Educational-Planning-Organization-and-Management_PIC.pptx

ppt

1. by: Prof. Christian N. Arevalo Educational Planning, Organization and Management

2. Why Educational Planning and Management? Educational Planning systematic analysis to the process of educational development with the aim of making education more effective and efficient Educational Management effectively utilizing human and material resources, in order to accomplish the school's objectives.

3. Why Educational Planning and Management? Educational Planning an articulated vision creation of objectives review of existing educational policies explanation of programs, projects and targets

4. Education M ea n s t he pro c e s s o f the development of the individual.

5. Management Function of Management 1. Planning 2. Organizing 3. Leading 4. Staffing 5. Controlling

6. Scope of Educational Management Helps in Decision-making and problem-solving Provides Human equipment Co-curricular planning, preparing timetable Motivating staff and students Conducting staff meetings Developing conducive school climate

7. Scope of Educational Management Organization of guidance and guidance Organization of health and physical education Maintenance of school records Financing and budgeting Community service

8. Educational Planning Educational planning i s a proces s of preparing of set of decisions about an educational enterprise in such a way that goal and purposes of education will be sufficiently realized in future with available resources.

9. Educational Planning Educational planning is related to educational policy and policy. Policies are set of educational decisions, statements of aims purposes, principles or intentions

10. Why take this Program? T o develop your lead e r shi p and management skills

11. What opportunities might it lead to? Career prospects: intended to prepare teachers, educational trainers, lecturers and instructors in a variety of educational settings and organizations

12. Career Options Principal/College, School Assistant principal District administrator Instructional coordinator Director or supervisor Dean of students or faculty

13. Career Options University registrar Community education directors Business managers School system superintendents Curriculum coordinators Administrators at post-secondary schools leaders on local school boards

14. EDUCATIONAL PLANNING PROCESS OBJECTIVES AND CONSTRAINTS

15. Six stages of planning process Pre-planning Planning Plan Formulation Plan Elaboration Plan Implementation Evaluation, Revision and Replanning

16. 1. Pre-Planning Stage Pre-planning activity is to have the national educational objectives defined by the appropriate authority.

17. 2. Planning Stage: This stage comprises five principal steps: Step 1: Diagnosis - current educational effort of the country is adequate relevant

18. 2. Planning Stage: This stage comprises five principal steps: Step 2: Formulation of Policy - A set of policies framed to remedy each of the defects and deficiencies

19. 2. Planning Stage: This stage comprises five principal steps: Step 3: Costing of Future Needs - to cost the future needs using the best available cost data

20. 2. Planning Stage: This stage comprises five principal steps Step 4: Establishment of Priorities and Target - the educational planner would have taken stock of the resources available

21. 2. Planning Stage: This stage comprises five principal steps: Step 5: Feasibility Testing - The targets are set according to needs that have been identified

22. 3. Plan Formulation Stage: to present a set of decisions for approval to provide a blue-print for action

23. 4. Plan Elaboration Stage The process of elaboration is in two steps: Programming Project Identification and Formulation

24. 5. Plan Implementation Stage The implementation of an education plan begins when individual projects are taken up for execution.

25. 6. Evaluation, Revision and Replanning Stage It highlights weaknesses in the plan. It takes the place of Diagnosis of the Planning Stage in providing the basis for replanning.

26. How to deal with planning Constraints they are challenges to be faced; setbacks, both temporary and long-term, have to be anticipated and provided for in "contingency" plans; and one should not hesitate to "take one step backward to take two steps forward

27. Educational Planning, Organization and Management

28. EDUCATION FOR ALL Educa t io n For All (E F A) i s a global movement led by UNESCO (United Nation Educational, Scientific and Cultural Organization.

29. Philippine Education For All 2015 Education occupies a central place in Philippine political, economic social and cultural life. The Department of Education (DepEd), the country’s biggest bureaucracy, is given the highest budget allocation among government agencies each year

30. Philippine Education For All 2015 Millennium Declaration - signed on September 2000 geared towards reducing poverty, hunger, diseases, illiteracy, environmental degradation and discrimination against women. Medium Term Philippine Development Plan (MTPDP) 2004-2010 including policies and plans related to children, access to primary education and gender equality

31. Education for All Goals : World Education Forum 1: Expand early childhood care and education 2: Provide free and compulsory primary education for all 3: Promote learning and life skills for young people and adults 4: Increase adult literacy by 50 percent 5: Achieve gender parity by 2005, gender equality by 2015 6: Improve the quality of education

32. Comparing Participation In Education Worldwide gross enrolment rates in low-income countries are significantly below disparity in enrolment rates between low- and high-income countries is particularly marked for tertiary and pre-primary education.

