201207 - Planning for K to 12 Don Brodeth

ceap.org.ph

201207 - Planning for K to 12 Don Brodeth

PLANNING FOR K TO 12

Don Brodeth, CFA

Taft Consulting Group

donbrodeth@yahoo.Com


Our role as managers of schools.

What are the challenges of K to12?

How can my school plan for K to 12?

A planning tool that you can use


OUR ROLE AS MANAGERS OF

SCHOOLS

- - - a gentle reminder


Identify and analyze problems

Generate alternative solutions

Make decisions

Implement a decision

Anticipate and address potential problems

. . . in order to attain goals


Define Problem

Analyze Problem

Develop Solutions

Action Plan

What is K-12?

Challenges to K-12

Response to K-12

Implementation

Planning Tool


Avoid them - refuse to

recognize that a problem

exists

Solve them as necessary -

deal with the urgent

Seek them out -

anticipate to avoid them

becoming urgent.


MEANS ENDS

LOW WASTE HIGH ATTAINMENT


WHY PLAN FOR K

TO 12?

THE

ADMINISTRATIVE

CHALLENGE


TERTIARY 2

2 YEARS 6

SENIOR HS 5

4 YEARS 4

HIGH SCHOOL 3

6 YEARS 6

ELEMENTARY 5

PRESCHOOL

4

3

1

PROPOSED TRANSITION SCHEME TO K-12 BASIC EDUCATION

SY 2011-12 SY 2012-13 SY 2013-14 SY 2014-15 SY 2015-16

2 OLD

1 NEW

4

3

2 OLD

1 NEW

Enrollment disruptions

Curricular revisions and teacher training

Lose out to public schools?


Resource build-up?

GASTPE? Specializations?

PROPOSED TRANSITION SCHEME TO K-12 BASIC EDUCATION

SY 2016-17 SY 2017-18 SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22

4

3

2 TERTIARY

1

6 2 YEARS

SHS 5 SENIOR HS

4 4 YEARS

3 HIGH SCHOOL

2

1

6 6 YEARS

5 ELEMENTARY

4

3

2

1

Enrollment? Use of resources?

Years in college?

Lack of professionals?

PRESCHOOL


Private HS will absorb all their students into SHS but will not absorb

any from the public schools

Change in:

Enrollment: +3.5 M Cash flows: +Php 20.6 B

Figures above are only up to SY 2022-23. Benefits

will persist as the change is permanent.


2,500,000

2,000,000

1,500,000

1,000,000

500,000

0

5,000.00

4,000.00

3,000.00

2,000.00

1,000.00

0.00

(1,000.00)

(2,000.00)

(3,000.00)

(4,000.00)

Enrollment in student years

1 2 3 4 5 6 7 8 9 10 11 12

Incremental cash flows in Php millions

1 2 3 4 5 6 7 8 9 10 11 12

K-12

W/o K-12

K-12


DepEd will take 5 years to build enough classrooms for SHS

Private HS will absorb all their students into SHS and, in SY

2016-17, 50% of public SHS students

Public SHS students will shift back to public HS over time as

classrooms are built

Change in:

Enrollment: +6.4 M Cash flows: +Php 34.4 B


3,000,000

2,500,000

2,000,000

1,500,000

1,000,000

500,000

0

15,000.00

10,000.00

5,000.00

0.00

(5,000.00)

(10,000.00)

Enrollment in student years

1 2 3 4 5 6 7 8 9 10 11 12

Incremental cash flows in Php millions

1 2 3 4 5 6 7 8 9 10 11 12

K-12

W/o K-12

K-12


10,000.00

8,000.00

6,000.00

4,000.00

2,000.00

0.00

(2,000.00)

(4,000.00)

(6,000.00)

Cash flow breakdown: base model, build option

1 2 3 4 5 6 7 8 9 10 11 12

Fees

Teachers

Classrooms


Effect on Kinder is unknown; likely positive

Little or no effect on grade schools

A large positive for profitable high schools but

major retooling needed

Problematic for mission schools


HOW CAN MY

SCHOOL

PLAN FOR

K TO 12?


Planning Framework

Planning Tool – Templates

Options for most schools


1. What is the school’s

present situation?

2. Where does the school

need to go from here?

3. How should the school

get “from here to there”?

"Would you tell me, please, which way

I ought to go from here?"

"That depends a good deal on where

you want to get to," said the Cat.

"I don’t much care where--" said Alice.

"Then it doesn’t matter which way you

go," said the Cat.

- Lewis Carroll, Alice's Adventures in

Wonderland


Gather

Data/

Info

External

Audit

Internal

Audit

Generate

Possible

Responses

To K-12

Apply Filters:

Vision

Mission

Values

Distinction

Select

Response

To K-12

Implement

Response:

Assessment,

Timeline,

Financing


Info and

Input

Analysis Directions

and

Choices

Decision Implemen

tation


Source Comments

Survey

Interviews

Secondary

Research

39 of 40 respondents submitted; workable data

from about 38 schools.

Qualitative info on client – organization, culture,

procedures, values, limits of influence.

DOLE Project JobsFit, WB skills report, Mona

Valisno’s book – substantive and recent data.

