EDMGT 602

MODULE 2
LESSON 1-5

Submitted by: MARIEDEL J. VENTURILLO

Submitted to: CLARISSA D. RIPALDA
LESSON 1

1. Cite some examples of educational planning activities that were

performed before the adoption of the present educational planning
activities.

Before the adoption of the current educational planning activities,

educational planning processes varied across different regions and time
periods. However, some general examples of educational planning activities
that were commonly performed in the past include:

1. **Centralized Curriculum Development: **

- Educational planners often engaged in centralized curriculum
development, where a small group of experts designed and prescribed the
curriculum for all schools. This approach limited input from teachers, parents,
and local communities.

2. **Top-Down Decision-Making: **
- Decision-making in education was often top-down, with authorities at
higher levels (such as government officials or educational bureaucrats)
making decisions without significant input from schools, teachers, or local
communities.

3. **Standardized Testing and Evaluation: **

- Assessment and evaluation were heavily reliant on standardized testing,
which focused on rote memorization and regurgitation of information. This
approach didn't always capture the full range of students' skills and abilities.

4. **Limited Stakeholder Involvement: **

- In the past, there was often limited involvement of various stakeholders,
including teachers, parents, and community members, in the educational
planning process. Decisions were frequently made without considering the
perspectives of those directly involved in the education system.

5. **Short-Term Planning: **
- Educational planning tended to be more short-term and reactive,
addressing immediate needs rather than taking a strategic and long-term
perspective.

6. **Resource Allocation Based on Enrollment: **

- Resource allocation was commonly tied to student enrollment numbers,
leading to disparities in resource distribution among schools. Schools with
higher enrollments often received more resources, regardless of specific
needs.
7. **Limited Emphasis on Professional Development: **
- Professional development for teachers and educational staff was not
always a priority. There was a lack of systematic approaches to enhance
teaching skills and keep educators updated on new pedagogical methods.

8. **Inadequate Infrastructure Planning: **

- Planning for educational infrastructure, including school buildings,
laboratories, and libraries, was sometimes inadequate. Many schools faced
challenges related to insufficient and outdated facilities.

9. **Inadequate Attention to Special Education: **

- Planning for students with special educational needs was often neglected,
with limited resources and support provided for inclusive education.

10. **Gender Disparities: **

- In some cases, educational planning did not adequately address gender
disparities, and there were limited efforts to promote equal educational
opportunities for boys and girls.

It's important to note that these examples represent general trends, and the
specific approaches to educational planning varied widely across different
countries and educational systems. The shift toward more inclusive,
participatory, and long-term educational planning has been a response to
the limitations and challenges associated with some of these historical
practices.

2. What office is now charged with overseeing the preparation of

educational plans in the Department of Education, Culture and Sports?
State briefly its functions

In many countries, including the Philippines, the oversight of educational

plans typically falls under the Ministry or Department of Education. The
Department of Education, Culture and Sports (DECS) in the Philippines had
been reorganized into the Department of Education (DepEd).
The specific office within DepEd responsible for overseeing the preparation
of educational plans is the **Planning Service. ** The Planning Service is
tasked with various functions related to educational planning, policy
development, and research. Its key functions may include:
1. **Strategic Planning:** Develop and implement strategic plans for the
education sector, aligning goals and objectives with the broader national
development agenda.
2. **Policy Development:** Formulate educational policies based on
research and analysis, ensuring alignment with national education goals and
standards.
3. **Research and Data Analysis:** Conduct research, gather data, and
analyze information related to education to inform evidence-based decision-
making.
4. **Program Evaluation:** Evaluate the effectiveness of existing education
programs and policies, providing recommendations for improvement.
5. **Coordination:** Collaborate with other offices within DepEd, as well as
external stakeholders, to ensure a cohesive and integrated approach to
educational planning.
6. **Preparation of Educational Plans:** Lead the development and
preparation of comprehensive educational plans that address the needs of
the education sector, considering factors such as curriculum development,
teacher training, infrastructure, and resource allocation.
 LESSON 2

1. What is planning for quality?

Planning for quality refers to the deliberate and systematic process of

developing strategies, procedures, and standards to ensure that the products,
services, or outcomes of a process or project meet specified quality criteria.
This concept is applicable across various fields and industries, including
manufacturing, services, project management, and education.
Key components of planning for quality include:
1. **Defining Quality Standards: **
- Clearly specifying the criteria and standards that must be met for a product,
service, or outcome to be considered of high quality. This involves identifying
characteristics, features, and performance metrics that define success.

