UNIVERSITY

LAGUNA STATE POLYTECHNIC

Oral Presenter: Dasig, Lara May M.

Written Reporter: Alcantara, Sherelyn S.
REPORT

Course & Major: MAED- Educational Management

Professor: Atty. Rushid Jay S. Sancon

TOPICS: PLANNING IN THE NATIONAL LEVEL

CONTROL MANAGEMENT
WRITTEN

A WRITTEN REPORT
Submitted to
The Graduate Studies and Applied Research
Laguna State Polytechnic University
San Pablo City

In Partial Fulfillment of the

Requirements for the Course
Educ 203-Administration, Management and
Control of Educational Institutions
 I. INTRODUCTION
Educational administration is a professional process that maximizes results
with minimal effort. As we all know, the result of educational management is the
realization of the educational goal of developing the best human resources for the
country. The educational management process involves planning, organizing, directing,
and controlling to achieve the predetermined goals and objectives of the educational
institution. In this written report, discussions focused on planning and managing controls
at the national level. Planning is one of the crucial functions of management. It is
essential to prepare a good plan for making decisions and implementing them.
However, to control means to impose orders on many others. Process control includes
monitoring all activities to focus on achieving the organization's goals. The two
components, planning and control, are equally important to the management process
and are interconnected and contribute to the achievement of results.

II. OBJECTIVES
This written report aims to:
a. Determine the different approaches and formats in planning in the
National Level;
b. Define effective control and controlling performance;
c. Identify the steps in the control process; and
d. Differentiate the different types of control methods

III. DISCUSSIONS
IV. Planning is fundamental to the achievement of set goals. Planning
is a deliberate
V. effort to determine the future course of action for accomplishing
predetermined goals and
VI. objectives. Akpan (2011) conceptualizes planning as the process of
examining the future and
VII. drawing up or mapping out a course of action for achieving specified
goals and objectives. It
 VIII. involves working out in broad outline the things to be done and
procedures for doing them in
IX. order to accomplish set purpose. It is a process of making rational
and technical choice.
X. Planning is a systematic, conscious and deliberate process of deciding
ahead of time, the
XI. future course of action that a person wishes to pursue in order to
reach set goals. This
XII. definition suggests that planning is part and parcel of every man’s
endavour politically,
XIII. socially, economically and academically.
XIV. Planning is fundamental to the achievement of set goals. Planning
is a deliberate
XV. effort to determine the future course of action for accomplishing
predetermined goals and
XVI. objectives. Akpan (2011) conceptualizes planning as the process of
examining the future and
XVII. drawing up or mapping out a course of action for achieving specified
goals and objectives. It
XVIII. involves working out in broad outline the things to be done and
procedures for doing them in
XIX. order to accomplish set purpose. It is a process of making rational
and technical choice.
XX. Planning is a systematic, conscious and deliberate process of deciding
ahead of time, the
XXI. future course of action that a person wishes to pursue in order to
reach set goals. This
XXII. definition suggests that planning is part and parcel of every man’s
endavour politically,
XXIII. socially, economically and academically.
Planning is a systematic, conscious, and deliberate process of deciding in
advance the future action that a person wants to pursue to achieve set goals. This
definition suggests that planning is an integral part of everyone's endeavors at the
political, social, economic, and academic levels. Likewise, UNESCO (2003) describes
planning as a process that enables the development of a systematic model of activities
to be carried out to achieve a country's development goals within the framework of its
capabilities. and aspirations of that country. These definitions suggest that planning is
both forward-looking and goal oriented. It is the intelligent preparation of actions leading
to the achievement of predetermined goals and objectives (Akpan, 2000). It involves a
conscious, careful, and systematic process of organizing a future course of action to
achieve a goal. Thus, planning gives direction regarding objectives, activities,
procedures, strategies and cost impacts, sources of funding, responsibilities, and the
time or timeframe for achieving the goals have set. It specifies what needs to be done,
who needs to do it, when it needs to be done, and how it needs to be done to achieve
the stated goal.

