Scribd
Upload
241 views30 pages

Decentralized Planning A-D

Dr. Norayda T. Pardinas

Uploaded by

Xtinetine Manacob
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
241 views30 pages

Decentralized Planning A-D

Dr. Norayda T. Pardinas

Uploaded by

Xtinetine Manacob
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 30

Reporter: Christine E.

Manacob
Professor: Dr. Norayda T. Pardinas
❖Decentralized Educational Planning
❖The MEC Decentralized
❖Strengthening the Decentralized
Planning as a Whole
❖The Identification of DDU Schools
Decentralization in public
education is a process that
transfers administrative and financial
decision-making powers from
central Ministries of Education to
local governments, communities,
and schools
Former Ministry of Education (MEC)

Decentralized educational planning


mobilizes grassroots (subnational
level) participation in planning to
support the country’s social and
economic development objectives.
It bridges the socio-economic,
cultural and resources disparities
between disadvantaged and better
endowed areas.
The common objectives of the
level/area concerned are grouped
together into an organization
framework that will lead to the
development of a program
structure.
PROGRAM STRUCTURE

It is a management tool for


examining the various
activities at subnational
levels.
EDUCATIONAL DEVELOPMENT PLAN
❑ The planners should have
clear ideas of the reasons
behind the needed change
❑ The situation needs to be
steered by planners with
creative imagination and
innovative minds.
❑ The planner will need
a staff of competent
and dedicated
researchers
The MEC
Decentralized
Educational Planning
Program
Decentralized Educational
Planning Program (DEPP)
GENERAL OBJECTIVE

To established a system for decentralized


educational Planning and administration
with focus on the disadvantaged,
depressed, and underserved (DDU)
schools
Decentralized Educational Planning
Program (DEPP)
During the development period
(1977-1980), the program has
expanded to concentrate on special
problems of disadvantaged learners
throughout the country.
Decentralized Educational Planning
Program (DEPP)
The MEC issued a Department
Memo no.147,s.1977, informing the
field that one of the major projects
to be undertaken by the DEPP
would focus on DDU elementary
school.
Decentralized Educational Planning
Program (DEPP)

Lately, all regions have been


assumed to have DDU schools and
assistance will be extended to
them on a “first come first served”
basis.
Decentralized Educational Planning
Program (DEPP)
Pre-implementation

❑ UNICEF support and assistance


❑ MEC
❑ subnational offices
Strengthening the
Decentralized Planning
Machinery as a Whole
Salient Solutions to DDU Schools’
Needs/ Problems
1. To strengthen the MEC regional operations
which used to be in hands of Ad Hoc
planning units in regional offices, some
directives have been issued for
implementation in the field.
Salient Solutions to DDU
Schools’ Needs/ Problems
1.1 DO no. 2, 1978, entitled
“Functions of Regional Planning Office”

1.2 DO no.5, 1978, entitled


“Strengthening MEC Regional Planning
Operations”
Salient Solutions to DDU Schools
Needs/ Problems
2. Issuance of department
memorandum on the time table of
activities for the preparation of plans
3. Continued staff development
activities
Salient Solutions to DDU Schools
Needs/ Problems
4. For decentralized educational planning
to function effectively statistical bulletins
aimed at establishing the basic
information are being prepared regularly
from the district level upwards in
synchronized fashion.
Salient Solutions to DDU Schools
Needs/ Problems
5. To implement and
sustain decentralized
educational planning, there
is a felt need to provide
essential facilities and
equipment.
The Identification of DDU Schools

1. Characteristics of Identification
Process
2. Identification criteria must be
objective and controllable, avoiding
mere intuition or self interest in
deciding which school are to be
benefited first under the project.
The Identification of DDU Schools

The identification exercise in the ranking


of schools are based on the nine (9) out
of the following twelve (12) criteria:

2.1 survival rate


2.2 participation rate
The Identification of DDU Schools
2.3 per student allocation in the local
school fund
2.4 time required to reach the district
school from district office
2.5 distance of district from the division
office
2.6 ratio of teachers per supervisor in the
The Identification of DDU Schools
2.7 drop-out rate
2.8 teacher-student ration
2.9 an index describing the condition of
physical facilities in elementary school in
the district
2.10 student performance in fundamental
subjects
The Identification of DDU Schools
2.11 availability of electricity and potable
2.12 the health nutrition index of school
children in the district
The Identification of DDU Schools
3. The five variables:
❑ school sites
❑ School buildings and classrooms
❑ School furniture and equipment
❑ Instructional materials and supplies
❑ teachers
“Always start planning in
advance and list down your
priorities in life”

You might also like