils.
•Preparing a weekly or monthly status sheet for
each committee member on their activities,
achievements, problems and how to solve them

18. •Formulating a simple format of a
school or community education plan
and program.
•Preparing a management
implementation scheme to ensure that
the proposed plan can be executed.
•Make a simple scheme to monitor and
evaluate of the plan.

19. PARTICIPATORY
PLANNING

20. THE PEOPLE WHO SHOULD BE REPRESENTED IN
SOME ASPECTS OF PLANNING:
• Students – the clients served by school.
• Teachers – the major element of the professional staff
• School Administrators – principals, superintendent
and supervisors
• Decision – makers – chiefs, directors, ministers
• National Board of Education and other policy –
making bodies
• Para – professionals and Personnel of other agencies.

21. SUPPORTS AND DOUBTS IN
PARTICIPATORY PLANNING

22. EFFICIENCY
PROS
• Technical or economic
efficiency is not all in
education.
• The gains in relevance and
quality, the additional
resources mobilized for
education, the enhanced
employability of students; all
these benefits likely to accrue
from participatory planning
would more than affect the
CONS
• Distracts educational
institutions from their
primary business.
• Costly because more
people will have to devote
more of their time.
• Uneconomical because the
competence and special
qualifications of
professional planners are

23. CONFLICT
PROS
• Provides an “institutionalized
mechanism” for conflict
settlement, an outlet for
conflicts and controversies.
• Conflict is present everywhere: it
brings out into the open and
attempts to deal with it in a
constructive manner.
• Through consultation, conflict
and polarization may be
avoided by reserving final
decision in the hands of
CONS
• Involves many people with
divergent points of view,
conflicting values and rival
interests; thus, educational
decision – making will be
strangled.

24. LOCALISM
PROS
•Leads education out
of its present
emphasis through a
variety of innovative
educational
experiments, decided
upon on different
places.
CONS
•Fosters varied
whims and
ideologies true to
one setting or
locality

25. MEDIOCRITY
PROS
•Encourages creativity,
ideas and first – hand
experience of local
people, rather than
an academic exercise.
•Provides competence
through technical
assistance groups.
CONS
• Involves many people
who are not formally
qualified, particularly
the students
themselves.
• Planners’ expertise will
be subjected to majority
rule and unsatisfact6ory
compromises; thus,

26. AUTHORITY AND CONTROL
PROS
• Holds control over the planning
process by means of the broad
and general acts of directives
laid down by authorities.
• Does not aim at control over
other people’s behaviour,
instead it enhances the control
over a common activity, the
degree to which all parties
concerned achieve their
common objective which is
making the educational process
CONS
•Represents a loss
of teachers’ own
authority.
•Dissolves necessary
control in
education.

27. BENEFICIARY
PARTICIPATION

28. BENEFICIARY CONSULTATION
• Beneficiary groups are given the opportunity to
contribute information or advise to the planning
design, implementation and management processes
of the project.
Examples:
Small irrigation in the Philippines and
Grameen Bank in Bangladesh

29. BENEFICIARY COLLABORATION
• Beneficiary groups share, either physically such as
through labor and/ or financially, in project
implementation, operation and maintenance.
Examples:
Community forestry projects and smallholder
tree-crop estate projects.

30. BENEFICIARY ENTERPRISE
•Beneficiary groups take accountability for
implementation, operation and maintenance of
the project.
Example:
Cooperatives and supervised credit
livelihood projects.

31. THANK
YOU!!!