TARLAC STATE UNIVERSITY

GRADUATE SCHOOL
COLLEGE OF EDUCATION
Tarlac City, Tarlac

EDUC 504 (EDUCATIONAL PLANNING)

“WRITTEN REPORTS IN EDUCATIONAL PLANNING FOR THE NATION”

ALTERNATIVE APPROACHES TO EDUCATIONAL PLANNING:

SOCIAL-DEMAND APPROACH
MANPOWER-REQUIREMENTS APPROACH
RATE-OF-RETURN APPROACH
HUMAN RESOURCE DEVELOPMENT APPROACH
APPLICABILITY OF THE APPROACHES TO EDUCATIONAL PLANNING
APPROACHES TO EDUCATION PLANNING IN PHILIPPINE PLAN
DOCUMENT

Submitted to:

DR. MA. THERESA A. ACOSTA

Submitted by:

BABADILLA, JOEL M.

BATALLA, JETHRO JAMES F.

NATIVIDAD, NORENA P.

PAGADUAN, MANILYN C.

SANTOS, CRISTINA R.
I. Objectives
1. To analyse the educational planning for the nation.
2. To inquire into the ideology and strategies available to a nation in planning its long-
term educational alternatives.
3. To identify the different options for macro-planning.
4. To determine the different policy issues.
5. To examine the critical function of manpower planning and external efficiency in
planning.
6. Identify the characteristic of Human Resource Development.

7. Enumerate the fundamentals of Human Resource Development System.

8. Appreciate the importance of Human Resource Development in an organization.

9. Attain his potential as a human being.

10. Enhance the range and quality of individual and group participation in the basic
functions of society.

11. Acquire the essential education foundation for his development into a productive
and versatile citizen.

12. Increase knowledge regarding the strengths and weaknesses of the overall
performance of the education system and suggest appropriate solutions in it.

13. Identify the manpower considerations and external efficiency.

14. Differentiate equity to inequity.

15. Enumerate five East Asian values.

II. Pre-test

1. What is the difference between goals and objectives?

2. What is the difference between a vision and mission?

3. What is Social-Demand Approach?

4. What is Manpower-Requirement Approach?

5. What is Rate-Of-Return Approach?

6. What is Human Resource Development?

7. What is the purpose of Human Resource Development?

 8. Why do we need Human Resource Development in every organization?

9. What is an Approach to Education Planning in Philippines?

10. List the nine pieces of information that must be included in the Approach to
education planning In Philippines.

11. How can the student gain the most out of the Approach to education planning
In Philippines, process?

12. What is transition and what are the requirements for its inclusion in the
Approach to education planning In Philippines?

13. Have you attended an Approach to education planning In Philippines seminar,

meeting? If yes, describe it. If no, tell what you think would happen at an
Approach to education planning In Philippines, meeting.

14. What is performance assessment? How does it affect the educational system?

15. What are the manpower considerations in hiring an applicant?

16. Is there any relationship between the chosen course of the learner and his/her
skills in searching a job? Provide examples.

