participatory educational planning

TEACHERS

SCHOOL ADMINISTRAT

ORS

DECISION - MAKERS

PARENTS OR

GUARDIANS

ORGANIZATIONSOR

GROUPS

PEOPLE – EMPOWERED PLANNING

BY: MS. NEDEL JOYCE CHRISTINE C.

L IBUNAO

DEFINITION OF TERMS:

Empowerment – It is essentially a capacity to define clearly one’s interests, and to develop a strategy to achieve those interests. It’s the ability to create a plan or program to change one’s reality in order to obtain those objectives or interests.

•Community Participation -  It is a form of planning that takes a comprehensive approach to meeting community needs–an approach that recognizes the interrelationship of economic, physical and social development. •Community -  a group of people with diverse characteristics who are linked by social ties, share common perspectives, and engage in joint action in geographical locations or settings. 

•Planning - It is a complex form of symbolic action that consists of consciously preconceiving a sequence of actions that will be sufficient for achieving a goal. It is set apart from undeliberated action, which is not preconceived. •Participatory Planning – It means the distribution of decision – making power in such a way that all those affected by decisions should have a share in making them.

COMMUNITY PARTICIPATION IN EDUCATIONAL PLANNING

• Proper briefing of planned activities and events with the local leaders first, before doing anything concrete, and generating the environment and feeling that they too are involved in planning of things, not just accepting them and being used as institutional fronts.• Conducting orientation sessions with local leaders and local residents, especially mothers of children, using not only government experts but credible local leaders as briefing agents after proper training.• Promoting the concept of working together because whatever results are obtained accrue to benefit of the community and their children.

•Forming a planning committee.•Preparing a very simple, 2 to 3 page manual of instructions, using the local language or dialect if possible with illustrations and flow charts, on how to make a simple budget, how to involve people especially mothers of students and pupils.•Preparing a weekly or monthly status sheet for each committee member on their activities, achievements, problems and how to solve them properly and quickly.

•Formulating a simple format of a school or community education plan and program.•Preparing a management implementation scheme to ensure that the proposed plan can be executed.•Make a simple scheme to monitor and evaluate of the plan.

PARTICIPATORY PLANNING

THE PEOPLE WHO SHOULD BE REPRESENTED IN SOME ASPECTS OF PLANNING:• Students – the clients served by school.• Teachers – the major element of the professional staff• School Administrators – principals, superintendent and supervisors•Decision – makers – chiefs, directors, ministers•National Board of Education and other policy – making bodies• Para – professionals and Personnel of other agencies.

SUPPORTS AND DOUBTS IN PARTICIPATORY PLANNING

EFFICIENCYPROS

• Technical or economic efficiency is not all in education.• The gains in relevance and

quality, the additional resources mobilized for education, the enhanced employability of students; all these benefits likely to accrue from participatory planning would more than affect the presumable loss in efficiency

CONS• Distracts educational

institutions from their primary business.• Costly because more

people will have to devote more of their time.• Uneconomical because

the competence and special qualifications of professional planners are not fully utilized.

CONFLICTPROS

• Provides an “institutionalized mechanism” for conflict settlement, an outlet for conflicts and controversies.• Conflict is present

everywhere: it brings out into the open and attempts to deal with it in a constructive manner.• Through consultation,

conflict and polarization may be avoided by reserving final decision in the hands of planners.

CONS• Involves many people

with divergent points of view, conflicting values and rival interests; thus, educational decision – making will be strangled.

LOCALISMPROS

•Leads education out of its present emphasis through a variety of innovative educational experiments, decided upon on different places.

CONS•Fosters varied whims and ideologies true to one setting or locality

MEDIOCRITYPROS

•Encourages creativity, ideas and first – hand experience of local people, rather than an academic exercise.•Provides competence through technical assistance groups.

CONS• Involves many people who are not formally qualified, particularly the students themselves.• Planners’ expertise will be subjected to majority rule and unsatisfact6ory compromises; thus, planning may fall to mediocrity.

AUTHORITY AND CONTROLPROS

• Holds control over the planning process by means of the broad and general acts of directives laid down by authorities.• Does not aim at control over

other people’s behaviour, instead it enhances the control over a common activity, the degree to which all parties concerned achieve their common objective which is making the educational process as re levant, effective and individually satisfying as possible.

CONS

•Represents a loss of teachers’ own authority.•Dissolves necessary control in education.

BENEFICIARY PARTICIPATIO

N

BENEFICIARY CONSULTATION

• Beneficiary groups are given the opportunity to contribute information or advise to the planning design, implementation and management processes of the project.

Examples:Small irrigation in the Philippines and Grameen

Bank in Bangladesh

BENEFICIARY COLLABORATION• Beneficiary groups share, either physically such as through labor and/ or financially, in project implementation, operation and maintenance.

Examples:Community forestry projects and

smallholder tree-crop estate projects.

BENEFICIARY ENTERPRISE

•Beneficiary groups take accountability for implementation, operation and maintenance of the project.

Example:Cooperatives and supervised credit

livelihood projects.

THANK YOU!!!