Concept of Education Planning

Concept of Education Planning A. Introduction Some concepts about education planning There are seven important concepts that need to be understood, in starting a study or discussion of the concept of education planning, including: (1) the definition of education planning; (2) the purpose of education planning; (3) the benefits of education planning; (4) the scope of education planning; (5) the characteristics of education planning; (6) the principles of education planning; and (7) the process or stages of preparing education planning. The following will briefly explain the seven concepts mentioned above. B. Definition of education planning The definition of planning, and the definition of educational planning. There are various notions of planning that have been put forward by experts, including according to: (1) Bintoro Tjokroaminoto, planning is 'the process of systematically preparing activities that will be carried out to achieve certain goals; (2) Prajudi Atmosudirdjo, planning is 'calculation and determination of something that will be carried out in order to achieve certain goals, who does, when, where and how to do it; (3) Handoko, planning includes: (a) the selection or determination of organizational goals; and (b) the determination of strategies, policies, projects, programs, procedures, methods, systems, budgets and standards needed to achieve goals; (4) Husaini Usman, planning is an activity that will be carried out in the future to achieve goals; (5) Coombs, educational planning is 'a rational application of a systematic analysis of the process of educational development with the aim of making education more effective and efficient and in accordance with the needs and goals of the learners and their society'; and (6) Sa'ud and Makmun, education planning is 'an activity of looking at the future in terms of determining policies, priorities and costs of education by prioritizing existing realities in the economic, social and political fields to develop the country's education system and the learners served by the system (Sa'ud, S. and Makmun A.S. 2007; Usman, H. 2008). From some of the definitions of planning above, it can be concluded that the concepts contained in the definition of educational planning are: (1) a formulation of the design of activities that are determined based on the vision, mission and goals of education; (2) contains steps or procedures in the process of activities to achieve educational goals; (3) is a means of controlling the behavior of education unit residents (principals, teachers, employees, students, school committees); (4) contains the formulation of the results to be achieved in the process of educational services to students; and (5) concerning the future of the process of development and development of education in a certain time, which is more qualified. C. Objectives of education planning The purpose of education planning. There are several purposes for the need to prepare an educational plan, including: (1) to standardize the supervision of behavior patterns of education implementers, namely to match the implementation or actions of leaders and members of educational organizations with the program or planning that has been prepared; (2) to find out when the implementation of educational planning was put into effect and how the process of completing an educational service activity; (3) to find out who is involved (organizational structure) in the implementation of educational programs or planning, both quality and quantity aspects, and both concerning academicnon-academic aspects; (4) to realize the process of activities in achieving educational goals effectively and systematically including the cost and quality of work; (5) to minimize the occurrence of various unproductive and inefficient activities, both in terms of cost, energy and time during the education service process; (6) to provide a comprehensive (integral) and specific (spefisik) description of the types of activities or work in the field of education that must be carried out; (7) to harmonize or integrate several sub-works in an educational organization as a 'system'; (8) to find out the various opportunities, obstacles, challenges and difficulties faced by educational organizations; and (9) to direct the process of achieving educational goals (Dahana, OP and Bhatnagar, OP. 1980; Banghart, F.W and Trull, A. 1990; Sagala, S. 2009). D. Benefits of education planning Benefits of education planning. According to experts, there are several benefits of a well-compiled educational plan for institutional life, including: (1) can be used as a standard of implementation and supervision of the process of activity or work of leaders and members in an educational institution; (2) can be used as a medium for selecting various alternative work steps or the best solution strategy for efforts to achieve educational goals; (3) can be useful in the preparation of institutional priorities both regarding the goals to be achieved and the process of educational service activities; (4) can streamline and streamline the use of various organizational resources or educational institutions; (5) can help leaders and members (school community) in adjusting to the development or dynamics of socio-cultural change; (6) can be used as a medium or tool to facilitate coordination with various parties or related educational institutions, in order to improve the quality of educational services; (7) can be used as a medium to minimize inefficient or uncertain work; and (8) can be used as a tool in evaluating the achievement of the objectives of the educational service process (Depdiknas. 1997; Soenarya, E. 2000; Depdiknas, 2001). E. Scope of education planning The scope of educational planning has a fairly broad range, and can be viewed from various aspects, among others: a) In terms of spatial aspects, namely educational planning that has a character associated with space, place or regional boundaries. This planning can be divided into: (1) national education planning, which covers the entire process of educational service efforts undertaken by the central government, which aims to achieve national education goals, covering all levels of education from primary to tertiary levels, which are regulated in the national education system (sispenas) through the National Education System Law; (2) regional education planning, which is education planning that is made and applied in a certain regional area, for example, planning for the development of education services at the provincial and district/city levels, which covers all types of education services at all levels for a certain region or province; (3) institutional education planning, which is education planning that covers one particular educational institution or institution, for example, planning for the development of education services at the 'Mandiri' senior high school in the city of 'Maju' in 2010, planning for the 'Citra Bangsa' University, and the like. b) In terms of the nature