By Lubna Toheed
Key words; Institutional Planning,
Characteristics of School Development Planning
Process, What is a school cluster? School cluster
system in Khyber Pakhtun Khwa (KPK), Responsibilities of Cluster leaders,
School development planning, School Development Planning promotes
School Effectiveness
Institutional Planning
Introduction
Planning is part of
the work of every school as it strives to meet the educational needs of all its
pupils. Institutional planning is a systematic approach which involves the
whole school community in process of planning.
There is no such
thing as the perfect planning model that suits every school. Rather, each
school must design a model that fits its own unique characteristics.
Nevertheless, there are key elements that are common to every planning model
and that can constitute a basic framework from which individualized models can
be derived.
Why do we need institutional
planning?
A major weakness of our planning system is top-
heaviness. It starts at the top and take a long time to reach individual institution.
This top-based approach to educational planning has three main disadvantages.
1. The first is that it is peripheral
and does not involve the crucial areas in educational development. The
educational process takes place in the
classroom and hence the core of any educational plan. It is only institutional
plans that can adequately deal with such basic educational issues as individual
attention to students, improvement of curricula, adoption of modern methods of
teaching and evaluation, intensive utilization of available facilities, or
establishing close contacts with the local community through programmes of
mutual service and support.
2. The second disadvantage
of planning from the top is that it tends to be expenditure-oriented. A great
amount is spending on monetary
terms and printing, buying etc. It is true that all educational plans will have
financial implications and will need some investment of money for their
implementation. But there is difference between an educational plan which has
financial implications and a basically financial plan which proposes to incur a
given expenditure of money on certain educational programmes. In fact, this
difference is as wide and as fundamental as that between 'eating to live' and
'living to eat'. We have not realized this basic difference and have given an
unusual expenditure-orientation to all our plans. The cost of the plan, rather
than its content, has become more important to us and a more integral part in
our thinking on the subject.
3. The third disadvantage in this
process of planning from above is that it does not involve the willing and
enthusiastic participation of important groups—head teachers, teachers, parents
and students. A good educational plan must be known to all the head teachers
and teachers (and wherever necessary, to parents and students also), and it
must be able to secure their full co-operation and it must assign specific
responsibilities to them.
Speaking
on the positive aspect of the problem, the system of institutional planning
will have several advantages; in particular, it will help us to solve four
urgent problems in education:
(a) The first of these problems is to
encourage initiative, freedom and creativity of the individual teacher. This is
a very important problem because we must have rebels in education to rebuild
it. If we analyze our educational system we find that, like our social organization,
it is too authoritarian in character. Every one of us is a little dictator or a
despot; and in the broad functioning of our Education Departments, we find that
very little freedom is allowed to the classroom teacher or to the individual
institution. This has gone so deep in our blood that we never even realize it.
(b) The second problem refers to the means needed
to make good teachers effective. In our country we have problematic situation.
On one hand, we have programmes for which we do not get good personnel to
implement; and this becomes the main reason of the failure to implement them.
On the other hand, we find that, even today, there are thousands of good
teachers, young, enthusiastic, wanting to do something, and each one of them
feels frustrated because he does not get an adequate opportunity and support to
express him. The question is: how can we give freedom and support to these
teachers who want to do something?
(c) The third problem relates to the
involvement of teachers in educational planning. The Directorates and the
Secretariats know the plans. At the district level, some officers know and some
do not, but the vast majority only has vague ideas. The average secondary
school headmaster or teacher does not know what the plan. The primary schools
have never seen the plan. It is the teachers who have to implement the plan,
and that no one else can implement it. So if we want better results in future,
it is obvious that we must involve every one of them, in the formulation of the
plan and in its implementation.
