EM 500- 5 Stages of Educational Planning.pptx

education

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

2. Educational Planning The process of educational objectives and determining the action to achieve them.

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. Enrollment ratio method 2. Grade cohort method/cohort survival method 2 commonly employed procedures available for scientific projections

10. 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?

19. Ponder on this….. WHICH STAGE OF IMPLEMENTING A PROJECT IS THE MOST DIFFICULT TO DO?

20. EDUCATIONAL PLANNING DEALS WITH THE FUTURE, DRAWING ENLIGHTENMENT FROM THE PAST.

21. Judith Marie B. Domingo EM- 5OO