Polytechnic University of the Philippines

OPEN UNIVERSITY SYSTEM

Bansud Campus
Bansud, Oriental Mindoro

COMPILATION OF ASSIGNMENTS
Educational Planning, Organization and Management MEM 641

LOVELY ANN F. HEZOLI Dr. DOMINGO MENDOZA JR.

MODULE 1

Lesson 1 Fundamental concepts of educational planning

1. Why is there need for educational planning?

We plan to organize things. We anticipate everything that might happen in an
intelligent way. It is important to plan so that resources at hand are budgeted wisely. Time
and effort will be used in an intelligent way.

2. As planner/administrator, how do you understand the term “educational

development”? Suggest other facets of educational development.
Educational Development means achieving numerous objectives in a certain
period of time than the former years. It also means having more competent quality
product or graduates. Education is accessible to all class of people within the society.
There is an equal opportunity to all people whatever their status in the society. Teachers
and educational stakeholders motivated and always in need of educational researches to
innovate the educational system.

3. What may bring about a feasible and workable educational development plan in
your region/division/institution?
A feasible and workable educational development plan has to be versatile to the
changing needs and conditions of the situation. Its well-defined objectives or specific and
measurable goals make it more realistic. The plan would work out swiftly because there
is a common target. The resources have to be maximized not only to public education but
also to private sectors. Assessment and appraisal should be carried out, and based on this,
methods, contents and structure should be constantly revised. In the midst of inevitable
crisis, innovative approaches have to be utilized to face the demands. And lastly,
appropriate personnel and staff that are skilled in the art of decision making, resource
allocation and organization, and skilled in the implementation of the decisions and
system.

4. What do you think is the ideal approach to be used as basis of a planning activity in
you area? Why?

The ideal approach to be used as a basis of planning activity in our area is socio-
cultural approach because it is apt for elementary education. It determines the educational
needs and development in terms of existing demands for education using population, age
distribution, community income and social and cultural aims.

Lesson 2 Foundations of Educational Planning

1. Why is there need for an educational planner to have a basic knowledge and
understanding of his society?
An educational planner should have a basic knowledge and understanding of his
society so that he/she is able to plan in accordance with the needs of society. We cannot
 separate the school from the society, as the school improves the society as well will also
improve.
2. Present a situation showing the impact of planning on the society.
Here are situations that show the impact of planning on the society:
a. Education for all is also a scheme of the educational system. The full
implementation of it cannot be achieved because of the country’s limited
resources.
b. The land reform pro that program that was planned and implemented by the
government caused varied reactions among from the landowners. They think
that their right to property was defied. Latter, ownership has been transferred
to common Filipino farmers that were once tenants.

3. What are the principal cost elements of education?

The three principal cost elements of education are investment in capital, current
cost and indirect cost.
4. What do you understand by education as consumption and as investment?
Education is consumption because it is one of the important needs of the people.
People spend time, money and effort to achieve it. Education on the other hand is an
investment because it contributes to the development of the economy such that it
increases the individuals’ income.

5. Why should an educational planner know the educational system?

The educational planner should know the trend and dos and don’ts of educational
system so that he/she is guided in planning the structure that will match the needs of the
current situation. All his plans will be based on the current system of the country to make
the plan effective and useful.
6. How should educational planners respond to the challenges of population
dynamics?
Educational planners should take into account the population growth and changes.
Education is for the people and to promote peoples’ interests is its chief goal. Studying
the changes and formulating plans that can cope to the population dynamics are the best
alternative an educational planner can do to respond to the needs of the people. If the
educational planners succeed in bringing the correct plan, the population explosion
wouldn’t be a problem because the people are aware on how to manage the population
processes.

Lesson 3 Educational planning at the Institutional Level

1. Why is institutional planning important and necessary?

Institutional planning is necessary and important because it makes the best
consumption of the existing resources. This emphasizes human efforts rather than
additional money investment.

2. Formulate a skeletal framework of an institutional plan for any

school/institution in your locality?