17. When does equity and inequity occur?

18. Enumerate some Filipino values that we practice.

III. Content

I. Introduction
According to Adriano Arcelo, a discussion on the approaches to educational
planning would require a prior understanding of essential components of educational
planning. Dror defines planning as “the process of preparing a set of decisions for action
in the future, directed as achieving goals, by optimal means.” Paraphrasing Dror,
educational planning maybe defined as a process of preparing a set of decisions for
action in the future in the field of education with the end in view of achieving goals by
optimal means.
The definition entails the following aspects, Arcelo emphasizes:
1.1 Goals and Objectives:
Preparation of a set of decisions must be in relation to goals. Thus, an
educational plan must lay down the goals and objectives for which the plan is being
prepared. Goals and objectives may be in relation to the aspirations, ideology and
 values adhered to by a given society or problems to be solved which may partake
of political, economical, and social dimensions.
1.2 Vision and Directions:
After articulating the mission, goals and objectives, one proceeds with the
analysis of the present situation and problems, and provides a scenario building to
define the ideal state (vision) in education, and the required directions, process and
strategies towards the realization of the vision so defined.
1.2.1 Situational Analysis
Situation analysis delves into the past and present trends in
education, the relevance of present educational objectives in relation to the
demands on education, problems and challenges. It also looks into the
student intake across educational levels, and manpower resources in
education, the library and laboratory facilities, educational finance,
manpower demand and supply, linkages with social and economic sectors
and management style and governance.
The situation analysis contains, among others, answers to the
following questions:
1. Has there been underinvestment in education or overinvestment in some
other areas?
2. Do performance indicators in education show social and economic
opportunity of educational investment?
3. Is the education sector effective in responding to the educational needs
of all people especially those in remote areas, the poor and the cultural
communities?
4. If found effective, is the educational system efficient? If there has been
inefficiency in the delivery system, what are the reasons and could these
be avoided?
1.2.2 Educational Vision:
Educational vision is an articulation of the ideal state of education
taking into account concerns for effectiveness, equity, excellence,
efficiency and relevance in the light of the aspiration and development of
students as well as the benefits, welfare and academic fulfilment of teachers,
school officials and society. The ultimate outcome in the pursuit of the
above-mentioned concerns in educational processes are shown in the kind
of graduates and school leavers who are prepared to discharge their social,
political, spiritual and economic roles in society, thus enhancing the quality
of life in the country and the world. In short, there is a close linkage between
the education sector and the various economic and social sectors of society
 whereby education is able to contribute to development as gauged by the
following conditions across levels of education:
1. All school-age population are in school and drop-out is within acceptable
standards.
2. All school leavers are able to attain functional literacy to the extent that
they have meaning and fulfilling roles in society. Roles may be in the
form of full employment, whether employed by a firm or self-employed,
or participation in the democratic processes, especially in an election.
3. Graduates of post-secondary programs and higher education are gainfully
employed and are able to discharge social and political roles in society
especially, in the promotion of social justice, solidarity, peace, freedom
and prosperity.
4. The professional graduates are able to exercise professional, social and
political leadership in a dynamic and vibrant economy. Knowledge is
passed on to the young and succeeding generations while the frontiers of
knowledge are expanded through academic leadership in research and
graduate education.
5. The educated class of society and the enlightened citizenry are able to
protect and uphold democracy and allow for an effective and efficient
operation of a democratic system for the good and welfare of the people.
1.2.3 Processes and Strategies:
Knowing the situation and having articulated the vision, the next step is
design to alternative processes and strategies which are feasible in the light
of constraints. Various processes and strategies must be subjected to a
feasibility test so that maximum educational outcomes are achieved with
minimum use of educational inputs. Recommended processes and strategies
must be presented which entail sound arguments as a basis of the
recommendation, according to Arcelo.
1.3 Time and Priorities:
The time frame is an important element of the educational plan. In the light
of the desire of many countries, regions or province to develop, time perspective is
very important. More so when the educational plan being prepared is in response
to the problems and challenges that have to be faced with great urgency
The problems must be then ranked. How the solution is treated in response
to priority problems, as contained in the plan, represents the priorities in plan
implementation. Prioritization is also needed in view of the limit of resources.
Every urgent problem should be provided with available and commensurate
 resources. As soon as additional resources are made available, the next priority
problems should be attended to.
As educational plan may be in time frame of 4 or 5 years. However, it should
be a rolling plan which would require continuous process of review and plan