33. Trends By Education Sub-Sector

34. 1. Early Childhood Care and Education (ECCE): Patterns and Issues Around age 3 are critical for brain development quality early childhood care and education (ECCE) can significantly improve the cognitive, social, and emotional development of the child

35. 2. Early Childhood Care and Education (ECCE): Patterns and Issues per cent of pre-primary children in developing countries received some type of ECCE

36. Primary and Secondary Education to prepare young people for adulthood, working lives, and further learning

37. 4. Technical and Vocational Education to preparing students for the labor market

38. 5. Tertiary Education Gross enrolment ratios at the tertiary level in developed countries were recorded at 67 percent in 2006

39. 6. Adult learning formal and institutionalized learning dedicated to skills or qualifications upgrading, and languages and life skills learning to informal learning on the job and in other life settings

40. Adult Learning Programs Shortcomings  Program tends to be far below the needs  Generally inequitably distributed  Quality is often questionable  Not well integrated with an overall view

41. CHALLENGES FOR EDUCATIONAL POLICY AND PLANNING

42. CHALLENGE 1: Developing specific sub- sectors of education Early Childhood Care and Education - a key to improved access to primary education and to better pupil learning at all levels of education.

43. Primary school participation and completion does not depend on money alone CHALLENGE 1: Developing specific sub- sectors of education

44. General Secondary Education most public sector institutions lack adequate buildings, study materials and suitable curricula de-motivation because of low pay and career prospects

45. Adult Education for limited educational funds low government priority

46. Vocational Education and Training ineffective especially if the students do not have the option of being able to cross over to academic streams . for limited educational funds

47. CHALLENGE 2: The Quality of Education  how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits

48. CHALLENGE 3: Educational Equity and Social Cohesion  Research has shown that educational inequity is an important contributor to income inequity.

49. CHALLENGE 4: Linking Learning and Work: Qualification Structures and Career Guidance  The Lifelong Learning concept sees educational needs of citizen as spanning the whole life cycle, from early childhood to late in adult life, that is, from birth to death, or from cradle to grave.

50. CHALLENGE 5: Resources for Education  ho w much t o allocat e t o wh a t kinds of education and training

51. CHALLENGE 6: Governance and Management  Many of the contextual developments discussed above have changed the understanding of the respective roles of governments and the private sector in the education field. On the one hand, the large economic and social benefits of education argue for a greater role of the state in funding the education and training system. Although the role of states in providing school-level education has always been widely recognized, there are new arguments for governments to support early childhood education as well as literacy and training programs for adults.

52. FORMULATION OF SCHOOL IMPROVEMENT PLAN

53. What is a School Improvement Plan (SIP)? a road map that sets out the changes a school needs to make to improve the level of student achievement, and shows how and when these changes will be made.

54. In developing their school’s improvement plan, schools establish the following: A goal statement Performance target Areas of focus Implementation strategies Indicators of success Time lines Responsibility for implementing strategies Checkpoints for status updates Opportunities for revisions

55. What are its Legal Bases? Republic Act 9155 Republic Act 9184 DepEd Order No. 44 s. 2015 Republic Act 8545 (for Private Schools only)

56. Why Craft the School Improvement Plan?  SIP is required by law  It is envisioned to create an environment of collaboration.  It is a requirement of the School Based Management (SBM)  It is the basis for the Annual Implementation Plan (AIP)  It is also the basis for the Annual Procurement Plan (APP)

57. Who are involved in School Improvement Planning?  School Governing Council Representative  School Head  Teachers  Parents  Students  Barangay and LGU Representative

58. Guiding Principles  The SIP shall be anchored on the DepEd vision, mission, core values, strategies, and on Central, Regional, Division and school goals.  The SIP shall be evidence and results-based, child and learner- centered.  The development of SIP requires innovative and systems thinking, and a mindset of continuous improvement.  The formulation and implementation of the SIP shall involve the active participation of education stakeholders in the school and community such as the school heads, teachers, parents, community leaders, and the learners themselves, among others.

59. For your R eflection : In your own point of view, how important is educational planning? How does the educational planning and management help the education system in the Philippines? Write your answer in A4 bond paper in portrait orientation, Arial 12 font style and size and in double space. Submit your output on or before November 15 , 2022.