Institutional Plan

I. Introduction
1. Brief historical development of the school
2. Guiding Principles of the School
3. School and Community Profile
3.1 Curriculum
3.2 Personnel
3.3 Community Profile
4. Curriculum
II. Situational Analysis
1. School Performance
2. Instructional Materials
 3. Personnel Profile
4. Physical Facilities and Resources
5. School Management and Administration
6. Alliances and Linkages
7. Human Resources and Staff Development
III. School Goals and Objectives
1. Goals
2. Objectives
3. Priority Improvement Areas
IV. Programs/Projects/Activities
V. Costing of the Plan
VI. Strategy of Implementation
VII. Monitoring and Evaluation

MODULE II

Lesson 1 Educational Planning in the Philippines

1. Cite some examples of educational planning activities that were performed before
the adoption of the present educational activities.

During 1954, the Board of national Education through RA No.1124 was created.
The RA No.1124 was amended by the RA No. 4372 that enlisted the additional functions
of the Board. The 5year educational program was proposed by the bureau of Public
Schools for 1965-1970. In 1965, a committee was composed in the task of preparing
annual reports. In March 1965,Dep Ed Memo No. 10,s.1965 states that the bureaus and
agencies under the department is enjoined. In 1966, after the 1965 elections, the
committee was rendered inactive by the change of the administration in Dep Ed. The
amount of P100,000.00 was finally released as its budget and the Division of Educational
Planning was established on May 2, 1969.

2. What office is now charged with overseeing the preparation of educational plans in
Department of Education, culture and Sports? State briefly its functions.
In preparations of educational plans, the DepEd Planning Service coordinates
with all DepEd’s offices, bureau, agencies, units and centers, and down to the regional,
division, district and institutional offices. The plans, programs and projects prepared by
these offices are submitted to the Planning Service for analysis and integration in the
National Plan of the DepEd. The final draft of the DepEd plan is submitted to the
Education Secretary for approval. Then the Plan is submitted to the NEDA and to the
Budget Commission for approval and integration to the overall National Development
Plan.

Lesson 2 Planning for Quality

1. What is planning for quality?

Planning for quality means aiming for the best of whatever is needed. In
education, planning for quality is developing the best education that everyone can afford.
Education can meet the needs of the society and reinforces the beauty of our culture and
values.
2. In your specific locality, which of the five areas for improving quality in education
should be given priority? Why?
In our locality, physical facilities such as buildings and equipment must be given
appropriate attention because some of the classrooms have poor ceilings and windows.
Pupils can easily distracted whenever heavy rains poor and the classroom can easily be
reached by flood. Some of the furniture are broken as well as the instructional materials
such as textbooks and charts.

Lesson 3 Participatory Planning

 1. Do you encourage planning in your locality? Why? How?
We are encouraged in participatory planning in our locality. It is so because it
increases participation for the whole members of the society especially those who are
directly involved in the benefits of education. Having representatives for the various
groups of people who are involved in the planning makes the planning more realistic. In
every meeting there is always a representative to voice out their opinions for the common
good.

2. Who are the people involved in the formulation of your plan? What is their role in
the planning activities?
These are the people involved in the formulation of our plan.
 Learners- center of the education process. They are the clients served by the
system.
 Teachers- Professional staff. They serve as the catalyst of the education process.
 School administrators: Principals, Supervisors, Superintendents- They serve as the
spearhead of the education flow. They direct the flow to the right path to achieve
the goals.
 Local Government Units- Supplies Direct Resources
 Non-Government Organizations, Private Sectors, and parents- Supports the
schools aims.

Lesson 4 Integrated Planning

1. What is integrated development planning?

Integrated development planning is planning the program in relation to the
existing programs and projects of the community as a whole. Education should be vision
as implementing, supporting, and reinforcing other than developing.
2. Why do some development plans fail? Suggest some solutions.
Some plans fail because the spill-in and spill-out relationship among different
elements of development process were not maximized.