(d) The fourth problem, and this is an important
problem, is that whereas, on one hand, there are so many things to be done for
which we do not have resources, there are, on the other hand, vast existing
resources and facilities which are not adequately utilized. There are thousands
of things in education which have to be done, buildings have to be built; new
classes have to be opened; new institutions have to be started; equipment has
to be purchased; and so on. There are hundreds of things which need to be done
and which will need millions of rupees which we do not have. But on the other
side there are thousands of things which can be done, even in the existing
situation, and nobody seems to do them. The question is: what is the maximum 1
can do in the existing situation and with the existing resources?
In fact the institutional plan is
the unique answer to all these four problems, namely:
·
encourage
initiative, freedom and creativity of the individual teacher
·
making
the good teacher effective,
·
involving
every teacher in the formulation and implementation of plans,
·
Emphasizing
what can be done here and now by mobilizing our existing resources rather than
wait for the impossible to happen.
If
all these four problems have to be solved, we must develop the concept of
institutional planning and tell each institution to prepare and implement its own
plans.
School
development planning
School
Development Planning is a process undertaken by the school community to give
direction to the work of the school in order to ensure that all pupils receive a
quality education in terms of both holistic development and academic achievement.
Basic frame work for School Development Planning
There is no
universally applicable prescription for successful planning. But there are key
elements that are common to every planning model and that can constitute a
basic framework from which individualized models can be derived.
The school
development planning process is a planning cycle that revolves around a central
core.
♦ The Planning Cycle comprises
four key operations:
Review
Design
Implementation
Evaluation
♦ The Core consists
of the school’s
Mission
Vision
Fundamental Aims
 |
Outline of the Key
Operations |
Characteristics of
School Development Planning Process
Systematic
It involves a
systematic approach to the planning work that is already being done in school.
It co-ordinates and integrates piecemeal planning activities into the coherent
structure of an overall plan.
Collaborative
It is essentially a
collaborative process that draws the whole school community together in shaping
the school’s future. While it depends largely on the collaboration of the
principal and the teaching staff, it should also include appropriate
consultation with all key stakeholders in the school community.
Ongoing
It is an ongoing
process, rooted in a school culture of systematic self-review, in which
policies and plans are continuously developed, implemented, evaluated and revised
in the light of the school’s fundamental aims and the changing needs of its community.
Progressive
It is a cyclical
process that yields cumulative and progressive results. Each planning cycle
builds on the outcomes of the previous cycle.
Enhancing
School
Development Planning is a means, not an end – a means of enhancing the quality
of educational experience in the school through the successful management of
innovation and change (sdpi). Accordingly, the process is sharply
focused on the educational needs and achievements of the pupils and
concomitantly on the professional development and empowerment of the teachers.
Finally, as every
school is unique, the operation of the planning process will vary considerably
from school to school. The School Development Planning process is flexible. It
is not a set of rules to be followed blindly but a framework for collaborative
creativity. Each school must adapt the framework to suit its own particular
circumstances.
School Development
Planning promotes:
School Effectiveness
School Development Planning enables the school
community to develop a clear vision of What the school is about and where it is
going, a shared sense of purpose, a common set of goals, and consensus on the
means of attaining them. It constitutes the school as a learning organisation
that focuses on meeting the professional needs of teachers in order to meet the
educational needs of pupils.
School Improvement
School Development
Planning is a continuous improvement strategy. It provides a mechanism for
systematic self-evaluation that enables the school community to review its
progress, identify priorities, and prepare plans for further improvement.
Quality Enhancement
School Development
Planning directs the attention and energy of the school community in a
systematic way on the central task of the school: the provision of a quality
education that is appropriate to the abilities and needs of all its pupils. It focuses
on enhancing the quality of teaching and learning through collaborative action.
Staff Development
School Development
Planning enhances the professional role of teachers and promotes their
professional development.
Cluster System
Cluster
A number of things of the same kind,
growing or held together.
 |
| school cluster |
What is a school cluster?
A cluster is a group of schools that are
geographically as close and accessible to each other as possible. School
cluster serve variety of applications and functions such as improving teaching
practice through the sharing of experiences.
