PLANNING FOR FOR K TO 12
Don Brodeth, CF CFA A Taft Consulting Group
[email protected]
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.
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 address potential problems
. . . in order order to to attain attain goals goals
Define Problem
What is K-12?
Analyze Problem
Challenges to K-12
Develop Solutions
Response to K-12 Planning Tool
Action Plan
Implementation
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
LOW
WASTE
ENDS
HIGH
ATTAINMENT
WHY PLAN FOR K TO 12? THE ADMINISTRATIVE CHALLENGE
PROPOSED TRANSITION SCHEME TO K-12 BASIC EDUCATION
SY 2011-12
SY 2012-13
SY 2013-14
SY 2014-15
SY 2015-16
4 3 TERTIARY
2 1
2 YEARS
6
SENIOR HS
5
4 YEARS
4
HIGH SCHOOL
3
Curricular revisions and teacher training
2
OLD
1
NEW
6 YEARS
6
ELEMENTARY
5 4 3 2
OLD
1
NEW
PRESCHOOL
Enrollment disruptions
Lose out to public schools?
Resource build-up? GASTPE? Specializations?
Enrollment? Use of resources? Years in college?
PROPOSED TRANSITION SCHEME TO K-12 BASIC EDUCATION
Lack of professionals? SY 2016-17
SY 2017-18
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
4 3 2
TERTIARY
1
SHS
6
2 YEARS
5
SENIOR HS
4
4 YEARS
3
HIGH SCHOOL
2 1
6
6 YEARS
5
ELEMENTARY
4 3 2 1
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.
Enrollment in student years 2,500,000
2,000,000
1,500,000
K-12 W/o K-12
1,000,000
500,000
0 1
2
3
4
5
6
7
8
9
10
11
12
Incremental cash flows in Php millions 5,000.00 4,000.00 3,000.00 2,000.00
K-12
1,000.00 0.00 (1,000.00) (2,000.00) (3,000.00) (4,000.00)
1
2
3
4
5
6
7
8
9
10
11
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
Enrollment in student years 3,000,000 2,500,000 2,000,000
K-12
1,500,000
W/o K-12
1,000,000 500,000 0 1
2
3
4
5
6
7
8
9
10
11
12
Incremental cash flows in Php millions 15,000.00
10,000.00
K-12
5,000.00
0.00 1 (5,000.00)
(10,000.00)
2
3
4
5
6
7
8
9
10
11
12
Cash flow breakdown: base model, build option 10,000.00
8,000.00
6,000.00
4,000.00
Fees Teachers
2,000.00
Classrooms 0.00 1
(2,000.00)
(4,000.00)
(6,000.00)
2
3
4
5
6
7
8
9
10
11
12
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
External Audit
Generate Possible Responses To K-12
Gather Data/ Info
Internal Audit
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
39 of 40 respondents submitted; workable data from about 38 schools.
Interviews
Qualitative info on client – organization, culture, procedures, values, limits of influence.
Secondary Research
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
S. W. O. T. – The output of analysis Plus
Minus
External
Opportunities
Threats
Internal
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 Academic Target mktg. & Positioning
Linkages
Advertising
Upgrade offerings
Center for Excellence
Dormitory
Language Center
Training
Cust. Serv. Training
New Courses Dev.
Research MIS
Incentive Programs Faculty Mgt. Performance Evaluation Succession/rotation Middle mgt. Empowerment
Org. Dev.
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
Input
Check
• Additional notes clarify the question
• Put in your “answer” here
• Checks to see if input is valid
THE The
Answer
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
Cash flow breakdown: base model, build option 10,000.00
8,000.00
6,000.00
4,000.00
Fees Teachers
2,000.00
Classrooms
0.00 1 (2,000.00)
(4,000.00)
(6,000.00)
2
3
4
5
6
7
8
9
10
11
12
Cash flow breakdown: base model, rent or borrow-tobuild option 10,000.00
8,000.00
6,000.00
Fees 4,000.00
Teachers Classrooms
2,000.00
0.00 1 (2,000.00)
(4,000.00)
(6,000.00)
2
3
4
5
6
7
8
9
10
11
12
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?