2. **Setting Objectives: **
- Establishing specific and measurable quality objectives that align with
organizational goals. These objectives provide a clear direction for the
planning process and help in measuring the success of quality initiatives.
3. **Risk Assessment: **
- Identifying potential risks and challenges that could impact the quality of the
final product or service. This involves assessing and mitigating risks to ensure
that quality is maintained even in the face of unexpected issues.
4. **Resource Planning: **
- Allocating appropriate resources, including personnel, materials,
technology, and time, to support the achievement of quality goals. Adequate
resources are essential to meet quality standards effectively.
5. **Process Design: **
- Designing and implementing processes that are capable of delivering high-
quality outputs consistently. This may involve defining workflows, specifying
procedures, and incorporating quality control measures at various stages.
6. **Quality Assurance: **
- Implementing measures and activities to prevent defects or errors before
they occur. Quality assurance involves systematic processes to ensure that the
conditions for high-quality outcomes are present throughout the entire project
or production cycle.
7. **Quality Control: **
- Monitoring and inspecting outputs at different stages of production or
implementation to identify and rectify any deviations from established quality
standards. Quality control involves ongoing checks to ensure that the final
product meets specified criteria.
8. **Continuous Improvement: **
- Incorporating mechanisms for ongoing evaluation and improvement of
processes and outcomes. This involves feedback loops, data analysis, and a
commitment to learning from experiences to enhance future quality planning.
9. **Documentation: **
- Maintaining thorough documentation of quality standards, processes, and
outcomes. This documentation serves as a reference for stakeholders and
ensures transparency in quality planning and implementation.

10. **Training and Skill Development: **

- Providing training and development opportunities for personnel to
enhance their skills and knowledge, ensuring that they contribute effectively to
the achievement of quality objectives.
In summary, planning for quality is a comprehensive and proactive approach to
ensuring that the desired level of quality is built into processes, products, or
services from the outset. It involves strategic thinking, risk management, and a
commitment to continuous improvement to meet or exceed established quality
standards.
2. In your specific locality, which of the five areas for improving quality in
education should be given priority? Why?

The five areas often highlighted for quality improvement in education are:

Curriculum Development
- Enhancing and updating the curriculum to meet the evolving needs of
students and align with educational standards. This may involve integrating
relevant and engaging content, incorporating technology, and ensuring that the
curriculum reflects diverse perspectives.

Teacher Training and Professional Development

- Investing in the training and professional development of teachers to ensure
they are equipped with the latest pedagogical techniques, subject knowledge,
and skills. Continuous learning opportunities contribute to more effective
teaching practices.

Assessment and Evaluation

- Developing robust assessment methods to measure student learning
outcomes effectively. This includes both formative and summative assessments,
as well as methods that account for diverse learning styles and abilities.

Infrastructure and Learning Environment

- Improving the physical infrastructure of schools and creating a positive and
conducive learning environment. This includes access to modern facilities,
libraries, technology, and a safe and inclusive atmosphere for students.

Parent and Community Involvement

- Promoting the active involvement of parents and the community in the
education process. Engaging stakeholders in decision-making, encouraging
parental support for learning at home, and fostering community partnerships
contribute to a holistic educational experience.

To determine which area should be given priority in a specific locality, a

thorough needs assessment and stakeholder consultation are essential. Local
factors such as economic conditions, cultural considerations, educational
infrastructure, and the specific challenges faced by students and teachers should
be taken into account.
LESSON 3

1. Do you encourage participatory planning in your locality? Why? How?

Encouraging participatory planning in your locality is important for several

reasons, as it promotes inclusive decision-making processes, fosters
community engagement, and leads to more effective and sustainable
outcomes. Here are some key reasons why participatory planning is
important and how it can be encouraged:

Inclusivity and Diversity

Why: Participatory planning ensures that a diverse range of voices,
perspectives, and needs are considered when making decisions about the
community.
How: Actively involve community members from different backgrounds,
demographics, and interests in planning processes. This can be achieved
through public meetings, workshops, surveys, and other inclusive forums.
Local Knowledge and Expertise
Why: Residents possess valuable local knowledge about the challenges and
opportunities in their community, which can enhance the quality and
relevance of planning decisions.
How: Establish mechanisms to collect and integrate local knowledge, such
as forming advisory committees or working groups that include community
members with relevant expertise.
Ownership and Commitment
Why: When community members actively participate in planning, they are
more likely to feel a sense of ownership and commitment to the outcomes,
leading to increased support for the implementation of plans.
How: Communicate the importance of community involvement and ensure
that residents understand their role in shaping the future of their locality.
Provide regular updates on progress and involve the community in the
implementation phase.
Effective Problem Solving
Why: A diverse group of stakeholders can bring innovative ideas and
practical solutions to the table, improving the effectiveness of the planning
process.
How: Facilitate brainstorming sessions, workshops, or design charrettes
where community members can actively contribute ideas and collaborate on
solutions.
 Transparency and Trust
Why: Participatory planning builds trust between local government,
planners, and the community by ensuring that decisions are transparent and
based on collective input.
How: Communicate openly, provide accessible information, and involve the
community in key decision points. Foster a culture of transparency and
openness throughout the planning process.
Adaptability and Resilience
Why: Involving the community in the planning process increases the
likelihood that plans will be adaptable to changing circumstances and
resilient in the face of unforeseen challenges.
How: Incorporate feedback loops and mechanisms for continuous
evaluation. Regularly reassess community needs and priorities to ensure
plans remain relevant over time.
In summary, participatory planning empowers communities, leverages local
knowledge, and enhances the overall quality and effectiveness of
development initiatives. To encourage participatory planning, it is essential
to create inclusive spaces for dialogue, build trust, and actively involve
community members throughout the planning and implementation stages.

2. Who are the people involved in the formulation of your plan? What is
their role in your planning activities?

The people involved in the formulation of a plan can vary depending on the
context, scale, and nature of the planning process. Here are some of the typical
participants in the formulation of a plan:
1.Community Members/Residents Role- Community members play a crucial role
in the planning process as they provide firsthand knowledge of local issues,
needs, and aspirations. They participate in community meetings, workshops,
and surveys to express their opinions and preferences.

2.Local Government Officials- Government officials, including elected

representatives, planners, and administrators, are responsible for facilitating the
planning process. They provide expertise in policy, regulations, and resource
allocation. Elected officials represent the interests of the community and
approve final plans.
6. Educational Institutions- Universities/ schools or research institutions may
participate in planning processes by conducting studies, providing data
analysis, or offering academic expertise. This collaboration can enhance the
research and analytical aspects of the planning process.
7. Environmental Experts- Experts in environmental science and sustainability
contribute to planning processes by assessing the impact of proposed
developments on the environment. They help ensure that plans incorporate
sustainable practices and minimize negative environmental effects.
9. Health and Social Services Professionals- Health and social services
professionals contribute to planning by addressing public health considerations,
social well-being, and access to essential services. Their input helps create
communities that support the overall well-being of residents.
Collaboration among these stakeholders is essential for a comprehensive and
inclusive planning process. Engaging a diverse range of perspectives helps
create plans that are more reflective of community needs and aspirations,
ultimately leading to more successful and sustainable outcomes.
LESSON 4

1. What is integrated development planning?

Integrated Development Planning (IDP) is a comprehensive and participatory

approach to planning that seeks to bring together various sectors and
stakeholders in a coordinated effort to promote sustainable development at
the local or regional level. The key idea behind IDP is to integrate social,
economic, and environmental considerations into a single planning process
to address the complex and interconnected nature of development.

Integrated Development Planning is commonly applied at the local

government level, where municipalities or regions engage in a participatory
process to define their development goals and strategies. The aim is to
create more sustainable, resilient, and inclusive communities.

2. Why do some development plans fail?

Development plans can fail for various reasons, and the factors contributing
to failure are often complex and interconnected. Here are some common
reasons why development plans may not achieve their intended goals:

1.Lack of Stakeholder Involvement and Participation

- Failure to involve key stakeholders, including local communities,
businesses, and civil society, can lead to plans that do not address the actual
needs and priorities of the people they are supposed to benefit.

2. Inadequate Planning and Analysis

- Poorly researched and inadequately analyzed plans may lack a clear
understanding of the local context, leading to ineffective strategies and
unrealistic goals.

3. Limited Financial Resources

- Insufficient funding or budgetary constraints can hinder the
implementation of development plans. Lack of financial resources can limit
the ability to carry out essential projects and programs.

4. Ineffective Implementation and Monitoring

- Even well-designed plans can fail if there is a lack of effective
implementation and monitoring mechanisms. Poor project management,
inadequate infrastructure, and insufficient capacity can contribute to
implementation challenges.
5. Social and Cultural Factors
- Plans that do not consider the social and cultural context of the community
may face resistance or may not be accepted by the local population. Cultural
factors can impact the success of development initiatives.