Lesson 5 Decentralized Educational Planning

1. What is decentralized educational planning?

Decentralized educational planning is laying out educational development plan
from the 13 administrative regions. These plans were carefully studied to identify the
most common needs of the society in the pressing situations.
2. Give at least 9 indicators in identifying the DDU elementary schools in your locality.
a. The school sites are hardly reached by mobiles.
b. The information systems of the people are obsolete.
c. School buildings and classrooms are made of poor materials.
d. The facilities are lacking and others are substandard.
e. School furniture is poor.
f. Some equipment is malfunctioning.
g. Instructional materials are scarce and if they had, it may be out of date.
h. Teachers are not unaware of the current trends and new strategies.
i. Unparallel ratio of teachers on pupils.
3. Among the five variables, what do you consider the most important determinant in
the allocation of DDU schools in your particular locality?
Among the five variables, instructional materials and supplies are the most important
determinant in the allocation of the DDU schools in our locality.

4. In your district/division/region, list the priority needs of your DDU schools and work out
a scheme of assistance.

Priority needs of DDU Schools Scheme of Assistance

Poor Buildings and Classrooms Allot budget for the repairing or

reconstruction of the buildings and
 classrooms.

Poor Equipments Updated technical equipments

provided by the government or other
stakeholders.

Poor and insufficient instructional Provide budget to produce updated books.

materials

MODULE 3

Lesson 1 Systems Analysis and Approaches

1. Briefly explain the relationship among input, output, thru put and feedback in a
system using a specific basis.

Educational system is a complex interaction of functioning parts of the live

organization. A change in one part may affect the functions of the other parts. Let’s say
for example this flow model of the school system:

SCHOOLS SYSTEM

CURRICULUM AIMS

OBJECTIVES  Educated
INPUT

STUDENTS

OUTPUTS
Individuals
TEACHERS
METHODS STUDENTS FINANCES  Professionals
FINANCES
RESOURCES  Skilled workers
POPULATION

MANAGE-
TEACHERS FACILITIES MENT

TRANSFORMATION PROCESS

The inputs are the initial components of the system. It includes objectives,
students, teachers, finances, resources and population. The thruput is the active
components which is a process. When the inputs undergo thruput, the process begins to
blend and make use of different input. Thruput serves as catalyst in the process such as
curriculum, aims, methods, students, finances, teachers, facilities and managements. It
transforms it to develop a desired outcome which is the output. After the desired
outcome/output is evaluated and assessed through the process called feedback. If any
aspect is not good based on the assessment, appropriate adjustment innovations and
reforms should take effect.

2. Identify a problem in any of these areas: curriculum, staff development and

physical facilities. How will you solve this problem using systems approach?

Problem: Seventy-eight percent of the teachers are computer illiterate.

Objectives: To increase the teachers’ literacy in technology from 22% to 89% in two
years.
Resources: Constraint
Two computer literate teachers unmotivated teachers
One desktop computer computer inaccessible

Alternatives: train teachers

 Motivate teachers
Enroll a short course about computer literacy
Implementation:
The training of teachers will be held during INSET. These trainings will last for
two years.
Evaluation:
The teachers’ competencies are evaluated through CBPAST assessment.
Modification:
If the objective is not achieved, teachers should undergo short course about
computer literacy.

Lesson 2 Educational Planning Process

1. What particular stage would you consider the core/heart of the planning process?
The core or heart of the planning process is the plan formulation stage. There are
two primary purposes for this stage: a) present a set of decision to appropriate national
authorities for approval. b) to provide a blue print for action by various agencies
responsible for implementing those decisions.
2. Prepare a brief situational analysis of your district/division/region.

SITUATION ANALYSIS

A. SCHOOL PERFORMANCE

To determine the pupils learning level, progress and performance, tests / assessments are
given to pupils on the scheduled dates.

Slow and fast learners are given assistance and guidance through continuous
implementation of intervention and enhancement programs. Reading and writing tests are
sustained in all grade levels.

Numeracy test in Grade I - III pupils are also given to identify numerate and non -
numerate pupils at the start, middle and the end of school year.