and characteristics of the model, it can be divided into: (1) integrated educational planning (integrated educational planning), namely educational planning that covers all aspects related to the essential (basic) educational development process, in the corridor of national development planning, in this case educational planning there is integration or systemic linkage with development planning in the fields of economics, politics, law and so on; (2) comprehensive educational planning (comprehension educational planning), namely educational planning that is prepared systematically, rationally, objectively concerning all important concepts in educational services, so that planning provides a complete or perfect understanding of 'what' and 'how' to provide quality educational services; (3) strategic educational planning, which is educational planning that contains planning points to answer problems or opinions, or current issues faced by the world of education, for example, the problems faced by the world of education now are the problem of 'technological transformation', or the problem of 'low quality of teachers', or the problem of 'the relationship between the business world and the output of graduates', and so on. So, this planning involves various strategies to deal with the problems that arise. c) In terms of time. Educational planning is divided into several types, namely: (1) long-term educational planning (long term educational planning), namely educational planning prepared in the period of 10 (ten) years and above, the contents of this long-term planning has not been shown quantitative targets, but in the form of projections or perspectives on the ideal state desired in educational development. For example, the national education program in the national education system; (2) medium-term educational planning, which is educational planning prepared in the period between three and eight years (planning for four or five years or one leadership period). Medium-term planning is a more concrete elaboration of long-term planning, which has formulated targets or objectives that will be quantitatively achieved; and (3) short-term educational planning, which is educational planning prepared within a maximum period of one year. This planning is often called annual operational planning, which contains strategic and daily operational steps, which are more detailed and applicable elaborations of mediumterm planning. d) In terms of technical level of planning. This planning can be divided into: (1) macro education planning, namely education planning that is national in nature or often referred to as national education planning, which applies throughout the unitary state of the Republic of Indonesia from primary education to higher education. This macro education planning is also called the 'national education system' (Sispenas); (2) micro education planning, which is education planning that is prepared and adapted to the conditions of regional autonomy respectively. In micro-education planning, it is technically necessary to pay attention to: (a) regulations/standards; (b) geographical and demographic conditions; and (c) existing infrastructure in the region, while non-technically it needs to pay attention to: (a) aspirations and community participation in education; (b) social, economic, cultural, political and security conditions of the region; (3) sectoral education planning, which is a collection of educational programs or activities that emphasize certain sectors, but there is still a connection with other sectors; (4) regional education planning, which is education planning that pays attention to certain environmental areas as the center of educational activities, for example coastal education planning, suburban areas; (5) project education planning, which is operational planning that concerns the implementation of policies to achieve goals, for example planning a unique project for a new SMK school. e) In terms of the type of planning. Education planning can be divided into: (1) top down educational planning, this planning is often referred to as macro educational planning or national educational planning; (2) bottom up educational planning, which is educational planning made by planners from the lower levels and then submitted to the center, for example planning made by teachers, principals, the Education Office and then submitted to the Ministry of National Education; (3) diagonal educational planning, often called sectoral planning, which involves cooperation between departments or agencies, for example, the Ministry of National Education and the Provincial Development Planning Agency; (4) horizontal educational planning, which involves cooperation between equivalent agencies or departments, for example, educational planning between the Ministry of Education and the Ministry of Religious Affairs and the Ministry of Social Affairs; (5) rolling educational planning, which is educational planning made by authorized officials in the form of short, medium and long term planning; (6) top down and bottom up educational planning, which is educational planning that integrates or accommodates central and regional (local) interests (Oliver, Paul, ed. 1996; Usman, H. 2008). F. Characteristics of education planning Characteristics of education planning. Based on some of the definitions, objectives, benefits and scope of education planning mentioned above, the characteristics of education planning include: (1) oriented to the vision, institutional mission to be realized; (2) has a certain period of time program stages (short, medium and long term) to be achieved on an ongoing basis; (3) prioritize human values, because education is building quality human beings, which is beneficial to himself and his community; (4) provide opportunities to develop all the potential of learners to the maximum; (5) comprehensive and systematic in the sense that it is not practical or segmentation but comprehensive, integrated (integral) and arranged logically, rationally and covers various pathways, types and levels of education; (6) oriented to prepare the quality of human resources (HR) quality, which is able to fill various sectors of development; (7) developed by paying attention to the relationship with the various components of education systematically; (8) using resources (resources) internal and external as carefully as possible; (9) oriented to the future, because education is a long-term process and far to face various problems in the future; (10) responsive to the needs that develop in society and dynamic; and (11) is a means to develop educational innovation, so that the process of educational renewal continues well (Banghart, F. W and Trull, A. 1990; Tilaar.H.A.R. 1998; Sa'ud, S. and Makmun A,S. 2007). G. Principles of education planning Principles of education planning. There are several principles that must be considered in the preparation of education planning, including: 1. The interdisciplinary principle, which involves various scientific fields or various lives. This is important because the nature of educational services to students must involve various types of knowledge, various skills and life values that apply in society. 