School cluster system in other countries
“Harari became the first region in Ethiopia to adopt the Cluster School
Programme in 1999 upon the initiation of UNICEF. The programme links satellite
schools around one larger school designated as a cluster-resource centre where
teachers from the cluster interact and learn from each other. The programme
stresses a child-focused approach to teaching, which has improved student
performance significantly. Recognising the achievements of the programme, the
Ministry of Education has adopted the cluster school system for all primary
schools in Ethiopia (http://www.unicef.org)”.
In Singapur cluster system has been introduced with a
mission to insure the quality leadership and to improve the level of
performance in each school. “Cluster
Superintendents play a key role in
personnel and financial management. They develop personnel in their clusters
according to training needs and identify personnel with potential for career
development. They ensure the effective and optimal use of cluster financial
resources such as funding worthwhile school projects and activities that help
schools to achieve the Desired Outcomes of Education(http://www.moe.gov.sg) “. . .
In Namibia the
school cluster system was introduced in 1996. First it was started in Rundu Education Region. All the schools in the region
were included with the aim of having a comprehensive cluster system to
accommodate all the needs for grouping schools in one stable framework.
Benefits which arose from the Rundu clusters led to the subsequent development
of similar clusters in all other regions of the country (http://www.nied.edu.na).
The
cluster school system is also working in Zimbabwe, Malaysia, United States, Britain, Australia, and New
Zealand, Cambodia and many other countries with a
focus on the teacher professional development, sharing of resources and sharing
of administrative responsibilities.
According to Dykstra
& Cucuta, (2008),
“The
overall objective of cluster schools is to redress any imbalance
In
education by grouping schools that are located near each other
Into
a cluster, mixing strong schools and disadvantaged schools in
Such
a way that the latter benefit from the advantages of the former”
The School cluster has become internationally acclaimed
educational reform, particularly in developing countries.
School cluster system in
Khyber Pakhtun Khwa (KPK)
In 2009 School and Literacy (E & S) had decided to implement the
School Cluster System (SCS) in KPK to empower principals of high and
higher-secondary schools to monitor the affairs of all the government primary
and middle schools in their localities. The
decision was taken in provincial cabinet meeting.
SCS is an attempt to decentralization of
authorities and responsibilities to make in time decision on significant matter
related to school operation
Under the new system, schools would be divided into
clusters and each cluster would consist of a high/higher secondary school as
well as many middle and primary schools located near it. There will be five to
fifteen primary and middle schools in a cluster.
Why
SCS
Elementary and Secondary Education (E&SE)
department decide to introduce SCS due to following reasons:
·
To
strengthen the monitoring of schools all over the province.
·
To
lesson the work load of DDOs , as currently responsible for monitoring the
schools` performance.
·
To
bring administrative reforms.
·
To check absenteeism of primary and middle
school teachers, and to put them on right track.
Responsibilities of Cluster
leaders
In the cabinet meeting it was said that matters relating
to sanction of leave, trainings, disciplinary actions, repair and small
constructions and transfer and posting of teachers within the cluster schools
would be transferred to the SCS in-charges. With the implementation of this new
system, absenteeism of teachers in the primary and middle schools would be
controlled.(://www.dawn.com)
Presently, the finance department releases salaries of
the employees of education department to a single DDO of the respective tehsil
and district, who further disburse to the employees through banks. After
implementation of the SCS, the finance department will release funds in the
name of hundreds of cluster in-charges instead of a single person. And the
cluster in-charge will distribute salaries to employees. ( http://www.dawn.com)
Not
implemented till now
The School cluster system is not yet implemented in all districts of KPK.
In November 2010 it was implemented in only eight districts namely Peshawar, Mardan, Hazara
There is certain hindrance in the way of implementation
such as:
1. Burdon
on finance department , presently releasing salaries to a single DDO, to
release funds and salaries to so many in-charges of cluster.
2. The
principles ( cluster in-charge) are not given any written material regarding to
their authorities and responsibilities.
3. The
system is still under process and the rules and procedures are not yet
finalized.
References
8.
http://www.sdpi.ie/blue_book/SDPI_Book.pdf
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