Phil - IRI ( pre and post test ) in English and Filipino are given to identify reading ability
of each pupil as to non - reader , frustration , instructional and independent with and w/out
comprehension.

All government thrusts and DepEd programs continuously implemented and celebrated like
Nutrition / Wika Month, Scouting , Sports and the like.

Concerning pupil’s health, nutritional status of pupils determined twice a year and give due
feedings from the school canteen for nourishment. Government did its part by implementing
food for the School Children Program through distribution of rice and noodles particularly in pre
- school and grade I pupils. These programs strengthen pupils’ attendance 90% - 100% daily
because of food they have to receive everyday and brought increased to weight / height of the
beneficiaries.

As early as May, SReA and literacy assessment test are administered to pre - school and
Grade 1 pupils. The school gives an active participation and support on all districts and division
both in academic and non-academic contests.

Saturday enhancement classes were implemented from November - February to

strengthen the following weaknesses / problems by grade level.

 Grade I - : improvement of reading and writing skills in English, Numeracy

skills
 Grade II - : preparation for REAT improvement of test results ( REAT ,
Division Quarterly Examination )
  Grade III - : preparation for REAT as NAT Practice test
 Grade IV - V : preparation for REAT improvement of test results ( REAT ,
Division Quarterly Examination )
 Grade VI - preparation for NAT (REAT VI as NAT practice test , Division Test )
improvement of NAT result, Division Test Results

B. SCHOOL GOALS AND OBJECTIVES:

GOALS:

 Improve the learning performance of the School and of the Division.

OBJECTIVES:

 Increase NAT III & NAT VI MPS from 75% and above
 Raise pupils performance in all learning areas
 Acquire relevant learning materials in all subjects
 Improve school facilities
 Enhance and upgrade teachers’ competencies
 Sustain the supplementary feeding
 Increase the participation rate
 Provide conducive learning environment
 Acquire technology devices as an instructional materials
 Sustain linkages with LGU’s, Go’s and Stakeholders

C. EDUCATIONAL STATISTICAL DATA

 Diagnostic Test
 District Achievement Test
 SReA
 Regional Elementary Assessment Test
 REAT
 Division Mid-year Assessment Test

Findings:

Despite of the massive implementation of enhancement program, still some pupils can’t
perform well in some learning areas. There are factors to be considered like the absence of
technology materials to be used in teaching, replica of some learning materials in HEKASI,
family economic status to support the school needs of the children. Weak Mathematical skills of
the pupils are also one of the factors that affect pupil’s performance in Math especially in solving
word problems. Teachers can’t force the pupils to master the skills taught because of modern
technology that best caught pupils’ attention instead of making their assignments at home. In
addition, follow up at home are neglected by some parents. Limited knowledge of some parents
about the new trends of lessons could also be considered as one factor why developing study
habit is a failure. Economic status of some families hinders the pupils to attend Saturday
Enhancement Classes. Much more, they need to have extra income for their one week allowance
in going to school.

In terms of the reading ability of the pupils, most of the pupils found difficulty in
comprehension skills, that’s why they belong to Frustration Level. Parents of some pupils had a
belief of “ Education of their children lies on the hand of the teachers because they are being paid
to teach their children.” Rapport between parents and teachers became useless when it comes to
shared responsibilities of both parties. In addition, some of their pupils are under the care of
their guardian which sometimes spent most of their time in household chores rather than
monitoring school activity. They also manifested negative attitude to follow-up pupils’ progress
in school.
D. Best Practices

The schools’ initiatives to improve education and raise the learning outcomes of the
pupils were brought into play by the following intervention activities and programs :

 Training and development of learning packages.

- Preparation of prototype instructional materials and lesson plans.
- Collection of enrichment materials for the fast achievers and enhancement
materials for the slow achievers.

 Provision of Instructional Support Materials.

- School/ Classroom kits for Mathematics and Science.

Examples:

Window cards, geo-board, activity sheet/cards, globe,

body system models, maps etc.