updating every year. In the review, a year is dropped and another year is added to
continue the process of revisions incorporating new dimensions that have some
implications on the revised plan.
1.4 Optimality Condition in Education Plan.
The rationale of preparing a plan is to identify and anticipate problems and,
based on the situational and problem analysis, to prepare the most suitable solution
to be implemented over a time frame. However, the bottom line of an educational
plan is that education is effective in responding to the needs of its public and
clientele. Besides being effective, efficiency could be achieved if educational
outcomes are maximized with a minimum of educational inputs.
In highly developed countries where the level of education is at its zenith,
the excellence of educational outcomes is maintained with a minimum use of
educational inputs. In contrast in many third world countries wastages and
inefficiency may be quite prevalent and level of educational outcomes may have a
lot of room for improvement. Thus, in Third World countries the educational plan
must address the maximization of educational outcomes and minimization in the
use of educational inputs.
2. Social-Demand Approach:
The social-demand approach is the most popular with 90% of educational
plans around the world being of this nature, its greatest concern is being able to
address equity consideration and provide educational opportunities. Thus, the
social-demand approach aims to provide access to all who demand admission to
school; in higher education, admission is based on one’s academic capability to
benefit from higher education.
The appeal of social-demand approach is in its strong focus for responding
to the urgent desire of many countries to uplift living standards and to protect and
preserve democracy. Just as one needs a minimum food and nutritional intake to go
on with life; one also needs a minimum level of education for one to play a
meaningful role in political processes in democratic system and to participate in
economic and social mobility in society. Generally such minimum education is
functional literacy which is usually attained with the completion of elementary
education. This is the rationale for the compulsory nature of elementary education
and the school leaving-age requirement in many countries. The world-wide
“Education for All Program” is an expression of the concern in providing minimum
education consistent with the social-demand approach in educational planning.
An example of social demand approach as applied in higher education is the
case of Great Britain when the Robbins Committee recommended that “course of
higher education should be available for all those who are qualified by the ability
and attainment to pursue them and who wish to do so.” The basis of this policy is
the firm belief in providing equality of opportunity and that these talents and
abilities of young people have to be harnessed in higher education to assure Great
Britain’s premier role in the world. Excellence in instruction and high-level
research should be pursued and thus the slots in higher education should be
expanded in response to public demand.
The problem with the social demand approach is the financial implications
of the requirements and even if all the funding is available, one is not certain of the
efficiency of financial allocation in support of all those who want to get more
education. In response to the financial magnitude of requirement in the social-
demand approach, many developing countries allocate a bigger share of public
spending for elementary education. The Philippines spends 64% of public
education budget for elementary, Indonesia 62% and Thailand 58%. On the other
hand, in Third World countries such as OECD, the corresponding percentage is
only 33.3%. In the recent report of the Congressional Commission on Education
(EDCOM) entitled Making Education Work, it is stated that “Basic Education is
the right of every citizen…until every Filipino has had education, all budget
increases for education should go to basic education.”
The implication of this EDCOM statement is that basic education is
mandatory and should be provided with all the necessary funding. However, such
pronouncement does not mean that it disregards the efficiency criterion. If one
considers social rate of return as an efficiency criterion, one could readily find a
justification for all-out support for basic education. The social rates of rates of
return of basic education is estimated at 11.9% for elementary and 12.9% for high
school which are reasonably good. Moreover, basic education has significant
economic externalities. For example, having a population with excellent basic
education, a country has a literate society which would preserve and protect
democratic processes and democratic institutions besides providing a highly literate
society which serves as a trainable manpower base necessary for industrialization
and development. A country that aspires to be highly developed has to have a highly
literate population.
Beyond basic education, public funding must take some differentiation. For
one, the private rate-of-return in higher education, estimated at 14% in 1985, is
 quite high and therefore many would enrol in higher education in view of the
alternativeness of the rate of return. Those who cannot afford the cost of higher
education may be provided with the financial means in a form of student loans.
Subsidies in the form of grants-in-aid programs and scholarships should be made
available in academic programs that are critical for the country’s development as
well as in programs where economic externalities are so high to warrant public
funding, such as in research and graduate studies. To assimilate college-bound
students from the cultural communities and the depressed regions, subsidies,
scholarships grant-in-aid programs may be justifiable.
3. Manpower-Requirement Approach:

Arcelo explains that manpower requirements approach would entail an analysis

demand and supply of manpower. On supply side, one has to take a stock of manpower
according to the field of specialization and levels of education as well as the enrollment
across levels of education and field of specialization in both the formal and the non-formal
education sectors.

On the demand side, the specification of manpower requirements needed to

accelerate economic and social development, disaggregated across either occupation or
levels of education and field of specialization.

Once there is a careful analysis of demand and supply of manpower, what remains
is a matter of matching supply with demand. However, the reality in a dynamic education
and economic system is quite complicated and the following are points raised with respect
to manpower-requirement approach in educational planning:

a. Education is far from just matching demand and supply. It is for the liberation of a human
person in order that one is to play a meaningful role in society. That role is not only gainful
employment. It encompasses all facets of society, viz. spiritual dimension, social, political
and economic which is only a segment of human existence.

b. Even in the age of highly sophisticated technology, it is not possible to provide accurate
specification of the kind of manpower needed. Beside, technology is moving so fast that
if a certain type of manpower expertise is specified now, by the time such manpower is
actually produce, the need may no longer be critical.

c. The substitutability of manpower is ever present. In the 1981 survey of employment of

graduates, one notices the flexibility of graduates in responding to job availabilities.

d. The assumptions of a fixed production in the manpower-requirement approach is not

tenable in view of the flexibilities and possibilities for adjusting inputs as exemplified in a
dynamic production system. Moreover, price levels in a free market economy may warrant
the adjustment of supply to demand which indicates fluidity in the real world situation.

e. The manpower-requirement approach would thrive in a more centralized political

system. With the crumbling of many totalitarian governments, there is less appeal for this
approach in educational planning.

4. Rate- of-Return Approach:

The rate-of-return approach is based on the assumption that education is an

investment that has some return. It also assumes a working market providing signals for
adjustment in such a way that market players (i.e., the population) are investing in
education that has an acceptable return and that resources allotted to education are directly
proportionate to prevailing rate of return, i.e., the higher the rate of return on an educational
project, the bigger the investment.

The following are some comments on the rate –of –return analysis as a basis for
educational planning, notes Arcelo:

a. Non- economic benefits of education are not captured in the rate-of-return analysis. Its
emphasis on economic return does not jive with the global objective of education. This
criticism is also applicable to the manpower approach.

b. Indirect economic returns and economic externalities are not taken into account in the
rate-of-return analysis. It is quite hard to qualify the multiplier effects of education.
However, in many case studies of the rate-of-return analysis, there have been some
attempts to qualify the said multiplier effects. The most important problem is the pricing
of economic externalities; consequently, rates of return should be taken as an indication of
magnitude or directional trend.

c. Pricing and the nature of the labor market do not reflect real value. For example, the
salaries of unpaid teachers are not reflective real value and may not be quite an accurate
basis of investment decision in education. In other case, in a very restricted labor market
like medical profession where entry is highly cartelized, the physician’s pay is largely due
to market imperfection. To the extent that imperfection is the nature of the market, pricing
is always a problem as a basis for computing rates of return.

d. Benefits accruing to an educated person are closely related to socio- economic status.
For example, children of the economic elite have access to better employment opportunities
and higher starting pay because of their wider social linkages among decision makers in
various hiring offices.

e. Data availability is a problem in calculating rates of returns, especially income data

across age group, occupation or educational attainment, etc. Even in lifetime earnings data
are available, such earnings data may be more a function of other variables and could not
be solely attributed to education.

f. The rate-of-return analysis cannot assess the impact of education on the other sectors of
the economy, unlike manpower planning where the relationship between education and the
other sectors of the economy is clearly demonstrated.

g. One responds to the need for providing basic education regardless of the rate-of-return
because basic education is a basic human need.

Human Resource Development (HRD) is the framework for helping employees

develop their personal and organizational skills, knowledge, and abilities.

Human Resource Development process is facilitated by mechanisms (instrument or

sub-system) like:

 Performance appraisal
 Training
 Organization Development
 Feedback and Counselling
 Career Development
 Job Rotation
 Rewards

Why Human Resource Development?

People need competencies (knowledge, attitude, values and skill) to performance

of task requires a higher level or degree of skill. Without continuous development of
competencies in people, an organization is not likely to achieve its goals.

HRD is needed by every organization that is interested in;

 Stabilizing
 Diversifying
 Growth
 Renewing itself to become more effective
 Improving its system and services
 Change and becoming more dynamic
 Playing leadership roles
Characteristics of Human Resource Development:

 HRD is a system: we must consider HRD as being up several mutually dependent

part or subsystem, such as procurement, development and performance appraisal.
Change in any one subsystem leads to change in other part.
 HRD is a planned process: HRD is a planned system of developing people, it is a
lifelong process.
 HRD develops competencies at four levels: At individual level are made aware of
their roles and what is expected of them, so that they are able to improve their skill
and attitudes accordingly. At the dyadic level, stronger employer-employee
relationships are developed more trust, mutuality and help. At group, committees
or task groups are made more effective by developing collaboration in their inter-
group relationship. At organizational level, development of competencies involves
the development of self-renewing mechanisms in the organizations which enable it
to adjust to change in its environment and to be proactive.
 HRD is a continuous process: Organization can facilitate the process of
development by planning for it, by allocating organizational resources for the
purpose, and by creating an HRD philosophy that value human being and promote
their development.
 The ultimate objective of HRD is to contribute to the professional wellbeing,
motivation and pride of employees:

Demand of HRD on employees

 cooperating with each other.

 protecting an organization against disaster.
 contributing ides for organization improvement.
 self –education.
 creating a favorable environment for organization.

