Planning At The National Level

1. 2. <ul><li>S tress on the systemic and systematic ways of designing educational plans for
society; emphasizes the critical function of defining issues first as an entry point to any
planning process which is explained step-by-step. </li></ul>
2. 3. EDUCATIONAL PLANNING AT THE NATIONAL AND SUB-NATIONAL LEVELS
Recognizing the need for adequate and effective planning to pursue development efforts, the
Philippine government has adopted the strategy of integrated planning and management.
For this reason, planning mechanisms, at the national and sub-national levels has been
established, according to the Department of Education.
3. 4. The Planning Mechanisms <ul><li>O n the national level, the National Economic and
Development Authority (NEDA) has been created as mandated by the Constitution to
assume the central role of coordinating planning at the aggregate level and overall program
implementation. It is charged with the task of planning and overseeing government
development programs. It is likewise serves to coordinate development policies and monitor
project activities. </li></ul>
4. 5. <ul><li>O n the provincial level, the Provincial Development Council has been organized.
This council is responsible for the development of the province, chaired by the Provincial
Governor. The members are the Provincial Superintendent of schools and the heads of the
other government agencies/sectors in the province. </li></ul>
5. 6. <ul><li>I n the municipal level, the Municipal Development Council has been organized
Chaired by the Municipal Mayor, this council is responsible for the development of the town.
The members are the District Supervisor, the MLGCD Municipal Development Officers and
the local heads of the other sectors. </li></ul>
6. 7. The Educational Planning Process at National and Sub-National Levels <ul><li>Each
sector is responsible in the preparation of plans to be integrated into the national/
regional/provincial/city and/or municipal development plans, depending on the location
and/or level. The education plan, like those of other sectors, constitutes only one component
in these development plans, so that the education sector continuously coordinates
horizontally and vertically with the other sectors. </li></ul>
7. 8. Horizontal coordination and linkages mean that the educational system works with other
agencies/sectors in the region/provinces, etc. to formulate the plans. On the other hand,
vertical coordination and linkages mean that all the principals/school heads prepare and
submit their plans to the school division; division to regional office to the Planning Service,
DepEd. Subsequently, the DepEd’s plan becomes a part of the National Development Plan.
8. 9. <ul><li>In the preparation of the 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. </li></ul>
9. 10. O n the regional level, the counterpart of the Planning Service Office is the Planning Unit,
headed by the Assistant Regional Director, Planning units have been organized on the
regional level in view of the present emphasis on countryside development with its increasing
demands in the planning operations of the region.
10. 11. Necessity for Linkages and Coordination <ul><li>A t any level of the educational
enterprise, or in any segment of the personnel group involve in education, designing the kind
of education we want and ought to have for the future is a difficult but not an impossible task.
There has to be a built-in and a clear implication for all levels of education, the so called
 “linkage system”, vertical and horizontal, so as to get the change disseminated and adopted
in an actual school situation. </li></ul>
11. 12. Purposes of Educational Planning on the National and Sub-National Levels
<ul><li>Effective and adequate educational planning will enable policy-makers and all others
concerned to: </li></ul><ul><li>1. See the emerging problems sooner and in closer
prospective. </li></ul><ul><li>2. Identify more closely the various options that may be
available in dealing with the emerging problems. </li></ul><ul><li>3. Assess the relative
merits and feasibilities of all proposed alternatives. </li></ul>
12. 13. Planning Challenges at the National and Sub-National Levels <ul><li>1 . Imbalances
which Prove Wasteful within the Educational System </li></ul><ul><li>2. Demand Far in
Excess of Capacity </li></ul><ul><li>3. Cost Rising Faster than Income ( Government
Income ) </li></ul><ul><li>4. Insufficient Job Opportunities for the Graduates Resulting to
Unemployment and Underemployment </li></ul><ul><li>5. Lack of Efficient Communication
and Coordination between the Planning Service and the Financial and Management Service
</li></ul>
13. 14. Planning as a Step-by-Step Process <ul><li>1. Assessment of Needs and Problems
</li></ul><ul><li>2. National Philosophy or Aspirations </li></ul><ul><li>3. Goals and
Objectives </li></ul><ul><li>4. Policies </li></ul><ul><li>5. Programming </li></ul><ul><li>6.
Sectoral or Regional Planning and Programming </li></ul><ul><li>7. Project Planning and
Implementation </li></ul><ul><li>8. Results and Evaluation </li></ul>
14. 15. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>ELEMENTARY
EDUCATION </li></ul><ul><li> 1. Efficiency </li></ul><ul><li> 2. Management
</li></ul><ul><li> 3. Regional disparities </li></ul><ul><li> 4. Quality </li></ul><ul><li>5.
Finance </li></ul>
15. 16. <ul><li>SECONDARY EDUCATION </li></ul><ul><li>1. Rationalization by program type
and funding </li></ul><ul><li>2. Role of the private sector </li></ul><ul><li>3. Quality
Improvement </li></ul><ul><li>4. Quantitative expansion </li></ul><ul><li>5. Regional
disparities </li></ul><ul><li>6. Efficiency </li></ul><ul><li>7. Finance </li></ul>DEFINING
ISSUES AS A BASIS FOR PLANNING STRATEGY
16. 17. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>TECHNICAL
AND VOCATIONAL EDUCATION </li></ul><ul><li>1. Coordination, planning and
management </li></ul><ul><li>2. Responsiveness to change/manpower match
</li></ul><ul><li>3. Quantitative output </li></ul><ul><li>4. Quality </li></ul><ul><li>5. Role
of the private sector </li></ul><ul><li>6. Finance </li></ul>
17. 18. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li> 
</li></ul><ul><li>HIGHER EDUCATION </li></ul><ul><li>1. Rationalization
</li></ul><ul><li>2. Management </li></ul><ul><li>3. Relationship to manpower needs
</li></ul><ul><li>4. Quality </li></ul><ul><li>5. Finance </li></ul>
18. 19. DEFINING ISSUES AS A BASIS FOR PLANNING STRATEGY <ul><li>NON-FORMAL
EDUCATION </li></ul><ul><li>1. Coordination </li></ul><ul><li>2. Quality
</li></ul><ul><li>3. Finance </li></ul>
19. 20. THANK YOU!!! <ul><li>Prepared by: </li></ul><ul><li>HENRY G. ROBENIOL
</li></ul><ul><li>Student </li></ul>