FUNDAMENTAL CONCEPTS

OF EDUCATIONAL PLANNING

Reported by :

KAREN P. GONZALES
DAISY A. DESEPEDA
LEAH Z. AQUINO
 Plan and Planning in General
A plan is a method or way of proceeding
thought out in advance;
Planning is a process of arranging such a way,
whose product is a plan.
Plan is a guide or map or model or design to
help bring out from the world of wish and
possibility something into actuality.
Planning is a mental and volitional process entailing such acts
as thinking, reflecting, assessing, assuming, pre – supposing,
knowing, judging and reasoning as well as willing, desiring,
choosing, committing one’s self, upholding certain principles
and values, accepting or rejecting and obeying.

 Correct and adequate planning is based on facts and adequate

assessment of facts on all major factors of a plan. If based on
sound theory, a plan will on that score succeed; in brief, a
sound theory is very practical.
 Educational Plan and Educational
Planning
 An educational plan , in a particular, is one dealing with a
system of instruction and training designed to impart
knowledge and skill.
 Educational planning is the process whose product is an
educational plan.
 To impart knowledge and skill is the objective purpose of an
educational plan.
 The achievement of this purpose is helped or hindered by the
subjective purposes and often mixed motives of planners,
policy makers and aid donors.
 Concept of Educational Development
The concept of education has undergone significant changes in
recent years. It is a common experience that :

 Education achieves a much wider variety of objectives

( national / social/ individual ) than ever before,.
 What was once available to an elite group or a privileged few
is now in demand by an increasing number of persons
belonging to all sections of the society;
 The task of providing educational facilities to all those who
seek it has gone beyond the means of private individuals and
organizations; and
 An intensive search for strategies for educational
development has become urgent.
Education is equated broadly with the teaching –
learning situation that goes beyond the four
walls of the school. It takes place under all kinds
of circumstances and embraces much more than
the conventional academic skills and subject
matters. It includes the acquisition of
occupational households skills, the development
of aesthetic appreciation and analytical modes of
thinking, the formation of attitudes, values and
aspirations and the assimilation of pertinent
knowledge and information of many sorts.
 THREE GROUPS OF EDUCATION

Informal Education
- is an organized and unsystematic but a truly lifelong
process whereby individuals acquire communication skills
both verbal and non – verbal, etiquette, customs, family and
social relations, religious beliefs and rites from daily
experiences and from the environment where they belong.
Formal Education
- refers to the hierarchically structured,
chronologically graded educational system from the primary
through the university. It caters solely for the purpose of
teaching clientele according to a set of patterns. A pattern
consists of such elements as grades or classes, prescribed
syllabuses and timetables, examinations, academic awards and
so forth
Nonformal Education
- is any organized educational established outside
the formal system, operating separately or as an important
feature of some broader activities intended to benefit an
identifiable learning clientele and with learning objectives,
programs such as pre – school or day – care centers and
nurseries, school equivalency program functional literacy,
agriculture extension and cooperatives.
• The term “ educational development “ refers to :
a) Expanding the facilities to match numbers with needs of the
clientele;
b) Diversifying teaching – learning situations as well as their
content to suit the varying demands of the society ;
c) Promoting lifelong learning through the provision of
education for all in – school and out – of – school youths and
adults; and
d) Establishing an effective “ challenge – response “ relationship
between economic and social development, on one side and
education, on the other.
 Types of Educational Plan

 Long Term or Perspective Plan

extends from 10-20 or even 25 years. Educational
planning has to be based on the concept of the future. The
planners should envision the kind of society; the kind of
political, intellectual and social leadership; the kind of
competencies needed by the labor force ;and other relevant
endeavors they should anticipate.
Medium – Term Plan
usually 4 to 5 years, is prepared against the
backdrop of a long – term perspective plan. It has proven
operationally to be most efficient. It defines goals and targets
with greater clarity and provides a definite basis for action

Currently, medium term plan are prepared by many

countries on a rolling basis that is extending the plan by one
year at a time and revising the targets according to
implementation experiences.
 Short – Term Plan
needs to be adopted only as an inevitable alternative to medium
– term planning and on emergency basis. The introduction of
“ rolling plan “ has eliminated the need for short – term plan.

Single – purpose plan

is an administrative operation which is
usually adopted when a particular objective like implementing a
reform measure, building an institution or piloting legislation is
to be achieved.
 What is Educational Planning?