Importance for HRD

 HRD is needed to develop competencies.

 HRD is needed to mitigate some of the evil consequences of industrialization.
 HRD is needed to bring about system-wide change.
 HRD is needed to develop a proper climate in the organization

Following areas seems to be fundamentals of HRD system:

 Manpower planning
 Recruitment and selection
 performance appraisal
  performance counselling
 potential appraisal and development
 feedback and performing coaching
 career planning and advancement
 Training and development
 organization development
 Employee welfare and quality of work life
 Human resource information

Approach to Educational Planning In Philippine Plan Document:

The social-demand approach finds expression in the call for universal basic
education in order that citizens may achieve functional literacy and numeracy. To provide
basic education to all and achieve functional literacy and numeracy, education should be
provided the highest budgetary priority. All budgetary increaser for education should take
into account increases in enrollment and inflationary trends.

The manpower-demand approach is evident in some statements in the plan

document that emphasizes the formation of skills and knowledge to enable to citizen to
become a productive member of society. The development of high-level profession is also
encourage to provide leadership in the various professional fields vital to the economy.

In the academe and research agencies, there has been a number of studies on
manpower forecasting and rates-of-return. The merits of such studies are in providing
directional signals and career guidance to college-bound population. Projections of
manpower-demand have not been accurate as it has always been in many countries. On the
other hand, rates-of-return, just like manpower forecast, are just indicators of magnitude.

Performance Assessment of the Education System

ADB suggest the strengths and weaknesses of the throughput diagram as depicted
in Figure 32. Such a diagram, describing succinctly the overall performance of the
education system, would be useful as a diagnostic tool as it (i) provides basic numerical
information allowing a quick and general assessment of the ES performance; and (ii)
pinpoints major(sub) sectoral issues in terms of enrolment, dropout and output. Its purpose
would not be to present solutions to problems but highlight the latter. In this way, the
diagram would be helpful in clearly bringing out the need for the project. Furthermore, the
diagram could also show the linkage with the labor market. Detailed data on unemployment
and underemployment could effectively indicate the labor markets absorption level.
Finally, it could present, in a more catching manner, the performance of the ES at a given
point in time contrary to the usual practice of simply providing a descriptive and prosaic
text on the subject.

ADB has pointed out, however, that the data required for preparing such diagram
are often not readily available. Therefore, to construct such a diagram, assumptions
regarding key parameters would be needed, reducing the practical value of this diagnostic
tool. An alternative more straightforward diagram was suggested based on enrollment and
output figures for the main educational subsectors but without linkage to the labor market.
In both cases the data required could be built into design of the project study.

ADB emphasizes the need for updating the diagram. As it may not be feasible to
repeat the exercise annually, the throughput diagram could be constructed periodically,
e.g., in a sector study, and could then be a useful reference for all education projects in a
particular country. A sequence of these diagrams for a given country could show the
evolution or development in certain key parameters and issues. As the data system is
expected to improve over time, the relevance of the diagram as a diagnostic tool would
increase. If data paucity is no longer a constraint, the diagram should be continuously
updated based on an in-depth analysis of the most recent data. Once the diagnosis is made
(analysis and assessment of issues based on or supported by detailed data), general
strategies or approaches towards addressing key issues can then be formulated which form
the starting point for project identification.

