K4 Educ Planning Approaches

7/30/2019 K4 Educ Planning Approaches

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Approaches in EducationalPlanning

At the end of the session, student is able to;1. Explain the demographic, social, economic,

and political approaches of EP2. Differentiate the manpower and human

resource approaches3. Differentiate the cost benefit and

effectiveness approaches


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Demographic, Social, Economic,& Political Approach

Basically a social need approach based onthe analysis and forecast of enrollment ineducational systems that portray the

educational needs of the population stratumbased on demographic, social, economic andpolitical classes.


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ItemPopulation (million persons)

2007 % 2008 % 2009 %

Total 27.2 27.5 27.9

Bumiputera 16.2 65.6 16.5 66.0 16.8 66.1

Chinese 6.3 25.5 6.3 25.2 6.4 25.2

Indian 1.9 7.6 1.9 7.6 1.9 7.5

Others 0.3 1.3 .03 1.2 0.3 1.2

Non-Citizens 2.5 2.5 2.5

Age 64 1.2 4.4 1.2 4.5 1.3 4.6

Dependency Ratio (%) 49.4 48.5 47.7

Median Age 26.5 26.8 27.1

Fertility Rate (%) 2.3 2.2 2.2

Malay 2.8 2.7 2.7Other Bumi 2.4 2.3 2.3

Chinese 1.8 1.8 1.8

Indian 1.9 1.9 1.9

Rural (%) 37.0 36.8 36.7

Urban (%) 63.0 63.2 63.3


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b. Mortality rate: death per 1000 population, especiallybabies (0-4 yrs): 2.2%

c. Migration: transmigration & urbanization- Immigrant come to live in a foreign country

- Emigrant leave ones own country~ Urbanization : 63.3%

d. Population composition: ethnicity, age, gender, socialand economic classes.~ Median monthly income (2009): RM2,830


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In 2020 (The Star, 18 August 2010)~ Target Per Capita Income >RM49,500 (USD15,000)~ Now RM22,000 (USD7,000)

In 2009 (RMK10): ~ 40% with income < RM2,300 (with an average RM1,400)~ 2.4 million households;

~ 1.8% hardcore poor ~ 7.6% poor ~ 90.6% poor


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Riches Malaysian In 2009 (US Billion)

(The Star, Jun 18, 2010: p. 12)

1. Robert Kuok 12 = RM146.025B/2.4m2. Ananda Krishnan 8.1 = RM60.843753. Lee Shin Cheng 4.6 = RM60,843.754. Lee Kim Hua 3.9 = RM5,070.31 monthly?5. Quek Leng Chan 3.856. Teh Hong Piow 3.87. Yeoh Tiong Lay 3.5

8. Syed Mokhtar 1.79. Vincent Tan 1.610. Tiong Hiew King 1.2

Total [email protected] = RM146.025B
mailto:[email protected]:[email protected]


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8

We Have Been in the Middle Income Trap for Quite Some TimeHistory shows the need of a compelling reason to change is required to escape

6

8

(USD thousand)

4

22

20

2

18

16

14

12

10

0

ChileArgentina

Thailand

Slovakia

Poland

Indonesia

Malaysia

HIGH INCOMEBOUNDARY

GNI Per Capita1990 - 2008; USD thousand

Korea

Czech Rep

Source : World Bank, NEAC Analysis

www.neac.gov.my


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NEAC is Also Concerned With the Income Profile of Households80% of Malaysian workers are not in a position to drive the economy upwards

For Malaysia to break-out of the middle income trap, income must increasecommensurate with the higher value add activities.

The low income group comprising 40% of income earners are not able toparticipate positively to the growth of the economy.

For inclusivity, the 40% low income group must be included in the reforms and for sustainability, social harmony is of paramount importance to be achieved throughefforts to reduce the income gap and regional inequalities. To achieve the goals of NEM requires a holistic both an economic and socio-economic transformation plan.

The economic potential of the 80% of income earners (bottom 40% and middle40%) earning less than RM3,000 per month needs to be enhanced thus allowingthem to move up the value chain.

Increasing income disparity between the top 20% of income earners and the restgives rise to the potential for social instability.

9www.neac.gov.my


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B. Social Approach

Educational Planning based on responses tosocial demands.

A political system tends to respond to the

expressed needs and desires of it s citizens,through formal or informal channels they areexpressed.Three major issues:

1. Access to education2. Equal educational opportunity3. Social norms


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C. Economic Approach

Education has been used as an economic elevator As an investment for economic development:1. Involves term investment: Cobweb Cycle

2. Changes in knowledge and technology:requires deskilling and re-skilling


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D. Political Approach

Educational change is an exercise in the maintenanceof power and control by the already privileged.

Adherents to the claim that societies are held together not by negotiation or consensus but by the explicit or

implicit use of force by those groups that currently holdpower.That conflict among socioeconomic classes anddivisions is endemic and built into the social structures,including educational system.


