Foundation of

Educational
Planning
CIPRIANO STA.TERESA ELEMENTARY SCHOOL M.A
GROUP
CPSTES MEMBERS:
ELEM.
MA Jennifer M. Supranes
Dorothy Grace C. Margate
GROUP Elsie Pura
Rosalita T. Batersal
 Educational Planning

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.
Education is a fundamental human right
and is indispensable for the achievement
of sustainable development. The
department aims at empowering every
Filipino child and commit to advance the
educational goal thus, planning process
does its crucial parts of identifying key
priority areas of improvement. While
education needs globally are immense,
stakeholders such as companies and
businesses can leverage their resources
and core competencies to support the
government in delivering the promise of
education for all.
SOCIOLO
GICAL
Sociology of education is related in numerous ways to the
various problems that educational planners have to face.

 To learn to look for social factors and social forces and

their mutual interdependence and to view education
as an integral part of a social whole is probably the
most important component of sociological sensibility
and of the sociological approach to educational
planning.
DEMOGRAP
HIC
Education is for people and its development is ultimately
aimed at maximizing the capacity for achieving full
welfare of the population. The educational planner as
well as administrator is constantly engaged in activities
for and with the people.

 It is vital for planners and decision-makers to know the

structure and distribution of the population at a given
date, as well as how it has changed in recent years. In
other words, educational planning cannot be divorced
from considerations about dynamics of population.
ECONOMIC
 As economics deals with supply and demand, economic considerations are
increasingly used in many stages of the educational planning process. The
traditional involvement of economists in educational planning has been for
the purpose of introducing an element of efficiency. Narrowly defined, the
efficiency argument might refer to the improvement of input–output
relationships within the school system in producing graduates and minimizing
dropouts.
 This is often known as the internal efficiency of the educational
system, linking to the literature on educational production
functions. Criterion for planning an educational system is for the
policy maker to try to conform to what students and their families
wish to study. This is known in the literature as satisfying the
“social” demand for education, although it is often referred to
more accurately as private or individual demand.
ECONOMIC FACTORS AFFECTING
EDUCATIONAL PLANNNING
Socioeconomic factors such as
• family income level,
• parents' level of education,
• race and gender, all influence the
quality and availability of education as
well as the ability of education to
improve life circumstances.
The type of education largely depends on the
economic strength of any country. Also the
economic factor determines the content and
method of an education system. It is
important to note that formal education is
often possible where production exceeds
consumption.
GEOGRAPH
Y
 The geography of any particular
place is often natural, which means
that it is undefined by man. Man in
this respect ought to behave in
accordance with the geography
and nature in particular. In this
regard the education system cum
school system is influenced by the
geography of the particular region.
The geography of education is a field which is generally neglected by geographers, despite
the large number involved in education. This paper offers a conceptual framework for such
studies emphasizing educational planning. Within the area of human geography are at least
three possibilities for the geography of education: the geographical examination of factors
underlying education, the examination of the spatial patterns of educational phenomena,
and the role of education as a factor influencing the geographical patterns of other social and
cultural phenomena. Though some work has been done in the first area by non-geographers,
more could be done to relate the physical and human environment to educational
phenomena.
• Analysis of spatial patterns of educational phenomena has just begun.
• Patterning of education values, attitudes, and opportunities could produce valuable
planning data.
• In the third area, research indicates that education effects human perception of the
environment, which ultimately shapes that environment.
There are vast implications here for economic considerations in educational planning. This
conceptual outline should help to stimulate interest in the geography of education and
educational planning. (References are appended.) (JH)
 5 STAGES OF
EDUCATIONAL
PLANNING
1-2.
Collection and Analysis of
Statistical Information:
 At this stage, relevant information about
the system of education and concerned
socio-economic factors is collected so as to
provide the quantitative basis for
projections aimed at the future
development of the educational system.

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3.
Evolving Policy
Proposal
 The statistical information collected helps in
identifying the gaps, weaknesses and shortcoming
and provides the planners with a clear idea of the
existing conditions. This helps the planners in
formulating policy proposals aimed at accomplishing
pre-determined objectives.

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An effective plan necessitates projections of all
the inputs of the educational system –
students, teachers, administrators, school
buildings and classrooms, equipment and
financial requirements.

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Projections, Programming
and Project analysis
Projections have to be made of the future
nature and size of the demographic
composition of population for a period of
fifteen to twenty years. Since student is the
focus of the educational process, projection
should begin with the school and the college
age-groups drawn on a yearly basis in terms of

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 Education is an activity wherein the institution and
the society bear part of the cost and the learner
bears part of the cost. In order to improve the
formulation and implementation of educational
plans, it is necessary to understand the methods of
costing education and the problems associated with
it.

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4.

Costing Educational Plans:

 The unit costs of different types of educational
facilities need to be computed. These costs are to be
studied in terms of the availability of present and
future financial resources. It should be ensured at
this stage that the real cost of education is not too
high so as to be inconsistent with the attainment of
the overall plan objectives.

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5
Decision, Implementation
and Evaluation:
 A five year plan needs to be broken up into annual plans.
Each annual plan is scrutinized, discussed and criticized in
relation to a review of previous year’s strengths,
weaknesses and achievements. At this stage, the necessary
conditions for effective implementation of the program
need to be created. Thereafter, the actual operations take
place.

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Thank you
for your
attention.