Manpower Considerations and External Efficiency

The Asian Development Bank states that recent experience has shown that the
manpower (MP) requirements approach using long-term MP projections (10 to 20 years),
leads to invalid, inaccurate and even misleading results mainly because of difficulties in
predicting the changing labor markets. Manpower analysis and planning should focus
instead on the identification of existing shortages of specific skills and their likely short-
term development (3-5 years). This can serve as the basis for future action. Bank strategies/
systems to continuously monitor responses of the labor market to changing economic
requirements. Education projects, except for basic education should consequently seek to
add the education output in rather small increments. A basic question is whether the bank
should focus on highly specialized skills, perhaps justifiable in large economies or on basic,
general education which might be a more appropriate strategy for smaller DMC’s. The
Bank’s focus in the educational sector is now generally more on the provision of good basic
education. Given this focus, the question arises whether technical education could not be
considered more and more as a matter of private sector development.
Social Equity Impact

Since equity is a major issue, it is important to explicitly include a distribution

impact or even a broader social equity concern in the project objectives. This could provide
a better focus on the social benefits expected to be generated by the activities in education
projects. The distribution impact is confined to income-related equity impact only where
equity is more general term which also includes regional and gender-related equity. ADB
further points out that social impact analysis should not be confined to these three aspects
only but should also comprise a social backwardness criterion. This would be required in
countries or regions having a particular social stratification or where ethnic groups are
targeted as major beneficiary groups. It should be pointed out, however, that the different
equity criteria are usually interrelated.

ADB states that if the project objectives are to be geared towards the disadvantaged
strata (the rural, the women, the poor, the socially backward groups) the project analyst is
immediately faced with these problems. First, will the focus on the disadvantaged strata be
an explicit objective to be achieved through project inputs? If yes, how could this be
operationalized, considering that children from richer families are usually more readily
admitted to schools than children/girls from the culturally backward classes? It would be
desirable to introduce selection criteria for admission in the project’s education institutions
and the feasibility to do so should be assessed. Second, while information on gender and
location of beneficiaries (urban vs. rural) is often readily available, it is more difficult to
obtain detailed data on social backwardness or income-related equity. These two criteria
are inherently difficult to measure partly because they are less tangible and partly because
empirical data collection is more complicated and time consuming. It was pointed out that
the income criterion is an elusive concept in project analysis, especially in tracing any
disruptive impact. Therefore, it might be more feasible to use occupational groups (smaller
farmers, landless laborers, petty traders, etc.) or even social categories as a proxy for the
income criterion.

Asian Values and Philippine Environment

Ernesto Franco, who grew up in Shanghai, China for 12 years with his father-
musician and studied in British elite primary school, abhors our insistence on Mexican-
Spanish habits and insular, rural Americanisms, when so much with our vacuity in values
education are available here in the East Asian ocean of values. Many of these beliefs are
ingrained in Filipino souls, he insists, but have to be nurtured intellectually and internalized
with the help of professional behavioral scientists and educationists. What are some East
Asian values?
 1. Balancing individual interests with those of the family (very true in Filipinos) and
those of society (still hard for most Filipinos given their archipelagic minds).
2. Belief in strong families (so Filipino).We do not abandon our aged fathers and
mothers. Franco recalls sights he has often seen in parks in Boston and New York:
old folks together out sunning in the benches, all alone.
3. High regard for education, despite its faults (so Filipino). Parents push children to
get their degree, to hang the diploma shingle in the small sala for all to see. And
our youth look at university degrees very simply; it allows them to work anywhere
in the world any country, any place.

But at the same time, Franco says, there are some Eat Asian values we DO NOT
PRACTICE BUT SHOULD. These are the following, and their substitutes:

1. Filipinos still have the most difficult time practicing savings and frugality to the
degree that Singaporeans, Japanese, Taiwanese, Koreans, or Chinese do. The
Mexican/ Spaniards and our Malay blood habits, plus American consumerism
habits tend to push Filipinos towards spending, spending, and spending for
whatever social or religious reason.
2. Filipinos find it difficult to do hard work, consistently and regularly. Perhaps
weather may have something to do with this. Or are supposedly rich soil. But you
see everywhere-the reason we are behind is we don’t have the overtime habit which
Franco sees every time he in Tokyo or Seoul.
3. The Filipino crab-mentality everyone talks about, or difficulty in practicing
national teamwork, Franco attributes more to failures in our values and education
system, and our archipelagic environment. Elite families, like Filipino labor unions
do not look at themselves as partners. This failure to work as a national team leads
to failure to forge a national vision, to build a national consensus. Government
policy-makers and legislators confront private businessmen on almost every sphere
of activity- as they come from different universities, different families, different
regions and tribal enclaves.
4. Government has failed the Filipino citizenry in building the social contract so
evident in the societies of Singapore, Taiwan, South Korea and now in Malaysia
and Thailand. What is this social contract? Franco explains it has to do with the
Singaporeans notion that their government will provide law and order, jobs,
housing education and health care. And in turn, the citizens will be law-abiding,
good tax-payers, respect authority, work hard, save, and manage their children well.
Past administrations institutionalized graft and corruption, drawing in our once
clean-cut university and business technocrats into their web of foreign dollar
 accounts and kickbacks. We do not have the value of the social contract, Franco
observes, mostly on paper and the rhetoric of politicians.
5. Filipinos have a hard time building communitarian societies, since elite families
control majority stocks in private corporations, own vast properties, occupy key
congressional and government positions, finance political campaigns and demand
payment afterward, and these selfish elite families are now supported by weak-
willed bureaucrats and government officials.
6. Filipinos practice excessive American free press and media liberties, dismissing
calls for intelligent radio, TV and newspapers in the name of freedom Filipino-
aliens finance movie productions that thrive on sex, crimes, violence and
barbarism-and our leaders get angry at the actors and writers and leave the aliens
free with their laissez faire ways of movie financing.