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B. Manpower & HumanResource Approaches

a. Manpower Approachb. Human Resource Approach


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a. Manpower Approach:

Based on manpower requirements.Begins with estimates of projected needs in theeconomy for personnel with varying levels of formaleducation and specific sets of technical or

professional skills and knowledge.Uses these estimations to regulate and adjust for theprovision of appropriate levels and kinds of educationto maximize the fit between the educational output &the requirements of the economy.


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Successful for planning specific programs related todefined and carefully bounded sub-economies such asprovision of places in specific professional educationalprograms or short-term technical training programs.Popular, the success of the USSR model.However, it is difficult to make predictions on theeconomic development and manpower requirements of a country over a long period of time.


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Ignores the cost of educating the labor force.More as a response to the political demands of the citizens rather than to the usually unreliable

calculations of the planners.Not for planning large-scale educationalsystems.


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Identifying Manpower For A Job:

1. Does the job need to be executed?2. Does the job require a certain type of workers?3. Does the job require specialized workers?4. Is there any other way to execute the job?


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Forecasting Manpower Needs1.Work Load Factor 2.Time series3. Productivity4. Management decision


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How Many Workers Need To Be TrainedUp To j Level of Education/Skill?

ik

j

i

ik

i

ii

L E

L L

V L

GDP V GDP


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GDP = Gross Domestic Product= Contribution of sector i to GDP

= Reciprocal of average labour productivity in sector i

= Proportion of job k in sector i

= Proportion of job k in sector i tobe trained up to level j

GDP

V i

i

i

V L

i

ik

L L

ik

j

L E


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How Many Workers Need To Be TrainedUp To j Level of Education/Skill?

ik

j

i

ik

i

ii

L E

L L

V L

GDP V GDP


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Year 2020Target Per Capita Income >RM49,500(USD15,000)

Services 58.1%Manufacturing 31.4% Agriculture 8.2%Mining 6.7%Construction 2.7%


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b. Human Resource Approach:

Provides general education for employmentSpecific job-related knowledge and skillswould be provided during in-service training


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Issues of Manpower andHuman Resource Approach:

1. High population growth: 2-3% per year,difficulty in preparing manpower forecasts.

2. Employment: unemployment (manpower

approach) and underemployment (humanresource approach)

3. Training for highly demanded technical skills:Cobweb Cycle issue = imbalance betweendemand and supply of labour resulting inwage fluctuations and increased disequilibria.


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4. Inefficiency of training organizations:innovativeness (vocational technicaleducation), underdeveloped research(teaching methods), and mismanagement

(monitoring and evaluation).5. Few incentives: wage; increasing

professional status, workload, diminishing job-satisfaction, and declining job security

6. Tension between used and exchange value(Murray Saunders, 1993)


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C. COST BENEFITS &EFFECTIVENESS APPROACH

Cost benefits & effectiveness analysis:Strategy Cost/Student Score Cost/ScoreSmall Group RM400 20* RM20.0Cooperative RM200 6 RM33.3Peer Group RM300 15 RM20.0Big Group RM100 10 RM10.0*** Cost benefit

** Cost effective


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a. Cost Benefits

1. The costs and benefits of alternate policies areanalysed and evaluated to determine whichpublic policy will be most efficient.

2. A straightforward application to public policyplanning of conventional neoclassicaleconomic theory.


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3. The job of planning is to use economics-based analytical techniques to identify themost efficient means of reaching theconsensually agreed or negotiated goals.

4. Educational expenditures are treated asinvestments that yield both private and socialrates of return.


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5. Normally calculated by projecting and comparing theexpected lifetime earnings of individuals with differinglevels and types of education and relating these to theprivate and public costs of that education.

6. Required a complex long-term research projects.7. Seldom undertake such projects to undergrid specific

EP processes.8. Analyses have been carried out by researchers in

government agencies, universities and internationalorganizations.


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B. Cost Effectiveness:

1. To determine which policy or set of policies will mostefficiently meet the non-earning objectives.

2. Where earnings are not the most appropriate or notthe only indicator of policy outcomes.

3. Useful if the policy goal is to increase educationalachievement levels or to provide more equitableaccess for marginalized groups.


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Age-Income Profile for Schooling:

Cost &Earning

B1

B2

A2

A1

2

Age

3

1

3


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Notes: A1 A2 = Income profile when entering work after

university

B1B2 = Income profile when entering work after matriculation/high school

Area 1 = Out-of-pocket costs (Yellow)

Area 2 = Foregone earnings (Green) Area 3 = Gross returns (Blue)


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Net Present Value

A i - B i(1 + r) i - 18=

= Present value at Age 18 A i = Earning in a particular year for A B i = Cost in a particular year for B

r = Interest rate

i = Designate ageInvestment in education/training is effective if and

only if is positive.

K4 Educ Planning Approaches

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