REQUIREMENTS FOR EDUCATION RESOURCE PLANNING & MANAGEMENT

A Research Paper

Presented to

Dr. Rebecca V. Delapuz

Northern Mindanao Colleges, Inc.

City of Cabadbaran

In Partial Fulfillment

of the Requirements of the Course

Education Resource Planning & Management

The Graduate Studies

Introduction

According to Conroy and Berke on Environment and Planning of 2004, “For sustainable

development, the organization of local and land-use plans and state planning mandates to

determine how they influence the support plan policies have for principles of sustainable

development”. It is clear that life-long plan for development is vital in an organization. Long

before, this planning for development was limited only to those who are in power. Due to this

non-integrative crafting and making of Development Plan, it resulted to autonomy in decision-

making and the positive results are limited only to the goals of the particular person who crafted

the Development Plan and not to the entire interest of all the people affected by it.

However, the constant struggle and fights for integrative development plan was

impregnable. After the non-integrative development plan in Soviet Union to eradicate two-thirds

of illiterates, immersed the birth of integrative development plan. From Urban Affairs Review of

Wu and Zhang, 2007, “The emergence of the strategic plan reflects the overall shift of city

planning towards being an important instrument for enhancing economic competitiveness.”

Philippine constitution adopted the concept of Development Plan through Republic Act

9155. The Divisions all throughout the country is mandated to craft a 6 year Development Plan.

It is a tedious task to do for a Schools Division Superintendent together with the Division

Planning Officers and Education Program Supervisors. Educational Supervisors are highly

motivated to achieve DepEd’s Vision through lots of tasks, starting with the wise planning to its

end result. According to Sparks and Hirsh of Association for Supervision and Curriculum

Development, 1997, “Results-driven education judges the success of schooling by what students

actually know and what they can do as a result of their time in school.”
Objectives

The researcher is aiming that when the general public especially educators will read this,

they will be able to:

1. Define Division Education Development Plan instituted by the Department of Education;

2. Distinguish the origin of Development Plan in Education all throughout history;

3. Relate the Division Educational Development Plan to the Enhanced School Improvement

Plan;

4. Analyze the Division Educational Development Plan of Cabadbaran City Division;

5. Compare the DEDP of Cabadbaran City Division to other DEDP and;

6. Develop a constructive criticism to the DEDP presented.

Content

-In its effort to make education more relevant to the needs of local communities, the

Department of Education (DepEd) has instituted a local planning process on the division level to

produce what is called the Division Education Development Plan (DEDP). 

-DepEd documents describe the DEDP as “the main vehicle through which the division

can effectively and efficiently manage education services in the province or city.”

-In its effort to make education more relevant to the needs of local communities, the

Department of Education (DepEd) has instituted a local planning process on the division level to

produce what is called the Division Education Development Plan (DEDP). 

-DepEd documents describe the DEDP as “the main vehicle through which the division

can effectively and efficiently manage education services in the province or city.”

History of DEDP

-It was more than 2,500 years ago the Spartans planned their education to fit their well-

defined military, social and economic objectives (Coombs, 1970).

-Not only until 1923 AD, some 87 years ago, that the former Soviet Union structured a

five-year education plan, which aimed at eradicating two-thirds illiterates during the plan period.

-However, in those periods the educational plans were used to be non-integrative; in the

sense that educational activities were planned autonomously and that there was little or no

linkages between education and other sectors. Since then, the pattern of integrative educational

plans have been designed and developed in various nations.

 -Republic Act. No. 9155 of August 2011 - An Act Instituting a Framework of

Governance for Basic Education, Establishing Authority and Accountability, Renaming the

Department of Education, Culture and Sports as the Department of Education and for other

Purposes

Chapter 1.Governance of Basic Education, Section 7. Power, Duties and Function C .Division

Level No.1. Developing and implementing division education development plans

DEDP OUTLINE OF THE CABADBRARAN CITY DIVISION

1. Executive Summary – this is the portion that will be written last

Sample:

file:///F:/Drive/DepEd%20Bukidnon%20Division%20Education%20Development%20Plan

%20(DEDP)%202017-2022.pdf

2. Rationale/Background – description of the current situation, performance gaps and the key

emerging priorities

a. Introduce the Division – not too long; use your judgement whether to use tables or

diagrams; discuss the shortest possible (1-2 paragraphs) the context and or unique environment

the Division is operating; snapshots of the Division’s scope or coverage in terms of target

learners, districts, schools and learning centers

b. Access

Show table and discuss overall performance through a dashboard

Highlight performance or indicator where they are performing well

Expound on the “low” performance

Show where key stages, SDOs, schools

Highlight big ticket items

Discuss or explain what is happening (problem analysis) – problem tree will be an Annex

