Educational Management

DR. GORGONIO L BALLETA SR

FUNDS – funds allocation is always the greatest problem of the DepEd in order to
realize the goals of the program implementation every year . GAA is the approved budget
of all government agencies where the EdpEd is always on top of all the government
agency allocation.
The Duterte administration on its program development goal, “PAGBABAGO”.
The DepEd is mostly adequately address in order for people to realize the program of
the administration on the said development goal, “PAGBABAGO”.

1. Now, base on your experience/s, observation/s, and or reading/s, how do you

discuss the role and participation of the DepEd for “PAGBABAGO”? What are the
steps and contributions made by DepEd to carry out the program?
Answer:
The role and participation of DepEd for “PAGBABAGO” under the Duterte
administration is to support the Sustainable Development Goals of the country by
formulating programs, projects and activities (PPAs) to: a. Ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all; b.
Ensure that all girls and boys have access to quality early childhood development,
care and pre-primary education so that they are ready for primary education; c.
Build and upgrade education facilities that are child, disability and gender sensitive
and provide safe, non-violent, inclusive and effective learning environments for all;
d. Promote the rights of children to survival, development and special protection
with full recognition of the nature of childhood and as well as the need to provide
developmentally appropriate experiences to address their needs and to support
parents as primary caregivers and children’s first teachers; and e. Strengthening
of ECCD Council to ensure the State’s focus on building a strong foundation for the
development and learning of 0-4 year old children.

The steps necessary to be followed by DepEd in order to carry out the

identified program, projects and activities, such should underwent the basics of
strategic planning, and after which formulation of charter statement to clearly
identify procedures and the same must be in line with the Vision and Mission of
the department that will also align the country’s development goals.

2. Recommend measures that you think would be effective for our agencies to drive
the aforesaid program, considering the following implementation of:
a. K to 12 basic education program;
Answer:
a. Complete the Shift from Print-Centric Textbook Adoption
Practices to Digital Resources within Five Years – This is a shift from print to
digital instructional materials with the next major “textbook” adoption cycle,
completing the transition by no later than the 2017-18 school year. If the
commitment is not made immediately, major funding will go toward providing
students and teachers with static, inflexible content that will be in place for 5 to 10
years, depending upon the length of the cycle. Flexible, digital instructional
resources available now and coming on the market during the cycle will provide
greater opportunity to personalize learning as well as save money. The current
approach of uncoordinated purchasing of duplicative print and digital instructional
resources is wasteful and expensive.
b. Develop a Vision and Roadmap for Completing the Shift –
DepEd should establish a clear vision for the use of digital and open content and
clearly communicate that vision to school leaders, teachers, publishers, technology
companies serving the education community, and the public at large. The vision
should look beyond textbooks alone and consider flexibility, quality, and
effectiveness of all materials.
Especial important is the ability to get the most value from the resources
by taking advantage of the cost-effectiveness, flexibility, and sustainability.
Finally, comparable shifts from print to digital are taking place across a range of
core K-12 functions, including student assessment, instruction, and educator
professional development, affording enormous opportunity to advance school
reform and improvement efforts at a larger scale through technology. At a
minimum, a roadmap for implementing the vision should include the sub-
recommendations below and provide direction for educators, students, parents,
and the community at large.
b1. Eliminate Unnecessary Regulations and Enact Supportive Policies
DepEd must coordinate publishers to re-examine and revamp all processes for the
creation, acquisition, and use of instructional materials to take advantage of what
digital can bring to the education sector. Many current laws, policies, and
processes are outdated and hinder the effective use of digital content in schools.
At a minimum, definitions of textbooks and instructional materials should allow
for the acquisition of digital content, and states and districts should allow
maximum flexibility in the use of funds designated for instructional materials.
The policies and practices that substantially narrow the materials made available
for use in schools should be replaced with advisory guidance based upon clear
standards. Data on effective usage should play a major role in judging the
quality of instructional materials. Further recommends that the entire Divisions
cooperate on research and experimentation, including but not limited to efforts
modeled on crowdsourcing and other methods of evaluating products and
services, and broadly share those results. Such an approach would provide better
metrics for measuring quality in materials, resulting in improved materials over
time.
b2. Invest in Infrastructure and Devices to Support the Shift – DepEd
should pursue cost-effective collaborative purchasing of student computing
devices, and increase flexibility of funding in dedicated funding streams to
optimize the use of digital resources in schools and to leverage the print to digital
shift in assessment, instruction, and professional development. The devices also
are crucial for the use of data to track the effectiveness of the digital content in
particular and student achievement overall.
The valuable implementation of digital content does not, however, need to
wait for a one student to one device scenario to be fully realized. It does require a
sufficient supply of bandwidth, the enabling technology of modern learning
environments.
b3. Ensure Effective Implementation of Digital Policies- DepEd
should identify and disseminate effective models of implementation for how to
make the shift from print to digital. Implementation of the prior recommendations
are necessary but not sufficient in ensuring students are successful with
these materials. Teachers need to understand how to create, find, vet, and use
digital and open content. Colleges of Education need to prepare incoming
teachers so this skill set is established as second nature. School districts need to
develop and implement sustainable plans for sufficient technology support,
maintenance, and to ensure the technology is up to date and working. These
efforts need to be an integral part of other initiatives and programs throughout
the district to ensure the investment in technology is maximized.

c. Ensure a Vibrant Marketplace for Digital and Open Content –

DepEd must lobby to the congress
, educators, and business leaders collaborate to create alternative, flexible models
for the creation, acquisition, distribution, and use of digital content. The market
 has changed in other media, such as music, news, and television. It’s on the path
to change for instructional materials as well. The 50-plus-year-old business model
of states and districts purchasing one textbook per student per subject per grade
level is out of sync in a world where people expect to mix and match materials of
all kinds from various content providers, including user-generated content.