6. Unforeseen Circumstances
- Plans may not account for unexpected events or circumstances that arise
during the implementation phase, leading to a need for adjustments and
adaptations.

7. Lack of Flexibility and Adaptability

- Development plans that are rigid and do not allow for adjustments in
response to changing circumstances may become outdated or irrelevant.

8. Poor Communication
- Ineffective communication between different stakeholders, including
government agencies, the private sector, and the public, can lead to
misunderstandings, lack of support, and ultimately plan failure.

It's important to note that these factors are often interconnected, and the
success of a development plan depends on addressing multiple challenges
simultaneously. Learning from failures, fostering collaboration, and
incorporating lessons into future planning processes can contribute to more
successful development initiatives.
LESSON 5

1. What is decentralized educational planning?

Decentralized educational planning refers to a system of planning and decision-

making in education that involves the transfer of authority and responsibility
from a central or national level to local or regional levels. In a decentralized
educational planning model, local governments, communities, and educational
institutions have a greater role in determining and implementing educational
policies and programs. This approach aims to empower local stakeholders,
enhance responsiveness to local needs, and promote community involvement
in education.

It's important to note that the degree of decentralization can vary, and in some
cases, certain aspects of educational planning may still be coordinated at the
national or central level. Decentralized educational planning is often seen as a
way to enhance local ownership and responsiveness while still maintaining a
framework for overall coordination and quality assurance in education.

2. Give at least 9 indicators in identifying DDU elementary schools in your

locality.

Identifying disadvantaged, depressed, and underserved elementary schools in

a locality involves considering a range of indicators that reflect the socio-
economic, educational, and infrastructure challenges faced by these schools.

Here are some common indicators that can be used to identify such schools:
a. survival rate
b. participation rate
c. per-student allocation
d. time required to reach the district school from the district office
e. distance of district from the division office
f. ratios of teachers per supervisor in the district
g. drop-out rate
h. teacher-student ratio
i. an index describing the condition of physical facilities in elementary
schools in the district
j. student performance in fundamental subjects
k. availability of electricity and potable water in the district
l. the nutrition index of the school children in the district

The chosen criteria in equal weights are combined into a single composite
index.

1. Socio-Economic Background of Students

- Income Levels: Assess the average family income of students attending the
school. Lower income levels may indicate economic disadvantage.
 -Parental Education: Consider the educational background of parents. Schools
with a high percentage of parents with lower levels of education may face
additional challenges.

2. Infrastructure and Facilities

- School Buildings Evaluate the condition of school buildings. Dilapidated
structures may indicate a lack of investment in infrastructure.
- Classroom Facilities Check the availability and adequacy of classrooms,
furniture, and other facilities for learning.
- Sanitation Facilities: Assess the quality and availability of sanitation facilities,
including toilets and clean water.

3. Educational Performance
-Student Achievement Levels: Look at academic performance indicators such
as test scores, literacy rates, and graduation rates. Lower performance may
suggest educational challenges.
-Teacher-Student Ratio: Assess the teacher-student ratio. High student-to-
teacher ratios may impact the quality of education.

4. Access to Educational Resources

- Availability of Teaching Materials: Check if schools have sufficient teaching
materials, textbooks, and learning resources.
- Access to Technology: Consider the availability of technology and internet
access for educational purposes.

5. Health and Nutrition

- Nutritional Programs: Evaluate the presence of school feeding programs or
nutritional support for students.
- Health Services: Assess the availability of health services and awareness
programs within the school.

6. Community Engagement and Support

- Parental Involvement: Consider the level of parental involvement in school
activities.
- Community Support: Evaluate the support and involvement of the local
community in the school's development.

7. Geographic Isolation
- Location: Assess whether the school is situated in a geographically isolated
or remote area, which may impact access to resources and support.

8. Special Needs and Inclusive Education

- Special Education Programs: Identify if the school has programs to support
students with special needs.
- Inclusive Practices: Evaluate the inclusivity of the school environment for
students with diverse backgrounds and abilities.
 9. Attendance and Dropout Rates
- Attendance Rates: Analyze attendance records to identify schools with
consistently low attendance rates.
- Dropout Rates: Consider the rate at which students leave school prematurely.

10. Community Indicators

- Unemployment Rates: High unemployment rates in the community may
indicate economic challenges.
- Access to Social Services: Assess the availability of social services, including
healthcare, in the local community.

