Educ 327 Chapter 9 Educational Planning For Nation

CHAPTER 9
EDUCATIONAL PLANNING
FOR THE NATION
RICHARD JAMES G. GATCHO

MAED-EDUC. MGT
1. Alternative Approaches to
Educational Planning
A discussion on the approaches to educational planning
would require a prior understanding of essential components of
educational planning.
-Adriano Arcelo
1.1 Goals and Objectives:
Preparation of a set decisions must be in relation to goals.
Thus, an educational plan must lay down the goals and objectives
which the plan is being prepared.
1.2 Visions and Directions

a. Situational Analysis
Situation analysis into the past and present trends in education,
the relevance of present educational objectives in relation to the
demands on education, problems and challenges.
The situation analysis contains, among others, answers to the
following questions;
1. Has there been underinvestment in education or overinvestment
in some other areas?
2. Do performance indicators in education show social and
economic optimality of educational investment?
3. Is the education sector effective in responding to the educational
needs of all people especially those remote areas, the poor and
cultural communities?
4. If found effective, is the educational delivery system efficient? If
there has been inefficiency in the delivery system, what are the
reasons and could these be avoided.
b. Educational Vision
Educational vision is an articulation of the ideal state of
education taking into account concerns for effectiveness, equity,
excellence, efficiency, and relevance in the light of the aspiration and
development of students as well as the benefits, welfare and
academic fulfillment of teachers, school officials and society.
Following Conditions that Across Levels of Education;

1. All school-age population are in school and drop-out is within
acceptable standards.
2. All school leavers are able to attain functional literacy to the
extent that they have meaningful and fulfilling roles in society.
Following Conditions that Across Levels of
Education;
3. Graduates of post-secondary programs and higher education are
gainfully employed and are able to discharge social and political roles
in society, especially in the promotion of social justice, solidarity,
peace. freedom and prosperity.
4. The professional graduates are able to exercise professional, social
and political leadership in a dynamic and vibrant economy.
5. The educated class of society and the enlightened citizenry are able
to protect and uphold democracy and allow for an effective and
efficient operation of a democratic system for the good and welfare of
the people.
c. Process and Strategies
Various processes and strategies must be subjected to a
feasibility test so that the maximum educational outcomes are
achieved with minimum use of educational inputs. Recommended
processes and strategies must be presented which entail sound
arguments as a basis of the recommendation, according to Arcelo.
1.3 Time and Priorities
The time frame is an important element of the educational
plan. In the light of the desire of many countries, regions or
province to develop, time perspective is very important.
1.4 Optimality Condition in Education Plan

The rationale of preparing a plan is to identify and anticipate
problem and based on the situational and problem analysis, to
prepare the most suitable solution to be implemented over a time
frame.
2. Socio-Demand Approach:
The social-demand approach is the most popular with 90% of
education plans around the world being of this nature. It’s greatest
concern is being able to address equity consideration and provide
educational opportunities.
3. Manpower-Requirements Approach
Arcelo explains that manpower requirements approach would

entail an analysis of demand and supply manpower. On the supply
side, one has to take stock of manpower according to field of
specialization and levels of education as well as the enrollment across
level of education and field of specialization in both formal and non-
formal education sector.
The following are points raised with respect to manpower-
requirements approach in educational planning:
a. Education is far from just matching demand with supply. It is for

the liberation of a human person in order that one is able to play a
meaningful role in society.
b. Even in the age of highly sophisticated technology, it is not
possible to provide accurate specification of the kind of manpower
needed.
c. The substitutability of manpower supply is ever present.
d. The assumption of a fixed production function in the manpower-
requirement approach.
e. The manpower-requirement approach would thrive in a more
centralized political system.
4. Rate of Return Approach
The rate of return approach is based on the assumption that
education is an investment that has some return.
The following are some comments on the rate of return analysis as a

basis for education planning, (notes of Arcelo)
a. Non-economic benefits of education are not captured in the rate of
return analysis.
b. Indirect economic returns and economic externalities are not
taken into account in the rate of return analysis.
c. Pricing and the nature of labor market do not reflect reveal real
value.
d.) Benefits accruing to an educated person are closely related to
socio-economic status.
e.) Data availability is a problem in calculating rates of return,
especially income data across age group, occupation, educational
attainment, etc.
f.) The rate of return analysis cannot assess the impact of education
on the other sectors of the economy, unlike manpower planning
where the relationship between education and the other sectors of the
economy is clearly demonstrated.
g.) One responds to the need for providing basic education regardless
of the rate-of-return because basic education is basic human need.
5. Human Resource Development Approach
World-wide concern for human resource development (HRD) is
gaining some momentum. This is an additional approach to
educational planning. HRD concern is global, encompassing the
entire population and developmental dimensions such as employment
labor market situation, science and technology, training and skills
development, income and productivity, food, health and nutrition,
social welfare, and social mobility, population planning, housing,
ecology and environment.
6. Applicability of the Approaches to
Educational Planning
The applicability of the approaches to educational planning will

depend on the urgent problems being faced, the stage of development
and educational level. In many developing countries where equity is a
serious concern, once cannot help but adapt the social-demand
approach.
7. Approaches to Educational Planning in
Philippine Plan Document:
Arcelo emphasizes that the educational plans of the Philippines
cannot be clearly categorized in any of the foregoing approaches to
educational planning.
a. Attain is potential as a human being;

b. Enhance the range and quality of individual and group
participation in the basic functions of society ; and
c. acquire the essential educational foundation for his development
into a productive and
versatile citizen.
Thank you!!!

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What are the different approaches to educational planning discussed?

What are some comments on the rate of return approach as a basis for educational planning?

CHAPTER 9

RICHARD JAMES G. GATCHO

1.2 Visions and Directions

Following Conditions that Across Levels of Education;

1.4 Optimality Condition in Education Plan

Arcelo explains that manpower requirements approach would

a. Education is far from just matching demand with supply. It is for

The following are some comments on the rate of return analysis as a

The applicability of the approaches to educational planning will

a. Attain is potential as a human being;

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