b. Free college education in government institution;

1) Review or enhancement classes should be covered.
2) Succeeding issuance of identification card, library identification card,
and student handbook, must also be covered
3) SUCs, LUCs, and TVET should not limit their enrollees to all courses
offered.
4) Free education should only be applied to incapacitated family in terms
of income.
5) Students enrolled in private schools must not be given subsidy on the
ground that the same are financially capacitated.
6) Abolish retention policies of the SUC or LUC, to all courses offered.

c. Salary increase standardization of teachers;

1) Sustain salary increase;
2) Increase must start at 20K monthly for teacher I;
3)

d. Hiring of teachers, ranking, promotions and appointment; and

1) Hiring should not observe paperless;
2) On hiring, priority must be given to top 20 in LET;
3) Ranking must be respected;
4) On hiring, minimum qualification must be abolish, so ranking might not
be compromised;
5) Observe paperless when promotions come;
6) Promotions should be open to all qualified applicants;
7) Promotion must be given, not being applied;
8) Appointment must always be permanent;
9)
e. Retirement age.
1) Should be reduced to 56 years old for teaching personnel as
mandatory;
2) Optional retirement for teaching personnel should be 50 years old;
3) Mandatory retirement age for non-teaching personnel should be 60
years old;
4) Optional retirement for Non-teaching personnel should be 55 years
old.

3. How can you effectively introduce Educational Management change in your

respective institution?
Answer:
a. Develop a plan that connects the work to the overall vision - Education reform is
challenging work, particularly an effort as wide-reaching as Race to the Top. It can be
easy for those on the ground responsible for implementing change to get discouraged
and lose sight of the ultimate goal. It is critical to connect these efforts to the state or
district’s larger educational-improvement vision. Stakeholders need to understand
that their hard work will have a long-term impact and is not just temporary to satisfy
the requirements of the four-year RttT plan. As John Kotter outlines in his 8-Step
 Process for Leading Change, education leaders must “develop a vision and strategy”
and then “communicate the change vision.”

b. To go fast, go alone, but to go far, go together - Key stakeholders must be engaged

early as partners. Successful reformers seek out leaders from all constituencies, get
their input, keep them informed, and let them lead. This also ensures that reforms
remain institutionalized and are never about a single person. Powerful coalitions are
built when leadership is shared and supported; it also makes it harder to give up when
the going gets tough.

c. Communicate. Communicate. Communicate - If you’ve connected stakeholders to the

larger vision through meetings, communications, and input, they will believe it’s
worth it. Remember to consider all stakeholders—educators at all levels, students,
parents, business and community leaders, media, unions, partners, and others.
Personalize messaging to each group to ensure relevance and understanding. And,
carefully consider the timing and sequencing of your communications.

d. Training and support matter. Transformational - change occurs when educators

understand their students’ achievement and learning progress and are aware of the
resources, data, training, and support available to ensure college and career
readiness for every child. If teachers know how to interpret and make instructional
adjustments based on data, their students will perform at higher achievement levels.

e. Celebrate and share success - When states and districts create opportunities to
recognize excellence, people develop an appetite for it. Make your communications
about students and not tests. Consider how you can communicate the sense of
urgency necessary for change, while recognizing and building upon the genuine
successes of the past. It’s important to celebrate progress made, while sharing efforts
to continually raise expectations to ensure student success.

4. Cite various examples of Educational Management change in your school and

qualify how the management was able to introduce successfully.
Answer:

5. In your own understanding, what is Educational Management? You can mention

examples or stories.
Answer:
Educational Management - a field of study began in the United States in
the early part of the twentieth century. Development in the United Kingdom came
as late as the 1960’s. Educational management, as the name implies, operates in
educational organizations or institutions. There is no single accepted definition of
educational management as its development observed in several disciplines or
fields like business, industry, political science, economics, administration and law.
So while defining the meaning of the term educational management can be said
that, “Educational management is a complex human enterprise in which different
resources are brought together and made available to achieve aIl is being mainly
a human endeavor should be properly planned without emphasizing the rigid
application of mechanical and physical principles. It is fundamentally a social
organization where inter human relationships must play a major role. For success
of educational management, there must be adequate freedom and flexibility on
the one hand and necessary discipline and decorum on the other hand in the
educational institution.
Thus management of education or educational management implies the
practical measures for ensuring the system to work for achieving the goals or
objectives of an educational institution. So educational management operates in
educational organizations or institutions.
 There is no single accepted definition of educational management as its
development has drawn heavily on several disciplines like economics, sociology
and political science. But some specialists in this area have propounded their
views in the form of giving their definitions on educational management which are
given below.
School management, as a body of educational doctrine, comprises a
number of principles and precepts relating primarily to the technique of classroom
procedure and derived largely from the practice of successful teachers. The
writers in this field have interpreted these principles and precepts in various ways,
usually by reference to larger and more fundamental principles of psychology,
sociology and ethics.
“Theory and practice of the organization and administration of existing
educational establishments and systems.”
To him management implies an orderly way of thinking. It describes in
operational terms what is to be done, how it is to be done and how we know what
we have done. Management is a method of operation and good management
should result in an orderly integration of education and society. —Shelly Umana
In the light of above discussion it is clear to visualize that educational
management is a comprehensive effort intended to achieve some specific
educational objectives. It deals with the educational practices, whereas
educational philosophy sets the goals, educational psychology explains the
principles, educational administration tells how to achieve educational objectives
and principles. It is the dynamic side of education.
It deals with educational institutions – right from the schools and colleges
to the secretariat. It is concerned with both human and material resources which
are essential. Because the degree of success of the educational management of
any educational program depends upon the degree of co-ordination and
organization of these resources.