A report on decentralized planning in the Philippines. Reference: Dr. Ernesto Franco

1. DECENTRALIZED

2. DECENTRALIZED
EDUCATIONAL
PLANNING
SUBNATIO
NAL
Social and
Economic
Bridge
Program
Structure
Powers
and
Quality of
life
MEC

3. VIDEO

4. Ministry of Education (MEC)
Decentralized
Educational Planning
Program Disadvantaged,
Depressed and
Undeserved Schools
FOCUS:
The program
was implemented on a
selective pilot scale at
a particular selected
areas –Region VII in
Cebu and Region VI in
Iloilo.
Department
Memorandum No.
147, s. 1977 –
expansion of
concentration on the
special problems of
All regions have been
assumed to have DDU
schools and assistance
will be extended to
them on a “FIRST
COME FOR SERVED”
basis
OUTPUT: 5-Year Educational
Plan at the subnational levels
with a section for DDU
elementary schools and their
corresponding needs.

5. DECENTRALIZED
DEPP
Pre-
Implementation
Activities Strengthening
the DP
Machinery as a
Whole
Identification
of DDU Schools
Assistance
Schemes for
DDU Schools

6. DECENTRALIZED
DEPP
Pre-
Implementation
Activities
In order to achieve a solid
basis for formulating the
plan, representatives from
the MEC, UNICEF (Manila)
and UNESCO Regional Office
for Education in Asia,
Bangkok, Thailand,
developed a program of
work sessions at field level.…supports the
activities by underwriting
all expenses in connection
with work sessions

7. DECENTRALIZED
DEPP
Strengthening
the DP
Machinery as a
Whole
1. To strengthen the MEC regional
planning operations which used to be
in the hands of Ad Hoc planning units
in the regional offices. (Department
order No. 2, s. 1978 –Functions of
Regional Planning Office & Department
Order No. 5, s. 1978 –Strengthening
MEC Regional Planning Operations)
2. To achieve a coordinated time frame
to avoid delay in the preparation of
the overall MEC development plan.
3. Continued staff development
activities.
4. Establishment of basic information
through statistical bulletins.
5. To provide essential facilities and
equipment.

8. DECENTRALIZED
DEPP
Identification
of DDU Schools
…simple enough
to be understood
CRITERIA
the local school fund
4. Time required to reach
the district school from
the district office
5. Distance of district from
the division office
6. Ratio of teachers per
supervisor in the district
7. Drop-out rate
8. Teacher-student ratio
9. An index describing the
condition of physical
facilities in elementary
school in the district
10. Student performance in
fundamental subjects
11. Availability of electricity
and potable water in the
district
12. The health nutrition
index of school children
in the district
(*the criteria chosen are
combined into a single
composite index in equal
weights.
*ranking of schools are based
on the nine out of the
VARIABLES
a. School sites
b. School buildings
c. School furniture and equipment
d. Instructional materials and supplies
e. teachers

9. DECENTRALIZED
DEPP
Assistance
Schemes for
DDU Schools
level plans will
describe in detail
the regulations
governing this
scheme of
assistance to
disadvantaged
elementary
schools and
specify the
amount which is
to be earmarked

10. DECENTRALIZED
POLICIES FOR DISPERSAL OF SCHOOLS IN METRO MANILA
It seeks to define the framework of problems, needs, alternatives, and the
strategy and management of formulation and implementing a Master Development
Plan for the Metropolitan Manila University System within the next 10 years.
PROBLEM
IMPLICATION
S
NEEDS
OBJECTIV
ES
CONSTRAINT
S
ALTERNATIVE
S
MECHANISMS &
POLICY
STRATEGY
Irrational
overconcentration
of educational
facilities in the
Metropolitan
Manila Area –
University Belt
1. The package of
steps to be taken
immediately to
decongest the
Sampaloc
University Belt in
the most prudent
and viable manner;
2. A package of
development
action-plans to be
taken within next
ten years.
1. To link up with the overall plan of development of MM as implemented by
MMA.
2. To formulate and implement a package of immediate steps zeroing in on
the UB area aimed at decongesting site.
3. To formulate and implement a package of development action-plans over
5 and 10 years resulting in a system-wide plan.
4. To involve all relevant sector with package of commitments and be
comprehensive in ensuring proper systems-linkages.
*must link, at the margin, local financing and fiscal authority to the service provision responsibilities
and functions of the local government - so that local politicians can bear the costs of their decisions
and deliver on their promises;
The Board should prepare a master plan for
education:
a. High-level skills and research
manpower requirements of country’s
development goals;
b. The cultural and social needs of
people

11. DECENTRALIZED
Decentralizationof Educationin
the Philippines
Status,TrendsandChallenges
By
Dr.EthelAgnesP.Valenzuela
SEAMEOINNOTECH
Therolesandchallengesof DistrictEducationOfficesin a context of decentralization
Experiencesfrom the Philippines
IIEPWorkshopin Manila, 12‐16July 2010
1

12. REGION
AL
PLANNI
NG
Quality of
Life
change
Development Management
Approach: Democratic-technocratic -> The plan evolved from a
very strong participatory process involving
educational, social, economic, political, cultural,
and technological sectors backstopped by a team
of experts and technical staff.

13. REGIONAL PLANNING: Planning and
Research Methodology
OUTPUTS
PROCESS
FORMAT
PROGRAMS &
PROJECTS
SPCIFICS
(METHODS)
PROJECT
TIMETABLE
CHANGES IN THE
PLAN
DETAILS
Types of Projects
A. Inventory Profile
Studies
B. Descriptive Studies
C. Feasibility Studies
Data Analysis
PROJECT
DESCRIPTIONS
Sequence of Major
Activities
Problems Addressed by
the Project
Alternative Solutions
Considered
Mechanics –
ContentsBasic Research Processes
A. Results/Objectives
B. Data Information Gathering
C. Data Information Organization
Regional
SituationEducation and
Manpower
Development
5-Year
Educational
Programs and
Projects
REPORTIN

14. 1.Scope and justification
2.Special Consideration
3.Line of emphasis
4.Specific objectives
5.Work plan
5.1 Development of
distance education
systems
5.2 Training of
distance educators
5.3 Personnel and
information

15. DECENTRALIZED

16. DECENTRALIZED
POLICIES FOR DISPERSAL OF SCHOOLS IN METRO MANILA
IMPLICATIONS

17. DECENTRALIZED
POLICIES FOR DISPERSAL OF SCHOOLS IN METRO MANILA
CONSTRAINTS

18. DECENTRALIZED
POLICIES FOR DISPERSAL OF SCHOOLS IN METRO MANILA
ALTERNATIVES