Planning in 1950's in the Philippines, Educational Planning

1. Unit A: Strategic Planning: Concepts,
Theories & Practices
1. Planning & Development in the Third World
a. 1950’s: The First Development Decade
2. Philippine Planning Experiences
Educational Planning In the Third World
Planning in Higher Education

2. • Describe the focus of national socio-
economic planning and development in the
Third World during 1950’s and 1960’s;
• Specify the contributions – benefits and
problems of socio economic planning and
development in the Third World Countries

3. • Public Administration (PA) from the western
concept was introduced in the Philippines
through National Economic Council and
International Cooperation Agency (ICA)
• Signing of MOA of the Quirino – Foster
Agreement in Nov. 1950
• The economic and technical cooperation
agreement between Phil & United States was
signed in 1951.
• The assistance gave emphasis on the
improvement of PA in the country
Philippine Planning Experiences

4. Why there is a need to adopt development
planning?
State of their underdevelopment. The
conditions are:
a. Predominantly agricultural economy and
were exporters of primary products.
b. The existence of a vast expanse of poverty
and illiteracy among the masses of people and
the limited public resources

5. State of Underdevelopment
c. Development planning was seen as
indispensable means of national cohesion. It
could mitigate economic and social inequities,
create greater opportunities for the people
giving them a collective achievement
d. Crucial role in the functioning of the
government and in the evolution of coherent
and effective public administration

6. PA Assisted Projects
The kroeger group of American consultants
and experts contributed tangibly the
introduction of American version of PA in
the country.
• Improvement on budgeting, auditing, and
revenue collection and assessment, general
services, justice system and civil service;
• Police management and the setting of NBI;
• Census management;

7. PA Assisted Projects
• Organization and establishment of:
- Institute of PA at UP
- Bureau of Lands
- National Media Production Center
- Wage and Position Classification Office
• Organization of the Government Survey
and reorganization Commission in
Congress
L.D. Kroeger et al, 1959

8. National Economic Council (NEC)
• Created in 1935 by virtue of CA No. 2
• Tasked as the economic adviser and to
formulate economic program
• For 13 years , NEC failed to come out
with comprehensive plans by it’s lack of
purposeful effort and political will on the
part of the national leadership

9. • Failed to adopt the Five year Economic and
Social Development Program FY 1957-1961
and the Three year Program of economic &
Social development FY 1959-1961
• In 1955 NEC was revitalized. The New NEC as
tasked to: a) advise the President on matters
concerning the economy, b) formulate definite
& consistent national economic policies and
to prepare and comprehensive economic and
social development program

10. Integrated Reorganization Plan (IRP)
• Creation of the Commission on
reorganization (COR) in 1968 to
promote simplicity, economy and
efficiency in the government to enable
it to pursue programs consistent with
the national goals of accelerated social
and economic development and to
improve the service in the transaction
of the public business

11. • Regionalization as a policy was then
adopted to reduce disparities among
the different regions of the country.
The plan further provided the division
of the country from eight regions into
13 administrative regions, the
establishment of RDCs, as the planning
and implementing machinery in the
region

12. • The IRP gave emphasis on the regional
planning and development in the country.
Three models are made based on the
degree of political & administrative
authority over regional offices and LGUs
namely:
1) RDC
2) MMDA
3) ARMM

13. • In Sept 1972, Pres. Marcos declared Martial
Law and picked up the old reorganization plan
and named it Integrated Reorganization Plan
(IRP) under PD No. 1
• The NEC, Presidential Economic Staff (PES) and
some offices under the Budget Commission
were integrated into a new super body called
the NEDA chaired by the Pres of the Republic.
The Secretary of the NEDA sits as the director
general

14. Local Government Units
• RA 7160 Local Government Code further
strengthened the planning structures in local
levels. The LDCs as planning bodies are lodged with
the responsibility of formulating development
plans, appraising and establishing priority socio-
economic development programs and projects and
coordinating and monitoring the implementation
of said programs and projects with the
participation of NGOs

15. Problems encountered by LDCs
• Lack of power and authority to allocate
and implement plans
• Plans are not religiously followed
• Limited amount of funds in the local
development fund

16. Planning Body
• The National Economic and Development Authority
(Filipino: Pambansang Pangasiwaan sa Kabuhayan at
Pagpapaunlad), abbreviated as NEDA,
• The National Economic and Development Authority
(NEDA), as mandated by the Philippine Constitution, is
the country’s independent economic development and
planning agency. It is headed by the President as
chairman of the NEDA board, with the Secretary of Socio-
Economic Planning, concurrently NEDA Director-General,
as vice-chairman. Several Cabinet members, the Central
Bank Governor, ARMM and ULAP are likewise members
of the NEDA Board

17. Unit A: Strategic Planning: Concepts,
Theories & Practices
2. Philippine Planning Experiences
Educational Planning In the Third World
Planning in Higher Education

18. LGUs of the Philippines
REGION PROVINCES CITIES MUNICIPALITIES BARANGAYS
17 80 122 1,512 42,025
Source: NSCB

19. Educational Planning in the
Third World
As evidenced by the development
experiences of the Third world countries
“Economic is not economic growth alone.
There are some non-economic ingredients
of economic development”