Educational planning implies the taking

decisions for future action with view of
achieving pre – determined objectives through
the optimum use of scarce resources. There
are three elements in this definition; 1. pre –
determined objectives, 2.use of scarce
resources, and 3. taking decisions.
Pre – Determined Objectives

These includes such problems as relating

education to national development, content
of education, educational standard,
technology of education and expansion of
facilities.
 Use of Scarce Resources

Time
The explosion of knowledge has made it necessary to learn a
great deal in a short time.
Talent
Intensive efforts have to be made to discover and develop
talent among student especially at the secondary and university
levels.
Material resources including money

Money is the third scarce resource in all

situations specially so in the developing countries. It must,
however, be remembered that in the developing countries
other materials ( e.g., cement and steel or paper for books and
printing capacity ) are also scarce; realistic educational
planning should also take these scarcities account.
 Taking Decisions

Educational plans will have to be prepared for each level

at which a decision is taken namely: institution, chief
administrative unit for a group of institutions ( a school for a
district, a university for higher education, etc. ) state and the
nation.
 Nature and Scope of Educational
Planning

• Educational Planning is an instrument for providing needed

coordination and direction of the different components of an
educational system.
• It also ensures that widely accepted long – term goals such as
universal primary education are approached objective
• Educational planning takes into account past and present
realities of the country ‘ s education and training programs.
• It commonly precede by a survey of the educational situation
and needs through well – organized statistical services that
are necessary to provide essential and reliable data.
 Overall educational planning, either as part of the
National Development Plan or as an independent plan is
characterized by:
a. An attempt to bring a balanced development of all sectors
of the educational systems
b. The correlation of the educational effort with the national
policy for economic and social development
c. An effort to coordinate the quantitative expansion
necessitated by demographic factors and social demand with
the qualitative improvement in content, structure and
methods.
d. The determination to ensure that the investment in
education brings good dividends in the form of fulfilment
of manpower needs, the overall development of individuals
and the national economic, social and cultural development.
 Types of Planning according to
Function

1. Physical and Economic Planning

is the planning of an areas physical structure – land use
communications and utilities.
2. Allocative and Innovative Planning
is concerned with coordination or the resolution of
conflicts in order to ensure that the existing system is ticking
efficiently through time in accordance with evolving policies.
Innovative planning is concerned with improving and
developing the system as a whole.
3. Multi – and Single objective Planning
Whatever its type or form, planning has goals and
objectives.
Goals – is an ideal and should be expressed in abstract terms
Objective – should be measurable result – oriented, specific,
realistic, attainable, and time – bounded
4. Indicative and Imperative Planning
Indicative Planning merely lays down general
guidelines and is advisory in nature. Imperative or command
planning involves specific directives.
 This planning typology is particularly relevant at the
regional level. Regional planning usually involves both
physical and economic planning. Some regional plan may be
purely allocative but the majority include certain innovative
elements. Regional planning is invariably multi – objective ,
but the method of implementation may vary greatly in
different regions.
In sectoral planning, activities are centered on a sector
only. Coordination among the different departments
concerned ( health, agriculture, public works, education ) is
attempted only after each sectoral plan has been
independently formulated.
Multi – sectoral planning is characterized by intensive
coordination and cooperation among department/agencies
with regard to substance, space and time while their
respective plans are being conceived and formulated. It may
also undertaken at the national level.
Approaches to Educational Planning

Several approaches have been discussed in literature and

adopted by different countries for planning educational
activities, but all of the may be summarized under three
major categories namely ; 1. socio – cultural, 2.
Manpower ,and 3. investment efficiency.
1. The socio – cultural approach consist in determining
educational needs and development in terms of current
demands for education at different levels on the basis of
population, age distribution, prospective area of national
income, social aspirations and cultural goals.
When using this approach, planners endeavor to forecast and
the demands of the future by analyzing the following:

1. Past trends in demographic growth

2. Participation in education
3. Student flows from grade to grade level to level,
4. Social and individual preferences relating to types of
education
5. Use of available facilities, and
6. Resources to ensure the supply of facilities needed to meet
the demand for education.
2. Manpower approach – consists in gearing educational efforts
fulfilling national manpower requirements. In other words,
educational planners have to foresee the future occupational
structure of the national economy and to plan an educational
system that will provide the requisite number of personnel
with the qualifications that the structure demands.
3. The investment efficiency approach consists in determining
the investment to be made in education according to the rate
of return or benefit of effectiveness. When using this
approach educational planners compare not only the total
expenditure on education but also the costs of particular
levels or types of education against such returns as increased
earning capacity or rise in productivity of the person so
educated.
 It is important to know that the different approaches to
educational planning serve as guides to the planner for
elaborating national objectives.
THANK YOU AND
GODBLESS !!!