 Teaching-Learning Strategies

Parent-assisted Instruction

The teacher confers with the parents of those pupils and discusses with
them their child’s specific learning difficulties. Likewise the teacher assesses the
capability of the parents to teach their own children as well as to note how much
time the parents can spare to assist their children.
Peer Coaching
This strategy focuses on the small groups. This allow pupils to work
together and maximized personal and another learning.

Balanced Reading Program

PERR /DEAR
Noon Reading Time
Nanay Ko, Tatay Ko, Guro Ko Rin”

 Intervention Programs
Innovative Strategies
*Institutionalization of Learning Intervention Program
- Balanced-reading program for slow and non-readers
- English for LIFE (Life is Fun in English) a remedial class focus on the
re-teaching of least learned competencies in English.
- Math BILANG ( Building Integrated Learning Activities in Numeracy
for Graders) a learning intervention focused on the re=teaching of least
learned competencies in Mathematics.
- Project SPACE ( Science Processes Applied in Creative Experiences) a
learning intervention focused on the re-teaching of least learned
competencies in Science.

Lesson 3 Identifications of Programs and Projects: Plan Elaboration

1. What particular stage would you consider the core of the planning process? Why?
The core or heart of the planning process is the plan formulation stage. There are
two primary purposes for this stage: a) present a set of decision to appropriate national
authorities for approval. b) to provide a blueprint for action by various agencies
responsible for implementing those decisions.
 MODULE 4

Lesson 1 Basic Statistical Tools in Educational Planning

1. Why are educational statistical data important and necessary?

The educational statistics are important because it supply a quantitative
explanation of the education system. It project the demand for education of different
kinds of and to estimate the future stock of students in different education sectors in order
to ensure that adequate educational resources—teachers, infrastructures and equipments
are available at the time needed. It also served as useful data in educational research fro
the system’s innovation and development. For the information it describes, it makes
easier for the public to know the status of the education sector.
2. Considering local needs and situations, how can basic data for educational planning
be obtained
The best way of obtaining basic statistical data for educational planning is
individualized basis. It provides information about each students or teachers on a detailed
basis. Information can be easily collected because the respondents are within the school.

3. How are educational statistics classified? Suggest other ways of classifying them.
Educational statistics in presenting data statistics on class, students and teachers are:
a) By authority responsible for school
b) Level and school
4. What is the difference between stock data and flow data? Give example of each.
Stock data is the situation of the educational system at a given point of time. They
became a basis on which planner will project future developments, while flow data
describes the internal dynamics of educational system. They relate to what happens to
pupil teachers through time and are spelled out in such “flow rates” as promotion
repletion and dropout rates.
Examples, the number of teachers in a particular school by the year 2010(stock
data) after ten years, will the teachers remain or leave? (Flow data)

5. How can the processing, storage and retrieval of data be done in your locality?
Describe them briefly.
In our school, original data is transferred in a form. This form is encoded through
computer. Through the use of printer, the processed data is printed out in many copies
that are being filed in the office and the teacher’s portfolio. The soft copy is saved in the
computer for future use.

Lesson 2 Computational Techniques in Educational Planning

1. Estimate the 1980 population of your province using the 1975 actual population
furnished by the National Census and Statistics Office.

The population of Oriental Mindoro during the year 1975 is 388744 according to
the NSO. The information was based on the following internet source.
http://www.factual.com/t/1bvoUm/List_of_Philippine_provinces_by_population_
1975_Census#
a. Population in 1980 = population in 1975 ( 1 + .0186 ) 4
b. E1980 = 388 744 ( 1 + .0186 ) 4
c. Population in 1980 = 418 484
2. Is the median always bigger than the arithmetic mean? Explain your answer.

No, because arithmetic mean is simply the sum of the values divided by the total
number of items in the set, while, median is determined by sorting the data set from
lowest to highest values and taking the data point in the middle of the sequence. In this
case, if there are extreme values of data, let say for example,
 3. In an elementary school, a pupil completed successfully Grade V and is promoted to
Grade VI. He failed, however, to show up in Grade VI because his parents decided
to let him discontinue going to school for reason of poverty. Would you classify him
as a promotee, a successful school leaver, or a dropout? Explain why.