20. More than half the economic growth of
the last decade in industrialized
countries was due to factors other
than the classical inputs of labor and
capital, to improvements in the quality
of labor due to scientific research,
technological innovation and
EDUCATION AND TRAINING (A. king,
1967)

21. It was for this reason that educational objectives
were subsumed in national development
plans centered on the task of orchestrating
the tremendous expansion of education
systems with the aims of:
a. Universalizing education
b. Providing national economies with the
qualified manpower they needed

22. Major Economic Crisis in the ’70s and’90s
• Austerity and belt tightening measures
were adopted led to a limitation in the
resources made available to education
• With the dwindling Financial resources
due to increased debt payments
education planning was confronted
challenge to link between reduced
public budget for quality education

23. Problems Encountered
• Excessive quantitative orientation
• Over centralization
• Weaknesses in implementation
• Evaluation dimension is slow

24. Impact of the over-all integrated education
systems
a. The evolution of over-all integrated
education system
b. Development of educational administration
and organization of planning structures
within the education system; and
c. Sharpened administrative perception on
the problem of efficiency in the system
(R.Singh, 1990)

25. Planning in Higher Education
• Educational planning was operated on ad hoc
basis
• In 1970 The Phil Commission to Survey
Philippine Education (PCSPE) observed that
educational planning has not been the strength
of Philippine Education (B. Reyes, 1974)
• PCPSE recommended to FM to give further
emphasis to educational planning through the
promulgation of Education Development
Decree of 1972

26. Proliferation of SCUs
• 1972 23 SCUs P 706 Million
• 1984 78 SCUs
• 1990 100 SCUs P 4.6 B
• 1995 P 7.4 B
2013 110 State Universities
and Colleges with a budget
of P34.9 B

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1,741 HIE s consisting of
110 SUCs, 77 LGUC,
and 1538 Private
The quality of teachers, teaching materials, and
education planning depends on the quality of
education of the teachers and the education of
administrators have attained. The effect of
producing poor quality HE graduates and
underdevelopment of an innovation system
have lowered the productivity of the country ‘s
labor force and inhibited technological progress.

28. • LOI No. 1461 in 1985
Each university or college shall identify an
area of specialization and its capability to
implement taking into account its
available resources, namely: faculty,
employees, finances, buildings, and
equipment etc.

29. • In 1994 the CHED was created by RA
7722.
• The result of the Congressional
Commission on education (EDCOM)
study revealed that the quality of
Phil education was declining
continuously.
Elem & HS were failing to teach the
competence of average citizen need
to become responsible, productive
and self-fulfilling

30. • Elem & HS were failing to teach the
competence of average citizen need to
become responsible, productive and
self-fulfilling
• Colleges and technical and vocational
schools were not producing the
manpower needed to develop the
economy

31. Thus the EDCOM recommended the
restructuring of the DECS into
three major agencies:
1) CHED
2) The Technical Education and Skills
Development Authority (TESDA)
3) Dept of Basic Education (DBE)

32. • CHED supervised higher education
institutions were required to submit
their ten year development plan
• In the private education sector the
preparation of a long term plan is
“sine qua non” as this is a requirement
before a college or university is
granted permit to operate.

33. Stages of studies:
• Non-university level post-secondary
studies (technical/vocational type)
• University level studies:
1) first stage: Bachelor's Degree
2) second stage: Post Baccalaureate
(Certificate/Diploma);
3) University level third stage: PhD:

34. Main laws/decrees governing higher
education
• Decree: Education Act Year: 1982
Concerns: All levels of education
• Decree: Republic Act 7722 Year: 1994
Concerns: Commission on Higher education
• Decree: Republic Act 7796 Year: 1994
Concerns: Technical Education and Skills
Development Authority (TESDA)
• Decree: Republic Act 8292, Higher Education
Modernization Act Year: 1997
Concerns: State universities and colleges

35. National Bodies
• Department of Education (DepEd)
• Commission on Higher Education (CHED)
• Technical Education and Skills Development
Authority – TESDA
• Educational Associations Federation of
Accrediting Agencies of the Philippines
(FAAP)
• Accrediting Agency of Chartered Colleges and
Universities in the Philippines (AACUP)

36. National Bodies
• Philippine Association of Colleges and
Universities, Commission on Accreditation
(PACUCOA)
• Philippine Accrediting Association of Schools,
Colleges and Universities (PAASCU)
• Philippine Association of State Universities and
Colleges (PASUC)
• Association of Catholic Universities of the
Philippines (ACUP)

37. National Bodies
• Philippine Association of Colleges and
Universities – PACU
• Coordinating Council for Private
Educational Association (COCOPEA)
• Association of Christian Schools and
Colleges (ACSC)
• Association of Local Colleges and
Universities (ALCU)

38. National Bodies
• Catholic Educational Association of the
Philippines (CEAP)
• Philippine Association of Private Schools,
Colleges and Universities (PAPSCU)
• Fund Assistance to Private Education (FAPE)

39. Reference
Miclat, Jr. Eusebio F. Development Planning &
Budgeting, PSU, 2004