2. The principle of flexibility, which is flexible, dynamic and responsive to developments or changes in life in society. This is important, because the nature of educational services to learners is to prepare students to be able to face the development of science and technology (science and technology) and the various challenges of the latest life. 3. The principle of effectiveness-efficiency, meaning that the preparation of educational planning is based on a careful and mature calculation of existing resources, so that planning is 'effective' and 'valuable' in achieving educational goals. 4. The principle of progress of change, which is to continue to encourage and provide opportunities for all school members to work and move forward with various renewals of higher quality education services, according to their respective roles. 5. Objective, rational and systematic principles, meaning that educational planning must be prepared based on existing data, based on an analysis of the needs and benefits of educational services in a rational manner (possible to be realized in real terms), and has a systematic and clear and sustainable program achievement stages. 6. The cooperative-comprehensive principle means that the planning is able to motivate and build the mentality of all school members in working as a good team (team work). In addition, the planning must cover all essential aspects of the academic and non-academic education services of each learner. 7. The principle of human resources development, meaning that education planning must be prepared as well as possible and able to be a reference in the development of human resources to the maximum in the success of educational development programs. Educational services to students must be able to build superior individuals both from the intellectual aspect (mastery of science and technology), emotional aspect (personality or morals), and spiritual aspect (faith and piety), or called superior IESQ (Dahana, and Bhatnagar, 1980; Banghart, F.W and Trull, A. 1990; Langgulung, H., 1992). G. Process or stages of educational planning The process or stages of educational planning. According to Banghart and Trull in Sa'ud (2007) there are several stages that should be passed in the preparation of educational planning, among others: 1) The need assessment stage, which is a study of the various needs or estimates required in the development process or learning services in each education unit. This initial assessment must be careful, as it will provide input on: (a) previous program achievements; (b) what resources are available; and (c) what will be done and what future challenges will be faced. 2) The formulation of goals and objectives stage, which is the formulation of planning goals and objectives to be achieved. The formulation of educational planning objectives should be based on the vision, mission and the results of an initial study of the various needs or assessments of educational services required. 3) The policy and priority setting stage, which is designing what policy priorities will be implemented in education services. This policy priority formulation must be translated into a clear basic strategy for education services, in order to facilitate the achievement of goals. 4) The program and project formulation stage, which is the formulation of programs and projects for the implementation of operational educational planning activities, concerning educational services in academic and non-academic aspects. 5) Feasibility testing stage, i.e. feasibility testing of various resources (internal/external resources; or human/material resources). If the plan is prepared based on the available resources carefully and accurately, it will result in a good level of feasibility of the education plan. 6) The plan implementation stage, which is the stage of implementing educational planning to realize educational goals. The success of this stage is largely determined by: (a) the quality of human resources (principals, teachers, school committees, employees and students); (b) the climate or pattern of cooperation between elements in the education unit as a reliable team work; and (c) control or supervision and control of activities during the process of implementation or implementation of educational service programs. 7) The evaluation and revision stage for future plans, which is an activity to assess (evaluate) the level of success of the implementation of the program or education planning, as feedback (input or feedback), then revise the program for the next better education service plan. Referring to the description of the meaning of educational planning to the stages in the preparation of educational planning above, shows that the position of educational planning in the process of educational services in each educational unit is very important, because with good educational planning can: a) Improve the quality of children's educational service activities or activities to the maximum, both concerning academic or non-academic aspects. This is because all school activities must be based on a program that has been well prepared in a systematic and integral educational planning. b) Knowing some of the internal and external resources that are owned to be maximally utilized, and also knowing some of the obstacles, obstacles and challenges that will be faced in an effort to achieve goals. This is because a good educational plan will definitely contain some opportunities in achieving goals and predictions of challenges or obstacles that will arise, as well as strategies that must be carried out in overcoming these obstacles. c) Provide opportunities for each school community to improve various abilities, expertise or skills to the maximum, in order to realize the objectives of educational services. d) Provide an opportunity for program implementers to choose several alternative options regarding the right method or strategy or approach in implementing educational planning, so that it is effective in achieving educational goals. e) Facilitate the achievement of educational goals, because good educational planning is always designed with stages of implementation of educational service programs (short, medium and long term), in addition to the priority scale of the target objectives to be achieved. f) Makes it easy to evaluate how much the achievement of educational service goals has been achieved, because good educational planning always formulates indicators of goal achievement and what instruments are used in measuring success in activities to achieve goals. g) Facilitate in revising the education service program and the process of preparing the next education planning, in accordance with the dynamics and development of socio-cultural life (Banghart, F.W and Trull, A. 1990; Tilaar.H.A.R. 1998; Sa'ud, S. and Makmun A,S. 2007).