PLANNING AT THE NATIONAL LEVEL

Stress on the systematic 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.
Educational planning is one of the vital components in attaining quality basic
education. Aligned to the Sustainable Development Goal (SDG) number 4 of the United
Nations that seeks to ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all, DepED as the primary agency task by the
government to deliver basic educational services ensure that programs, projects, and
activities implemented pass in a rigorous planning process. Before implementing any
programs, projects and activities related to education, each plan is carefully crafted to
the attainment of the department’s mission, vision, and goals.
To ensure that all governance levels is prioritizing the needs of their clients; the
learners, ladderized planning is done to identify key priority area of improvements in line
with fulfillment of the sustainable development goals of education. The Central office of
the department crafts the National Basic Education Plan (NBEP), the regional office with
Regional Education Development Plan (REDP), the school’s division with Division
Education Development Plan (DEDP) and schools with School Improvement Plan (SIP)
all this plan should congruently agree on the measures and priorities based on their
local situation.

Phases of Planning
Azunwena and Uchenna (2011) identified phases of the planning process in
education as follows:
1. Plan making: This is the initial stage of the planning process, where the
stakeholders express their desires and needs.
2. Plan formulation: At this stage, a committee made up of the professionals in
the field of planning and education sector are put in action to brainstorm and
formulate plans.
3. Plan implementation: This is the most crucial stage in the planning process. At
this point the formulated plan is put into an action based on the availability of
human and material resources.
4. Plan Evaluation: This stage involves assessing the extent to which the
objectives of the plan have been accomplished. It serves as a forum for
examining the weak and strong points in the plan projections and problems
encountered during implementation stage.
5. Feedback: This is the stage in the planning process that links the evaluation,
with plan –making. This is the evidence to show that planning process is cyclic in
nature. This stage presents the success and failure recorded at the
implementation state which helps the planners in the beginning of another plan
on how to improve and rectify the problems that resulted in failure.

APPROACHES TO PLANNING
Social Demand Approach to Educational Planning
The social demand approach to educational planning solicits that education must
be provided for every individual who is interested, qualified and express desire to
acquire any type or level of schooling. In this approach the planning of education is
geared towards satisfying the private demand of students/ parents for education. This is
the approach which education is planned to cater for public demand for school places.
Advantages:

(1) It increases the level of literacy in the country.

(2) It encourages equal educational opportunities.

(3) It facilitates the process of income redistribution

Disadvantages:

(1) The social demand approach to educational planning does not consider
overall national equitable distribution of resources.

(2) The approach also ignores manpower needs of the society but cause over
production of some types and not enough of others.

(3) The approach also overestimates the demand for education but
underestimates cost, which results in inadequate spread of facilities and poor
quality and standard of education.

Manpower Requirement approach to educational planning

Manpower requirement approach to education planning is generally concerned

with demand for economy of any country. Okwori (2011) posits it to be an approach
which aims at developing those skills that are in severe shortage in the economy. It also
aims at planning for future manpower requirement to increase the rate of economic
development.

Advantages of Manpower Requirement Approach as heighted by Azunwena et al.,

(2013)

1) The approach reduces the level of educated unemployment.

2) It creates a balance between demand and supply of educated manpower on the
lab our market
3) It is rational and ensures that the limited educational, resources are applied in the
training of only desirable manpower resources.
Disadvantages of Manpower approach by (Osareren et al., 2013)

1) It gives educational plans a limited guidance in the sense that it does not specify
achievement in every level of education.
2) The approach ignores primary education because is not considered to be work
connected.
3) It is impossible to make reliable forecast of manpower requirements far ahead of
fine because of economic uncertainties.
4) Accurate educational and demographic data are difficult to lay hand on.
5) The shortcomings of this approach also include - Lack of adequate data and
information - Lack of consideration for the cost and financing of skill formation

Cost Benefit Approach to Educational Planning

Cost benefit approach to educational planning is also known as the rate of

returns approach. This approach recognizes the fact that resources are scarce and
must only be applied when the best advantage or result can be achieved. In this
approach education is an investment goal, therefore, expenditure on it is considered
investment expenditure.

Advantages:

1) It is rated as being sound, empirical, and rational approach.

2) It ensures adequate benefits from investment ventures in education

Disadvantages:

1) It ignores the non- economic benefits that accompany the acquisition of a

particular level of education.
2) The approach fails to realize that benefit of education takes longer time to
mature.
 However, according to Ackoff (1981), all organizations plan; the only difference is
their approach. Prior to starting a new strategic planning process, it will be necessary to
access the past planning approach that has been used within the organization and
determine how the organization's cultural may have been affected. Addressing these
cultural issues is critical to the success of the current planning process.