PIDS, TESDA - ilabor market information, required

competencies,


Info and

Input

Analysis Directio

ns and

Choices

Decisio

n

Analysis

• External

Audit

• Internal

Audit

Implem

entation


External

Internal

S. W. O. T. –

The output of

analysis

Plus Minus

Opportunities Threats

Strengths Weaknesses


Strong demand for some identified courses

Increase in population in service area

Benefits of studying in the province (convenience,

affordability, security)

Participation in some government

projects on education

Evidence of reverse (urban to rural)

migration


Highly qualified human resource

Well organized management structure; stable

systems and procedures

Performance in licensure exams above national

average

Autonomous university status

Ideal campus location and upgraded

facilities


Info and

Input

Analysis Directio

ns and

Choices

Decisio

n

Implem

entation

Directions

and Choices

• SWOT Matrix

• Suggested

Options


SWOT

Matrix

Strengths Weaknesses

Opportunities ? ?

Threats ? ?


Pour resources & effort towards in-demand

courses and programs

Establish linkages with industry for OJT and job

placements

Implement a comprehensive centralized marketing

program

Build dorms for local, transient and foreign students

Aspire for COD/ COE status in programs

where we excel


Info and

Input

Analysis Directio

ns and

Choices

Decisio

n

Implem

entation

Decision

• Filters/ Tests

• Breakeven

Analysis


GOODNESS OF FIT TEST

How well does response fit

the firm’s situation?

COMPETITIVE ADVANTAGE TEST

Does response lead to sustainable

competitive advantage?

PERFORMANCE TEST

Does response boost firm performance?


PROPOSED STRATEGIES

Marketing

Target mktg. & Positioning Linkages Upgrade offerings

Advertising Center for Excellence

Dormitory Language Center Training

Cust. Serv. Training New Courses Dev. Research

Incentive Programs

Faculty Mgt.

Performance Evaluation

Succession/rotation

Middle mgt. Empowerment

Org. Dev.

MIS

Academic


Info and

Input

Analysis Directio

ns and

Choices

Decisio

n

Implem

entation

Implemen

tation

• Resource

Needs

• Timeline

• Budget


Analytic Activities

1) An environmental scan and entity analysis to identify SWOT vs. K-12

2) A spreadsheet model to provide to detail the financial and operational impact

of K-12, given a base case

3) Breakeven analysis templates to determine minimum class sizes

Decision Activities

4) A document on feasible strategic options for the school system

5) The spreadsheet model applied to the set of strategic options listed in (4)

above to highlight enrollment patterns, investments, and cash flows

6) Training for school planning officers to generate and recommend schoolspecific

strategic options to K-12

Pre-implementation Activities

7) A readiness report to identify gaps in implementing the selected strategy

8) An implementation roadmap to outline major activities, investments,

financing schemes and timelines for the selected strategy


THE TEMPLATES -

A K TO 12

PLANNING TOOL

THAT SCHOOLS

CAN USE


Info and

Inputs

(Step 1)

Analysis

(Steps

2, 3)

• External

Analysis

• Internal

Analysis

Directions

and

Choices

(Steps

4, 5)

• SWOT

Matrix

• Suggested

Options

Decision

(Steps

5, 6)

• Filters

• Breakeven

Analysis

Implemen

tation

(Step 7)

• Resource

Needs

• Timeline

• Budget


A structured and guided planning process

Questions and analysis specific to BED

schools

General responses to K-12

Specific response options for schools

An implementation roadmap (timeline and

financial requirements)


Question

Guidance

• Additional

notes

clarify the

question

Input

• Put in

your

“answer”

here

Check

• Checks to

see if

input is

valid


THE Answer

The input

Your course of action (though you have choices)

Your budgets and priorities

Perfection --- still in beta stage


THE TEMPLATES

– A DEMO


Ways to specialize

Rent or build?

Other viable options


As a school:

- preparation for college or voc/ tech

- electives that share common equipment

- branding issues

How to find out?

- Study the aspirations of Grades 4, 5, & 6.

- Study the aspirations of parents of your students

- Trace where your students actually work

- Survey local job opportunities


10,000.00

8,000.00

6,000.00

4,000.00

2,000.00

0.00

(2,000.00)

(4,000.00)

(6,000.00)

Cash flow breakdown: base model, build option

1 2 3 4 5 6 7 8 9 10 11 12

Fees

Teachers

Classrooms


10,000.00

8,000.00

6,000.00

4,000.00

2,000.00

0.00

(2,000.00)

(4,000.00)

(6,000.00)

Cash flow breakdown: base model, rent or borrow-tobuild

option

1 2 3 4 5 6 7 8 9 10 11 12

Fees

Teachers

Classrooms


Open kinder if you haven’t done so yet

Gear up for SHS; borrow to build if finances

are tight

Sharing resources for SHS - students can

cross-enrol, teachers can do the rounds,

cluster around a big school, retool teachers

Advocate higher GASTPE for SHS; kinder

too?

Mission schools – status quo? time for

instrospection?


SALAMAT!

SALAMAT SA INYO!!

AT SALAMAT SA CEAP!!!

Don Brodeth, CFA

Taft Consulting Group

donbrodeth@yahoo.Com

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