IV. Post-test

1. How important to have goals and objectives, vision, and mission in an

educational system and this affect the educational system?

2. What do you think is the most appropriate approach in educational system?

3. What do we need to consider in recruitment and selection policy?

4. What assesses the impact of physical and environmental influence on employee

performance, which means special notice from management may work to
increase motivation?

5. Explain what is the importance of Human Resource Development?

6. What are strengths and weaknesses of education system?
7. What are the possible solutions for the problems encountered like drop-out
rates in education system?
8. Is education equity significant in attaining the goals of education system? Cite
examples.
9. Explain why the offered courses in the school are correlated to the skills of
learners.
10. Give at least five East Asian values that we Filipinos don’t practice and
explain each.
11. Philippine international test scores aren’t at the top of the world because:
A. We lack common standards and valid tests.
B. Many teachers are not doing their job.
C. Nearly 25% of American children live in poverty.
D. Filipino children are not interested in hard study.
E. Parents don’t take an interest in children’s education.
12. A notable feature of education in Finland, the country scoring highest on
international tests, is:
A. Universal pre-school emphasizes an early start in skill development.
B. Children in grade school have a play break every 45 minutes.
C. A system of annual national standardized tests informs teachers of every
child's skill attainment.
D. There are no teacher unions to cripple reform.
E. Corporate leaders have taken a leadership role in school policy.
13. Middle class Filipino students who attend well-funded schools
A. Achieve high scores on international tests, among the highest in the world.
B. Don’t read as much as kids used to.
C. Aren’t learning enough math and science.
D. Don’t do enough analytical writing.
E. Lack competitive drive.
14. 3.6 million children in the Philippines.
A. Have teachers who are not highly qualified.
B. Are overweight.
C. Live in single-parent families.
D. Should be held back in school.
E. Are homeless.
15. Children who live in poverty in the Philippine
A. Are protected by a comprehensive social welfare safety net.
B. need a very structured curriculum
C. are more likely to attend a school with poorly supported libraries than are
middle class children
D. have the same chance for school success as other students—if their parents
support education
E. need vouchers to attend better schools
16. Common Core Standards were developed because
A. parents worry that Filipino children score far below other countries on
international tests
B. teachers lack the skills to craft adequate curriculum and wanted help
C. state departments of education asked for them
D. grass-roots concern that children need special tools to compete in the Global
Economy
E. the 4P’s and government school scholar program paid for them
 17. Common Core Standards in literacy were written by
A. classroom teachers
B. child psychologists
C. university researchers
D. business leaders
E. a lawyer who specializes in "standards-driven reform
18. The new Common Core tests
A. let the teachers know exactly what each student needs to learn next
B. give parents evidence teachers are doing their job
C. ensure that standards are being met
D. give principals a fair way to evaluate teachers
E. make fiscal demands many districts cannot meet
19. The new online feature of Common Core testing
A. will reduce administration costs
B. will streamline student evaluation
C. offers new opportunities for creativity
D. will lead to more individualized learning
E. means students will be tested many more times each year
20. Who said “Yolanda “the best thing that happened to the education system in
Tacloban? That education system was a disaster.
A. Benigno Aquino
B. Rodrigo Duterte
C. Grace Poe
D. Mar Roxas
E. Jojemar Binay

V. Conclusion

Planning itself is a painstaking activity. But to plan for the whole nation and for
the people is more difficult. Educational planning for the nation needs to consider the
different factors in decision making. Every stakeholder’s contribution plays a vital role in
nation building. Just like in a business setting, objectives must be set first, which must be
specific, measurable, attainable, realistic, and time-bound. To know where the current
standing of the educational system with its curriculum and its implementation must be
taken into consideration. After which, to determine where would you like it to be follows.

