Module 6 Summary John Redan P. Blanco

Module 6 Summary
Communication and Evaluation in Planning
Lesson 1: Communication in Education in Educational Planning
Part 1- General Principles
Concepts and ideas oftentimes fail and many plans are not carried but because they do not
reach people who are supposed to implement them in the form they should be transmitted.
”Communication is a dynamic process by which someone who has a purpose to accomplish tries to get
someone else to do something for the achievement of that purpose.
Communication is defined as the act of imparting or transmitting facts or in formation,

interchanges of thoughts, ideas and opinions. It is an art that deals with expressing and exchanging ideas
effectively through speech, graphic or dramatic arts and is taught as an integrated program at various
levels of education. Communication is a close or intimate rapport in exchanging thoughts and meaning,
sometimes intellectual and often affective, arousing common understanding or other reaction between
communicator and interpreter.
Communication form the cohesive bond among organization members and as such, they
provide an energizing function in an organization. Daily through the mail, telephone calls, interview and
meetings, he manage/administrator receives all kinds of communication which have arisen from a
purpose which someone feels is important to be accomplish. When the administrator/manager plans
and organizes his action and make decisions, he interprets the communications he receives, based on
the objectives he has to attain for the organization. Communication and decision making are
inseparable, pervading all aspects of management process. This make the study of communication in
Educational Planning extremely important.
Educational Planning involves a large group of people; plans are formulated and implemented
by them. The educational planner must put serious important on communication with people
throughout the planning process, asking such question as follows:
What message should be transmitted?
What are to be reached by the message?
Why should the message be transmitted?
How can be message be transmitte?
When should the message be transmitted?
A. For purpose of this discussion the planning process will be divided into three stages.
Plan Formulation
Plan Implementation
Plan Evaluation
1. Communication at Plan Formulation Stage
One of the most effective ways of getting the plain well implemented is to generate
understanding and acceptance of its goals and targets by all concerned. Among these are
politicians, educational administrator, teachers, students and their parents and the general
public.
To communicate with these groups of people for his purpose, a broad policy document
is released for comments by the general public. Such document may be labeled as the first draft
of the plan or approach paper. This paper should not specify the place or agency that will be
benefited by the planned activities. Instead, it should give the criteria as basis od decisions
regarding the place, agency, person and time of implementation.
2. Communication at the Plan Implementation Stage

The purpose of communication at this stage are to get receiver
-to “act” or make decisions, to manage a particular organization, to use funds in a
certain manner
-To give feedback on progress or failure of activities at this stage
-To be affective, communications must have the following qualities.
3. Communication at Plan Evaluation Stage
To diagnose the status of plan, evaluation and implementation should simultaneously

be undertaken. This enables necessary and timely remedial action to be taken.
B.Some General Rules on Communication
1. Personal of impersonal communication should refer both to action and rationale.

2. To achieve goals, points of appeal in communication vary among different groups of people.
3. When message are complex the complex, the conference type of communication process is
effective.
4. Vertical communication should be two-way down-up and up-down.
5. The importance of horizontal communication should be recognized and built into an
organization.
6. Feedback should be broad-based and should yield information from virous sources, favorable or
unfavorable to the views of decision makers.
Part II
A. First drop of the Plan

The first draft of the planning is generally an elaboration and logical arrangement of
decissions made by planning committee.
B. Second Draft of the Plan
The second draft of the plan will embody the revised strategies and policies, it within
the basis.
C. Varying Public’s Reaction
So that one should not become disappointed, feel lukewarm and discourage with the
public, or lose of faith on the effectiveness of consulting them.
D. Third Draft of the plan
The preparation of the third draft entails, sur eyes and researches. These are followed
by the informal consultation with the Central Planning Organization by the director of
NEDA in our country
E. Piloting the Plan
The NEDA Board conducts budget hearing by programs and in groups of related
agencies, and existing government policy and structure.
F. Genuine communication exist when everybody feels she can voice his/her opinion without
feeling guarded.
Prepared by:
John Redan P. Blanco

Lesson 2: Plan Evaluation
Why is Evaluation Important in the Educational Enterprise?
Five reasons in answer to the question follow: Evaluation
1. Adds to the substantive knowledge of educational process;

2. Provides information needed to adjust, discard, or otherwise change the application of an
ongoing educational process;
3. Provides justification for a political-social-economic action relating to education;
4. Creates occasions for processes to move through bureaucratic barriers and thus keep the
system operative and
5. Provides instruments to “advertise” success of the process to the educational community.
What are the Feature of a Plan Evaluation Process?
A Plan evaluation process should have relevance, credibility, timeliness and efficiency.
1. Relevance
2. Credibility
3. Timeliness
4. Efficiency
What are the Types of Plan Evaluation?
There are at least three types of plan/program evaluation. The most common is the terminal or
ex-post evaluation or summative evaluation. The second types is performance evaluation and the third
type is evaluation done on a continuing program.
What are the Issues in Program Evaluation?
1. Program objectives and inputs to be evaluated

2. Priority-setting of several objectives
3. The need for local persons to be present when participation in program evaluation is discussed.
4. The technical design of the evaluation
5. The evaluation process
6. The usefulness of the evaluation
Who Are Involved in the Evaluation of Plans?
Evaluation of educational plans may be done by the staff of the Planning Service and other
personnel of the Department of Education, Culture and Sports who have the technical know-how. Such
an arrangement will not only provide a relevant and complete information on plan performance, but will
also ensure the objectively of the plan and workability of the evaluation process.
How is a Program/Project Evaluated?
The educational project evaluation office visits site, inspect projects, and gather analyzes and
presents to proper authorities for their consideration all the relevant to project such as personnel
involved, pupils and student , implementing office objectives. Curriculum adjustments, management,
financial, economic and social benefits, sources of financing and others.
The Study will show items related to the project such as:
- Profitability
- Financial requirements of the project
- Availability of a loan from outside sources (local and foreign)
- Amortization
- Improvement of the socio-economic conditions of the community in particular and of the
nation as a whole
- Increase of income and improvement of the standards of living of the people
- Creation of part- or full-time jobs and other economic opportunities
What are the Criteria for Evaluating an Education Plan?
The Staff of the Planning and Programming Divisions, Planning Services, DECS formulated an
instrument composed of the following criteria for evaluating the contents of an education pln, which are
applicable to all levels (national, regional and provincial).
Prepared by:
John Redan P. Blanco

Module 6 Summary John Redan P. Blanco

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Module 6 Summary

Communication and Evaluation in Planning

Lesson 1: Communication in Education in Educational Planning

Part 1- General Principles

Communication is defined as the act of imparting or transmitting facts or in formation,

What message should be transmitted?

What are to be reached by the message?

Why should the message be transmitted?

How can be message be transmitte?

When should the message be transmitted?

2. Communication at the Plan Implementation Stage

3. Communication at Plan Evaluation Stage

To diagnose the status of plan, evaluation and implementation should simultaneously

B.Some General Rules on Communication

1. Personal of impersonal communication should refer both to action and rationale.

A. First drop of the Plan

John Redan P. Blanco

Why is Evaluation Important in the Educational Enterprise?

Five reasons in answer to the question follow: Evaluation

1. Adds to the substantive knowledge of educational process;

What are the Feature of a Plan Evaluation Process?

What are the Types of Plan Evaluation?

What are the Issues in Program Evaluation?

1. Program objectives and inputs to be evaluated

Who Are Involved in the Evaluation of Plans?

How is a Program/Project Evaluated?

What are the Criteria for Evaluating an Education Plan?

John Redan P. Blanco

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