Discuss past interventions - SWOT Analysis shall be attached as an Annex

Discuss future situation if not addressed - potential risks/problems

Nutritional Status (to be included, if relevant to the discussion)

Special Focus/Discussion:

- Intake or number of children entering kindergarten. Discuss the efficiency of the schools to

bring all five-year old children to school, show which schools or districts

- Transition from Grade 6-7 and Grade 10-11

 c. Quality

Show table and discuss overall performance (dashboard)

Highlight performance

Expound on the “low” performance

Show where key stages, SDOs, schools

Highlight big ticket items

Discuss or explain what is happening (problem analysis) – problem tree will be an Annex

Discuss past interventions - SWOT Analysis shall be attached as an Annex

 d. Governance

Show table and discuss overall performance (dashboard)

Highlight performance

Expound on the “low” performance

Show where key stages, SDOs, schools

Highlight big ticket items

Discuss or explain what is happening (problem analysis) – problem tree will be an Annex

Discuss past interventions - SWOT Analysis shall be attached as an Annex

e. Inclusion

Discuss participation and challenges of learners belonging to disadvantaged sector or

communities

Highlight key practices (if any)

Discuss challenges

Show where (segmentation)

Discuss/explain practices and issues (problem analysis)

Discuss past interventions - SWOT Analysis shall be attached as an Annex

Discuss future situation if not addressed - potential risks/problem

Note: The main objective of Section 2 Rationale/Background is to show “urgency” in the

Division’s situation, and/or pinpoint areas (performance indicators, learner groups, key

stage, school segments) that will provide the strategic focus of the Division in the next six

(6) years. These areas are “big ticket” items that when addressed, will significantly impact

to most number of learners.

Less is more. The challenge is to sort and prioritize the competing concerns in the Division.

This necessitates the need to focus on few but significant concerns as against providing too

many but trivial data and information. The key approach is to facilitate the readers’

understanding and appreciation of the situation in the Division. The aim is to describe the

concerns or priorities highlighted as valid and that these must be addressed immediately.

Consider the use of graphs and infographics to highlight the priority and big-ticket items. Use

them as needed.

3. Strategic Directions

Strategic Goal – divided into access, quality and governance

Strategies – to be employed to achieve each goal

Interventions – interventions to support each strategy (in the objective tree, those at the top are

the interventions
Sample Goal and Strategies:

Goal: Achieved universal participation

Strategies: Strengthen capacity to retain children in school at K to 3 level

Expand coverage of inclusion programs to children of migrant workers

Improve transition from Grade 6 to 7

Strengthen child-seeking strategies for school-age out-of-school children

Goal: Improved learning outcomes

Strategies: Improve contact time and curriculum coverage

Strengthen school heads’ capacity to provide instruction supervision

Strengthen school’s capacity to conduct remediation classes for non-readers

Improve performance of learners from disadvantaged IP communities

Goal: Improved SBM practices

Strategies: Improve capacity of school heads in managing school programs and projects

Increase awareness of school heads on needs of learners from disadvantaged

communities

Strengthen Division’s capacity to provide TA to schools on school planning and

monitoring and evaluation

4. Key Performance Indicators – desired outcomes focusing on learners’ performance

highlighting the end of plan targets

5. Organizational Capacity and Arrangements – talks about the division, how the strategies

will be implemented and who will do them

6. Strategies and Interventions:

7. Indicative Timelines
Conclusion

The Division Education Development Plan is a tedious task for all the concern

individuals in the Division office since this plan serves as the main vehicle of the entire division

for the six academic years. The planning may take several months and several sessions may

happen because gathering data from all schools of all the districts of the division. During the

planning, the concern individuals for planning will use tools to find out the areas that needs to be

prioritized and be given solutions since the division cannot provide all immediate solutions of all

the problems in the division.

This DEDP is to be monitored annually through the Annual Implementation Plan (AIP).

This serves as the auditory commission to ensure that the projects made and planned are on its

way to achieving its goal. If there are instances that the plan made had been a success, then it is

the time that the project is shared throughout the division.

Constant assessment of the DEDP will provide avenue for further plans that could help

the division.
References

Conroy, Berke, Environment and Planning, 2004

Wu, Zhang, Urban Affairs Review, 2007

Braskamp, Ory, Jossey-Bass Inc., 1994

Sparks, Hirsh, Association for Supervision & Curriculum Development, 1997