EDUCATIONAL-PLANNING EDUCATIONAL-PLANNING EDUCATIONAL-PLANNING

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1. STATISTICAL REQIREMENT OF EDUCATIONAL PLAN

2. BOOK V QUANTITATIVE ASPECTS OF EDUCATIONAL PLANNING

3.  EDUCATIONAL PLAN

4.  It provides methods and techniques for collecting reliable and valid data in educational assessment. It helps in designing assessment instruments, such as tests, surveys, and questionnaires, to gather information about student knowledge, skills, and  EDUCATIONAL PLAN

5. STATISTICAL REQIREMENT OF EDUCATIONAL PLAN Population General Education Vocational/ Technical Education Personnel (Public-Private, Formal, Non-Formal) School, Training Center, Physical Plants and Facilities (Public and Private, Formal Non-Formal, Urban- Rural) Educational Training Cost / Finance by Type and Level of Education Projects

6. 1. population by education attainment, training skills 2. school-going age population by single-age (7-24) 3. migration within the country , by are grouping 4. literacy rate population , 10 years and above 5. mobility 1. Population

7. 11. General Education A. Enrolment and Graduates (Public and Private) 1. Elementary and Secondary Level 2. Educational at the Tertsiary Level 3. Dropout rate, all levels, by type of education, sex and age 4. Students by socio-economic origin 5. Absorption rate by level of education and by field of study 6. Actual number of professional by field of study

8. B. NCEE 1. Number of applicants in the NCEE by socio-economic group 2. Number of qualified applicants by socio-economic group 3. Number of graduates in scholarship program C. Scholarships 5. Number of scholars by level of education 6. Number of scholars by field of study and by type of education 7. Number of graduates in scholarship program

9. III. Vocational/ Technical Education and Manpower Training 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 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

10. IV. Personnel (Public-Private, Formal, Non-Formal 1. Total number of teachers by sex, age group, 2. level and type of education and salary scale 3. Average working life or service years of a teacher 4. Teachers occupying non-teaching posts 5. Number of field-time and part-time guidance counsellors 6. Teachers' retirement and separation 7. Pupil-teacher, pupil-school and teacher-school ratios by district and/or division 8. Number of administrative personnel by level, category and type.

11. V. School, Training Center, Physical Plants and Facilities (Public and Private, Formal Non-Formal, Urban- Rural) 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

12. 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 1. Water/drinking facilities

13. Ancillaries Services Teacher's salaries Cost of teachers' training Administrative cost Instructional/training materials and facilities Government subsidy by source to educational institutions and training programs Capital cost on education for the construction of schools Maintenance, rent and repair of schools Cost of related services (or social expense)

14. VI. Educational Training Cost / Finance by Type and Level of Education 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)

15. VII. Project 1. Status 2. Location by region 3. Manpower requirements 4. Budget - capital and operating 5. External assistance/ loans

16. BOOK V QUANTITATIVE ASPECTS OF EDUCATIONAL PLANNING

17. H. RANGE OR DISPERSION The range is the difference between the largest and the smallest observation in the data. The prime advantage of this measure of dispersion is that it is easy to calculate. On the other hand, it has lot of disadvantages. It is very sensitive to outliers and does not use all the observations in a data set.

18. H. RANGE OR DISPERSION We have noticed above that although the arithmetic mean of the class-size is 39, there are classes which may have as many as 55 or as few as 18 pupils. This means that the observations range from 55 to 18 pupils, there are many different indicators of this dispersion. Range gives the lowest and highest values of the observations. Studying the dispersion is necessary.

19. Class-size in order of their magnitude: 55, 55, 53, 53, 52, 50, 50, 50, 50,47, 47, 45,45 ,45, 43, 43, 42, 40, 38, 37, 36, 33, 32, 30, 28, 26, 25, 22, 20, 18.

20. I. FREQUENCY DISTRIBUTION In the preceding section central tendency, we used an example of class-sizes, calculating the mean of class-sizes of a school. Suppose now that one have data on class-sizes on region a region-wide basis. For example: In Region I, there may be 15,000 classes in the elementary grades which mean 15,000 observations of classes-size. To make this information useful to the planner, it must be classified and ordered.

21. For this purpose, the frequency distribution is used. Class-sizes are grouped in small ranges and for each range the number of observations within that range is given. Class-size (Number of Pupils) Frequency (Number of Observations) Percentage Frequency - Less than 11 350 2 11 – 15 300 2 16 – 20 650 4 21 – 25 1250 8 26 – 30 2150 14 31 – 35 3350 22 36 – 40 2250 17 41 – 45 1350 9 46 – 50 1550 10 51 – 55 1800 12 TOTAL 15,000 100

22. The frequency distribution shows that there are 2250 classes of a size of 36, 37, 38, 39, 40. the grouping of class-size makes the information directly and clearly understandable. To each group class-sizes belongs several observations and number is called the frequency of that group. For each group we can calculate the calculate the percentage distribution of frequencies. 5 x 350 = 1750 33 x 3350 = 110550 13 x 300 = 3900 38 x 2250 = 85500 18 x 650 = 11700 43 x 1350 = 58050 23 x 1250 = 28750 48 x 1550 = 74400 28 x 2150 = 60200 53 x 1800 = 95400 TOTAL 530200

23. 5 x 350 = 1750 33 x 3350 = 110550 13 x 300 = 3900 38 x 2250 = 85500 18 x 650 = 11700 43 x 1350 = 58050 23 x 1250 = 28750 48 x 1550 = 74400 28 x 2150 = 60200 53 x 1800 = 95400 TOTAL 530200 The frequency distribution can also be used to calculate the arithmetic mean. To do this, middle value of each group is multiplied with the number of observations in the group:

25. J. COMPUTATION RELATING TO FACILITIES Each region, division or district has a stock of educational facilities comprising of school sites, school building and furniture, the question that faces a planner is the adequacy of this stock both quantitatively and qualitatively in relation to the relation to the national plan for educational development. The illustrations in the preceding sections relate to computational techniques in general, but it can also apply in this specific area of educational planning concerned with facilities

26. DEFINITION: Educational Facilities is a term which includes sites, buildings and fixed and loose furniture, laboratory rooms desks, and chairs for classrooms. It should be noted that term, “educational facilities” does not include equipment: audio visual aids, laboratory equipment and the like. Computations relating to facilities area always in terms of individual pupil/ student. This is reflected in the terminology used as “area per pupil/student” or “area per place,” “cost per pupil/student,” or “ cost per place” and so on. The computations never involve the cost of a classroom or the cost of a laboratory room. Thus,, if a new school is to be provided, the first question that might be asked is “ for how many pupils/students?” “rather than how many classes?”

27. Planning for educational facilities requires first, statistical data on the existing building stocks. The data required will be of two sorts: first, capacity of the building proportion of the stock that needs replacement. The capacity will obtain by calculating the gross-area of building stock and dividing it by an agreed space standard.

28. DEFINITION: The gross area of a building is the total floor area of the building, measured on all the floors of all the spaces within the walls, that is educational areas administration spaces, circulation areas, areas of sanitary facilities living facilities etc. Space standards is the gross area per place that is agreed nationally to be minimum requirement.