WHY, WHAT, IMPACT OF

PLANNING
Objectives:
To explain basic
ideas and concepts
of planning, trends
in planning and
management..
FOCUS QUESTIONS:
1. What is a plan?
2. What are the things to consider in
planning?
3.What are the importance of planning in all
aspects of life?
4. What benefits can we get from planning?
5. How can you describe a good plan?
6. Why should we plan?
7. What is realization about planning based
on the video presentation?

Planning An
Overview.w
mv
ACTIVITY- I- Do it for 15
minutes
Answer the following questions:
1. What is a plan?
2. What are the things to consider in planning?
3.What are the importance of planning in all
aspects of life?
4. What benefits can we gain from planning?
5. How can you describe a good plan?
6. Why should we plan?
7. What is realization about planning based on
the video presentation?
 Planning is vital to all schools
because it helps build letter programs for
student. It does this by helping you to:
Decide how and where to set priorities in
the use of limited human and economic
resources.
Decide how to accomplish not only your
short-range goals, but also your medium
and long-range goals
Build on the strong and successful parts
of the program, as well as to identify and
improve the weak parts
Reach agreement in the school
community about what to do and how to
do it.
 Using a deliberate method of planning is certainly
better than just having your fingers crossed when the
futurea of
What students
Good is at stake. Consider
Planning the following:
What a Good Planning
Process Is Process Is Not
• It is organized thinking that • It is not merely writing a
helps in deciding what needs plan or filling out forms.
to be done, how it will •It is not using steps or
happen, and who will do it. processes that don’t work.
•It is the setting of priorities •It is not involving people
in the use of resources: without considering their
people, money, time and ideas.
materials. • It is not deciding what to
•It is trying to anticipate the do without figuring out how
future. it will happen.
•It is involving those affected •It is not letting the program
results of planning and guide and coordinate itself.
opening communication
channels.
•It is adapting and modifying
steps or processes until they
work for you
•It is using leadership to
motivate people and to
What a Good Process What a Good Planning
Should Do Process Should Not Do
•It should stimulate change • It should not make
and improvement. planning more important
•It should help you figure than everything else you do
out what will happen and –teaching, administering, or
how it should happen. parenting, for instance.
•It should raise awareness •It should not result in a
about what is being done process or a plan that is
and why. rigid and inflexible.
•It should build a trail of •It should not result in a
activities over time so you process that has not been
can look at what has worked adapted to your school’s
well and what has not. particular needs
•It should produce a •It should not focus your
blueprint, road map, or attention on only one
recipe to be used. aspect of the program,
• it should decrease fear excluding all others.
about the process of change
and its results.
Y Dror has defined planning as
the process of preparing a set of
decisions for action in the future
directed at achieving goals by
optimal means. Franco adds,
educational planning is a group
of related activities which
establish objectives and manage.
 The key aspects of planning, therefore, are:
i. It is a dynamic process of on-going activities, not a one-
shot or once-for-all static function;
ii. It is preparatory step, resulting in findings and
recommendations that will have to be approved and
then implemented in the proper order, although Franco
notes that his division of first, the preparatory planning
process, and second, the management implementation
of the plan, if not properly coordinated can lead to
many problems of delay and deficiencies.
iii. Planning not only solves problems and facilities
decision-making, it involves set of decision which are
linked to each other, and must be made in a consistent
manner, preferably with some logic and order;
iv. It should be action-directed, implementable, and cast in
the practice of a management, not theory or academic
bias alone;
v. At the same time, it takes note of
existing arrangements and sets
directions for the future, but
which directions can only be
made if decisions are made now,
and not tomorrow;
vi. These directions are articulated in
terms of goals, objectives and
targets, over given time frames;
and
vii. These are to be achieved in cost-
effective strategies and tactics
Franco points out that the basic questions are:
i. Where are we today? In terms of the education environment,
what are the threats and risks, as well as the opportunities for
growth and sustained development? In terms of organizational
resources and competence, what are our strengths and
weaknesses, and what must be patch up and fortify? In terms of
mission and values, what are the priorities and commitments in
education, of the school and universities?
ii. Where do we want to go? In terms of the education
environment, what existing policies, programs and services
have to be expanded, deflated, thrown out or integrated, and
what new ones to be introduced? In terms of organization, what
existing resources and competence have to be strengthened,
and what new ideas, new leadership, new management
approaches have to be applied so that new resources and
logistics can be mobilized? In terms of mission and values, what
goals and objectives have to be amended, and what new
targets must we set to prepare students and pupils for the new
environments of the 21st century? And finally
iii. How do we get from where we are today to
where we want to go tomorrow? What new
policies, programs and projects are needed to
revitalize the education sector? How do we improve
our limited physical infrastructure and build new
ones? What curricular reforms, new education and
training methodologies, new curricular and training
materials, and new motivation techniques cam we
pursue? How do we develop new cost-efficient,
effective, and productive management systems and
procedures? Where do we get more funds, logistics,
and resources? How do we measure, monitor and
evaluate the outputs and results of all these plans
and activities?
 THE TERRITORY OF PLANNING
INCLUDES CHANGE
Lack the ability to recognize
Accept as real
The forces for change
They are unable to establish a
favorable climate or ambience
for introducing change in their
education systems.
Is a continuing process, never
ending never final
 WHAT PLANNING IS NOT
Educational Planning is not just optimistic
projections, improved communications, or
public relations statement. The contents of
a plan document contains mechanics of the
plan- such as : statement of policies,criteria
for priorities, objectives , strategy ,
implementation arrangements, budget and
resources, timetable etc.They are part and
parcel of the plan –but they do not mean
that they are plan itself. Many plans contain
flowery statements, literary devices,
splashy illustrations and graphics –
statements that impress ministers, and
 ACTIVITY -2- Write your plan before
doing your daily instructional activities
Time minutes Activities
A wise man was taking a sunrise
walk along the beach. He came
upon a young man who was picking
up starfish from the sand and
tossing them gently back into the
ocean.
“What are you doing?” the
wise man asked.
“The sun is coming up and
the tide is going out. If I
don’t throw them back,
they will die,” was the young
VA2-8
To that the wise man replied, “But
there
are miles and miles of beach
and millions of starfish. You
cannot possibly make a
The young man bent down,
difference.”
picked up another starfish, and
threw it lovingly back beyond
the breaking waters.
“I made a difference
for that one,“ he
VA2-9
 Planning is about
making a difference.
“Commit
to the
Lord
whatever
you do
and your
Proverbs 16:3

plans will
Are we now ready to begin the
journey? Let the journey begin!