The four possible approaches to planning are:

1. Reactive - past oriented

Reactive planning is an active attempt to turn back the clock to the past. The
past, no matter how bad, is preferable to the present.
2. Inactive - present oriented
Inactive planning is an attempt to preserve the present, which is preferable to
both the past and the future.
3. Preactive - predict the future
Preactive planning is an attempt to predict the future and then to plan for that
predicted future.
4. Proactive - create the future
Proactive planning involves designing a desired future and then inventing ways
to create that future state
PLANNING FORMATS
a. Some planners use a grid. Grid planners say their approach does a better job
of representing "the big picture" by physically showing the interrelationship of all
audiences and audience characteristics at one time.
b. Others plan by the page. Page planners counter those criticisms by saying their
approach allows them to use as much room as they need for the information they
have, even adding extra pages if necessary.
c. Combined formats may be most effective. By the time practitioners have
developed three or four complete plans they have a pretty good sense of what
works best for them and may have their own ideas of what questions to ask and
which formats to use.

CONTROL MANAGEMENT

What is control management? To comprehend the concept in a business context,

it is important to distinguish “control” from “management.” You can do this by
remembering the following:

Manage something = to do something

Controlling something = monitor something

Featured of Controlling Management

1. Controlling is a dynamic process
2. Controlling is an end function
3. Planning and controlling go hand in hand
4. Controlling is a pervasive function
5. Controlling is looking forward

Controlling
 Major functions of managerial process include controlling and monitoring of
various operations or activities. In general opinion control is an autocratic term. In other
words, it means the imposition of orders over many other persons. It is a negative
explanation to this concept. If we look at concept control positively, we will find a totally
different meaning.

Importance of Controlling
1. Controlling Motivates Employees
2. Controlling Makes the efficient use of resources
3. Controlling creates discipline in the organization
4. Controlling ensures coordination of action
5. Controlling helps in deciding the right judgment about the standards
6. Controlling aids in the accomplishment of organizational goals

Effective Control
Here are the techniques of effective control:
1. The essence of the process of control lies in the fact that its purpose is not to
create pressure on the concerned persons.
2. It is pertinent for a good manager to take corrective measures on time.
3. A good process of control will always be cost effective.
4. There should be no bias during process of control.
5. Acceptability is core characteristic of effective controlling process.

Steps in the Control Process

According to Robert J Mockler’ Management control is a systematic effort to set

performance standard with planning objectives to design information feedback system,
compare actual performance with these pre-determines standards, determine whether
there any deviation and to measure their significance and take any corrective action
required to assure that all corporate resources are being used in the most effective and
efficient possible way for achieving corporate objectives.

By critically analyzing this definition we arrive at four main steps which need to
be followed in the method of controlling. They are as follows:

1. Establishment of Performance Standards to be Maintained

It is the first step in any process of control. Performance standards are the
norms of expected performance level that determines the achievement of educational
objectives. These norms are used as basis for evaluating performance. The process of
control starts with the process of control. These norms and standard may be
quantitative and qualitative nature. Basically, there are the following three types of
standards used:

 Physical and infrastructural standards like quantity and quality of products,

number of students, teachers, infrastructural facilities, etc.
 Economic and monetary standards like expenditure on teaching-learning
process, cost of teacher’s salary, material costs, administrative cost, etc.
 Time and efficiency standards refer to the speed and deadline within which
task is to be performed or completed.
2. Measurement of Actual Performance Level

Monitoring actual performance level and its measurement is the next step of
control after setting the standards. It is a continuous on-going process done with the
help of an appropriate mechanism. The control over performance can only be effective
when systematic flow of information is ensured and these necessities timely availability
accurate reports. Therefore, a good manager always designs simple reporting systems
as per the need of the activity. This helps in detecting problems accordingly makes
amends to work as per the plan.
3. Comparison of Performance with Predefined Standards, i.e. Evaluation of
Actions to Interpret Results.
After setting norms and measuring the performance level, next step is
comparing of performance with predefined standards. According to R. C. Davis there
are four phased in the comparison of performance.
 Collecting raw data
 Accumulation, categorization and recording of this data
 Continuous and periodic evaluation of completed action and
 Reporting the status of accomplishment
4. Taking Corrective Measures
In case of any discrepancy between the results and expected outcome, the
important step is to take appropriate action. This kind of corrective measure is essential
to ensure the achievement of desired objective.