He is a school leaver because he shared particular time together with the group of
pupils within the school. In such time, his parents cannot afford to send him to school so,
he leave the school. He is not a dropout since he did not enter in Grade VI or a promotee.

MODULE 5

Lesson 1 Budgeting: Its Implications to Educational Planning

1. What is the difference between line-item budgeting and performance budgeting?

Line Item Budgeting Performance Budgeting

Expenditure-oriented contains list of
items of every government agency to
be funded and the estimated receipts
and expenditures during the current
fiscal year based on the results of the
preceding year’s operation.
Goal and management oriented.
Includes statements of receipts and
expenditures and brief description of
what is to be achieved after each item
of expenditure.

2. Why is there need for correlating budgeting with planning?

There is a need for correlating budget with the plan to avoid misuse of resources
that leads to the existence of DDU schools; plans maybe unsuccessful due to lack of
financial support.

3. Based on your local situation, what problems do you encounter in correlating

budget with plan? Suggest some possible solutions to the problems.

Problem Solutions
1. Limited will to act and to Prioritize every program/project to be
innovate implemented
2. Cost – high cost of commodity Estimate cost in a high adjustable
amount.
3. Policy Change – the amount of Strive hard to increase the NAT
MOOE will be based on NAT result
result and schools’ population. Varied strategies in teaching

4. What suggestions may you offer for improving our present budgeting system?

I have on suggestions on the budget process. I just want to add the issuance of
policy or memo to the teachers to have a mandatory seminar/training on budget system so
that ordinary teachers will know this process to have transparency and to avoid
corruption.

Lesson 3 Costing of Educational Plans

1. What are the uses of costs?

The uses of cost are: 1) an instrument for an overall analysis of the financial
aspects of education. Overall analysis means a comparative importance of education in
the national economy. 2) a parameter for projecting the trend of the educational system
through a detailed analysis of total and unit costs by type and level of education as well
as purpose of expenditure.
 2. Why is cost/benefit analysis important and necessary in educational planning?

Cost/benefit analysis is important and necessary in educational planning because

it measures the resources required to implement such plan. It helps in delivering
adjustments in the plan with a view of ensuring consistency between costs and resources.

MODULE 6

Lesson 1 Communication in Educational Planning

1. Why is free and unguarded communication important in planning?

Free and unguarded communication is important in planning to impart facts or
information liberally. It has to be natural so that its dynamic process may utmost give out
its purpose, which is to carried out concepts towards someone who are involve in the
accomplishments of the objectives of the plan. Information such as feedback should be
viewed rationally from different channels of communication thus making communication
process complex and effective.
2. Give the characteristics of good communication during the planning process.
These are the characteristics of good communication during planning process:
a. Clarity/ Clearness- The receiver should be well-directed and knows precisely what he
will act and what is expected of him to do.
b. Adequacy/sufficiency- The division of work and the nature of work are intelligently
divided, explained and comprehended by persons involved in the process.
c. Originality/ consistency- The message to be communicated must be the same as the
original one, not changed or distorted after several relays, and continuously relayed.

3. As a planner in your own locality, how may you improve the present communication
system in your planning activities? Please give specific suggestions and examples.
Here are my suggestions on how I can improve the present communication system
in planning activities in our area:
a. Encourage suggestions and fair criticism in the formulation of plan
b. Planning committee should be effective and functional
c. The functions of each planning committee should be delineated and explained
thoroughly so that he may act what is expected on him

Lesson 2 Plan Elaboration

1. Among the types of plan/program evaluation, which (to your mind) is the most
useful and effective in terms of your local needs and conditions?
The most useful in our locality I think is the summative evaluation, because it is
done after the plan has been put into operation. It assessed whether the plan succeed or
not in a convenient and less time consuming.
2. Please give suggestions and recommendations to improve or enrich the
plan/program evaluation system as presented in this lesson.
I suggest that the evaluation system should include the evaluation program for
non formal education.