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Standard Planning Cycle

The document outlines the standard planning cycle for education according to UNESCO, which consists of 6 stages: 1) Pre-planning involves defining objectives. 2) Planning includes diagnosing current efforts, formulating policy, costing future needs, and establishing priorities. 3) Plan formulation presents decisions for approval and provides a blueprint for implementation. 4) Plan elaboration expands the plan into identifiable action units through programming, project identification, and possible regionalization. 5) Plan implementation merges planning and management by executing projects. 6) Evaluation, revision, and re-planning highlight weaknesses and provide a basis for the next cycle.

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FARIDAH R. FAISAL
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154 views3 pages

Standard Planning Cycle

The document outlines the standard planning cycle for education according to UNESCO, which consists of 6 stages: 1) Pre-planning involves defining objectives. 2) Planning includes diagnosing current efforts, formulating policy, costing future needs, and establishing priorities. 3) Plan formulation presents decisions for approval and provides a blueprint for implementation. 4) Plan elaboration expands the plan into identifiable action units through programming, project identification, and possible regionalization. 5) Plan implementation merges planning and management by executing projects. 6) Evaluation, revision, and re-planning highlight weaknesses and provide a basis for the next cycle.

Uploaded by

FARIDAH R. FAISAL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

MINDANAO STATE UNIVERSITY


COLLEGE OF EDUCATION
Department of Graduate School
Marawi City

Reporter: FARIDAH R. FAISAL


Course: Seminar in Strategic Planning and Management (PEM 304)
Professor: MONTIA JAMILAH D. SARIP, Ph.D

STANDARD PLANNING CYCLE ACCORDING TO UNESCO


I. Pre-planning Stage
 Formulation of objectives
 Have the national educational objectives defined by the authority
II. Planning
1. Diagnosis
 Ascertain whether the current educational effort of the country is
adequate, relevant, and conducive to their achievement.
 Matching the output of the educational effort with the objectives and
noting the salient divergences.
 Criteria for diagnosis: Relevance to national and social aspirations,
effectiveness in achieving national objectives in full, efficiency in the
best use of resources to achieve maximum results.
 Defects deficiencies which are to be corrected so as to relevance,
effectiveness and efficiency.
2. Formulation of Policy
 A set of policies to remedy each of the defects and deficiencies
revealed by the diagnosis will form the national educational policy.
 Policy formulation is an instrument of educational reform.

3. Costing of Future Needs


 Total financial outlay which should be available if all needs are to be
satisfied
 With due consideration to fluctuations in the prices.
4. Establishment of Priorities and Target-Setting

 Reviews future needs, establishes priorities among competing


candidates for resources and sets the targets which can realistically be
achieved with anticipated investment of resources.
 Alternative means of achieving the objectives are examined in order
to determine the most relevant and effective ones within the
allowable cost.
4. Feasibility Testing
Another serious look at the target to ensure whether they are
consistent and doable.
III. Plan Formulation Stage
-Purposes of planning
 To present a set of decision to the appropriate national authorities for
approval
 To provide a blue-print for action by the various agencies responsible for
implementing those decisions
 A clear statement of what is proposed, why it is proposed, and how the
proposals are going to be implemented
- The educational plan has to be brief, succinct and adequate.
IV. Plan Elaboration Stage
The educational plan has to be elaborate, that is expanded up to the point that
individual action units become clearly identifiable.
Process of elaboration:

 Programming
 Project Identification and Formulation
 Regionalization (optional stage)

1. Programming
 Dividing the plan into broad action areas each of which aims to accomplishing a
specific objective
 Each action area is called programme
 A programme comprises all activities which are supervised by the administrative
unit or which are so interdependent and complementary that all have to be done
simultaneously or sequentially
2. Project Identification and Formulation


Each programme consists of activities which can be grouped together to form a
unit for administrative or accounting purposes id called a project
 A project usually aims at achieving a specific sub-objective or target within the
main objective of the programme.
2. Regionalization
The distribution of provisions of a plan to geographically identifiable unit such as
states, provinces, regions, districts, municipalities, villages.,etc.
V- Plan Implementation
 The implementation of an educational plans begins individual project are
taken up for execution
 Planning process merges with management process
 The organization framework is developed based on the annual plan
a. Resources
b. Time
c. Operation details
VI. Evaluation, Revision and Re-planning

 It highlights weakness in the plan (unrealistic targets, inadequate financial


provisions, improper phasing) and throws up matter for revision of the plan
for the balance of the plan period.
 It takes the place of diagnosis of the planning stage in providing the basis for
re-planning
 Beginning of the next cycle planning

REFERENCE
Arcelo, A.A., & Franco, E. A (1994). Educational Planning. Metro Manila, Philippines:
National Bookstore.

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