Types of Control

Control is generally classified into the following types:

a. Pre controls: Pre-action control includes the planning of preventive measures

aimed to check problems before they arrive. They are also known as pre-action
controls. The best example of pre-control is to check over future financial
expenditure. Wen educational planner knows that financial limitations of an
institution, he will assure the control over financial resources accordingly.
b. Preliminary control (feed forward control): It is control over anticipated
problems or deviation of system before the task operation starts. This kind of
control is essential part of every kind of planning. In this control mechanism,
managers identify the issues and the prospective action plans to meet the
anticipated problems.
c. Steering control (concurrent control): It is a kind of control that is used during
the work being performed. Steering control ensures the accomplishment of work
 according to a laid down plan and takes necessary corrective action before any
major problem appears due to violation of actions from the pre-planned program.
d. Post action control (feedback control): As the name suggest, post action
control is used after completion of task. It is a kind of critical review that conducted
to see whether the desired result that has been achieved or not.

IV. CONCLUSION

Based on the discussions, it can be concluded that planning provides direction in

relation to objectives, activities, procedures, and strategies, and impacts costs, funding
sources, responsibilities, and timelines. or progress toward achieving set goals. To
provide inclusive and quality education to the Filipino people, DepEd ensures that the
programs, projects, and activities implemented go through a rigorous planning process.
The planning process includes the development, formulation, implementation,
evaluation, and feedback of the plan. There are three main approaches to educational
planning; the social needs approach makes useful forecasts about private demand for
education, the workforce approach acknowledges the role of education in providing
skilled labor although difficult to predict accurately, the cost-benefit analysis method
emphasizes the relationship between expected economic benefits and costs. Based on
the planning approaches that have been identified, educational planning in the country
is similar to the approach to social needs. This approach can be observed in our
education system, which focuses on meeting public needs, improving literacy and
numeracy, and encouraging equal educational opportunities.

Controlling, which is an aspect of the school management process, should be

seen as a goal, not an end. It provides a means for school staff to properly perform their
duties according to policies and plans and to ensure that activities are completed on
time. Effective management of school operations is necessary to achieve the
institutional goals. The controlling process involves setting performance standards with
planning objectives to design an information feedback system, compare actual
performance with these pre-determines standards, determine whether there is any
deviation and to measure their significance, and take any corrective action. It involves
setting performance criteria along with goals. Control types can be categorized into
predictive control, such as pre-problem planning, pre-problem pre-control, in-work
steering control, and post-task control.

In addition, effective and efficient school management needs to be able to use

different approaches to plan and manage measures as needed to achieve the desired
standards. A competent manager is someone who takes a planned approach to the
needs of the institute. If managers are unable to make the right plans, it will be difficult
to implement them effectively. Planning and management are inextricably linked and
closely related. Without strict planning, their control does not exist. Management
ensures that employee behavior is coordinated towards achieving goals. Good
managers motivate employees, use resources efficiently, and bring discipline to the
organization. This means that if the manager manages the organization properly,
employees can act without orders and perform their assigned tasks. After all, a good
manager, or principal sets achievable performance criteria, clearly communicates the
criteria, and objectively measures performance. Also, if the set criteria do not match the
actual performance, a good manager will provide technical assistance rather than
expecting too much from the employee.
REFERENCES

Ackoff, R. (1981) Creating the Corporate Future: Plan or be Planned. John Wiley, New
York.https://www.entarga.com/stratplan/approaches.htm

Akpan, C. P. (1999). The Control Function of the School Administration.

https://www.researchgate.net/publication/338774956

Azunwena, R. N. and Uchenna, N. G. (2011). Educational Planning and Policy. In S. U.

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Chabra, S., Singh, S. R., and Tiwari, G. N. (2016). Administration and Management of
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https://www.workfront.com/blog/what-control-management-and-why-it-essential

https://www.marketing91.com/controlling-in-management/

Okwori, A. and Ede. S. (2011). Management Issues in Education Makurdi: Aboki

Publishers.

Osareren-Osaghae, R. I. and Omoike, D. O. (2013). Introduction to educational

planning. In E. O. Omoregiee and Don Omoike (Eds) Benin City: Independent
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Ukpong, N. (2020). Approaches to Educational Planning

https://www.researchgate.net/publication/339469938