Goals and Objectives are based from our aspirations. With these, a guiding vision
must be accompanied by a mission to better fulfil the set aims. Activities, strategies,
stakeholders, resources, time frame, and expected outcomes must be observed as well.
 On the other hand, Human Resource Development includes such opportunities as
employee training, employee career development, performance management and
development, coaching, mentoring, succession planning, key employee identification,
tuition assistance, and organization development.

The focus of all aspects of Human Resource Development is on developing the

most superior workforce so that the organization and individual employees can
accomplish their work goals in service to customers.

Organizations have many opportunities for human resources or employee

development, both within and outside of the workplace.

The Philippine’s education system is managed by the Philippine department of

education. It controls the general running of schools and colleges in the Philippines and
controls the curriculum in the Philippine’s education system. It also details things such as
how teachers are to be hired and what qualifications they should have. My sequence essay
is based on the education of a person born in the Philippines. Philippine’s education system
history the country achieved independence in 1946, so before that time it was colonial
powers that regulated education.
Those colonial powers came from the USA and Spain. The education system
changed radically since the country achieved independence. Life as a young person in the
Philippine’s education system there are six years of compulsory elementary education.
This starts at around the age of six and goes up to the age of 12. The date that
classes start is the same across the country, though some holidays do vary. Still, the
curriculum must start in all schools at the same time. This is probably because it means any
exams happen at the same time across the country.
As a young person, you are required to start school at the age of six and keep
working until you reach the age of 12. At that age, you may be able to stay at your current
school for your High School education, or you may have to move to another school to get
your High School education. Life as a teen in the Philippine’s education system there are
four years of High School education that starts at the age of 12.
The current system asks that students start school at the age of six and work for ten
years, finishing school at the age of 16.This is changing and in the year 2017 or 2018 there
are new rules stating a child must receive 12 years of schooling as opposed to 10 years.
Though it is unclear if that means students study until the age of 18yrs, or if they
start school at 4yrs instead of 6yrs. It is likely that students will have to start school at a
younger age. Every student has to complete a 200-day school calendar in the Philippine’s
education system.
This is usually true for younger students too. Life as an adult in the Philippine’s
education system you may attend technical schools, vocational schools or higher education
institutions such as Universities. At the age of 16, if you did well enough during your High
School education, you can start working at a higher education, vocational or technical
school, but you must be accepted for it first.
Courses last between one year and up to as many as seven years. That Philippine’s
education system is not a bad one. It has plenty of opportunity for students to get an
education. The sequence of events is the same for all students and is mandated by law. The
law also dictates how many days and years a child spends in school, with it currently being
12 years with 200 days per year in school.
The growing importance of education equity is based on the premise that an
individual’s level of education directly correlates to future quality of life. Therefore, an
academic system that practices educational equity is strong foundation of a society that is
fair and thriving. However, inequity in education is challenging to avoid, and can be broken
down into inequity due to socioeconomic standing, race, gender or disability.
On the other hand, members of the community feel greater sense of belonging and
identity when they share core values. Rule of law, democracy and respect for human rights
and private property should be among them.
VI. References
Arcelo, A. A. and Franco, E. A. Educational Planning: Educational Planning For The
Nation. Pages: 249-264

https://www.slideshare.net/geethumarysunil9/human-resource-development-17029825
https://www.scholaradvisor.com/essay-examples-for-college/education-system-
philippines-sequence-essay/
https://www.nap.edu/read/12990/chapter/6
http://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-
education-needs-in-schools/conclusion/
https://owlcation.com/academia/PrePost-Test-A-Diagnostic-Tool-For-More-Effective-
Teaching-of-EFL-Students
http://www.centerforpubliceducation.org/educationalequity
VII. Picture Presentation