It's important to use a combination of these indicators and consider the local
context to accurately identify disadvantaged, depressed, and underserved
elementary schools. Collaboration with local communities, government
agencies, and educational experts can enhance the effectiveness of the
identification process.

3. Among the five variables, what do you consider the most important
determinant in the allocation of DDU schools in your locality? Why?

The condition of school buildings and classrooms is considered a crucial

determinant in the allocation of resources, such as the Disadvantaged,
Depressed, and Underserved (DDU) label, for several reasons:

1. Infrastructure Impact on Learning Environment:

- The physical environment of a school significantly affects the overall learning
experience of students. Well-maintained and adequately equipped classrooms
provide a conducive atmosphere for effective teaching and learning.

2. Safety and Security

- The condition of school buildings is directly linked to the safety and security
of students and staff. Schools with structurally sound buildings reduce the risk of
accidents and ensure a secure environment for learning.

3. Capacity for Student Enrollment:

- The availability and condition of classrooms determine the school's capacity
to accommodate students. Overcrowded or inadequate classrooms can hinder
the ability of the school to enroll and educate all eligible students effectively.

4. Quality of Education Delivery

- A well-maintained infrastructure contributes to the overall quality of
education delivery. It ensures that teachers have appropriate spaces and
resources to conduct classes, enhancing the teaching-learning process.

5. Resource Allocation and Equity

- Allocating resources, including the DDU label, based on the condition of
school buildings promotes equity. Schools facing infrastructure challenges may
 need additional support to bring their facilities up to standard and provide an
environment conducive to learning.

6. Retention of Students and Teachers

- Schools with inadequate infrastructure may face challenges in retaining both
students and qualified teachers. A positive and conducive learning environment,
facilitated by well-maintained buildings, can contribute to student retention and
teacher satisfaction.

7. Government Priorities and Accountability

- The condition of school infrastructure reflects the government's commitment
to education. Prioritizing resources based on the state of school buildings
demonstrates a commitment to improving educational outcomes and holding
educational institutions accountable for providing quality facilities.

By prioritizing the allocation of resources to schools with poor infrastructure,

educational authorities can address immediate challenges, improve the overall
quality of education, and contribute to the development of a more equitable and
inclusive education system.

4. In your district/division/region list down the priority needs of your DDU

schools and work out a scheme of assistance.

The priority needs of Disadvantaged, Depressed, and Underserved (DDU)

schools can vary depending on the specific challenges they face. However,
common priority areas often include improving infrastructure, enhancing
educational resources, addressing socio-economic disparities, and fostering
community engagement.

1. Infrastructure Improvement:
- Objective: Enhance the physical environment of DDU schools to provide a
safe and conducive learning space.
- Scheme of Assistance:
- Conduct a comprehensive assessment of the condition of school buildings
and classrooms.
- Allocate funds for necessary repairs, renovations, and construction based on
the assessment.
- Prioritize schools with urgent infrastructure needs, addressing issues such as
inadequate classrooms, damaged roofs, and poor sanitation facilities.

2. Educational Resources and Materials

- Objective: Improve the quality of education delivery by ensuring access to
essential resources and materials.
- Scheme of Assistance
- Provide funding for the purchase of textbooks, teaching materials, and
educational technology.
 - Establish a system for regular updates of educational resources to keep pace
with curriculum changes.
- Offer training programs for teachers on effective use of educational
materials.

3. Teacher Training and Capacity Building

- Objective: Enhance the capacity of teachers to deliver high-quality education.
- Scheme of Assistance:
- Organize training programs and workshops for teachers to improve
pedagogical skills.
- Provide opportunities for professional development, including courses on
new teaching methods and technologies.
- Establish mentorship programs to support new and less-experienced
teachers.

4. Student Support Services:

- Objective: Address the diverse needs of students to ensure a supportive and
inclusive learning environment.
- Scheme of Assistance:
- Implement programs for students with special educational needs, including
those with disabilities.
- Establish counseling services to address social and emotional challenges.
- Introduce nutrition programs to support the health and well-being of
students.

5. Community Engagement and Involvement:

- Objective: Foster collaboration between schools, parents, and the local
community to support educational initiatives.
- Scheme of Assistance:
- Develop mechanisms for regular communication between schools and
parents.
- Facilitate community involvement in decision-making processes related to
school improvement.
- Organize community outreach programs to raise awareness of the
importance of education.