Peer-review under responsibility of the Sakarya University doi: 10.1016/j.sbspro.2015.01.1035 ScienceDirect INTE 2014 Comparative analysis between the institutional development plan and
Trang 1Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2962 – 2966
1877-0428 © 2015 The Authors Published by Elsevier Ltd This is an open access article under the CC BY-NC-ND license
( http://creativecommons.org/licenses/by-nc-nd/4.0/ ).
Peer-review under responsibility of the Sakarya University
doi: 10.1016/j.sbspro.2015.01.1035
ScienceDirect
INTE 2014 Comparative analysis between the institutional development plan and strategic planning methodologies: the case of the Federal
Institute of Education at Minas Gerais - Brazil
Bontempo, P.C*; Moscardini, S.B.**; Salles, J A A.*
* Faculdades Alves Faria
** Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais
Abstract
This article presents a comparative analysis of the Institutional Development Plan (IDP) of the Federal Institute of Education
at Minas Gerais (IFSULDEMINAS) with the methodologies of Strategic Planning Starting from a historical review of technical education in the country since the creation of the schools of apprentices until the formation of the federal education schools the article examines the role played by the IDP in this institution and if the IDP can be seen as a strategic planning methodology The case study included interviews with current managers of the IFSULDEMINAS and analysis of organizational documents We found that the PDI and Strategic Planning methodologies are similar in their development process However, it was possible to conclude that the PDI methodology still demands improvements
© 2014 The Authors Published by Elsevier Ltd
Peer-review under responsibility of the Sakarya University
Keywords: Strategic planning; technical education
1 Introduction
The Federal Government of Brazil, through the Ministry of Education and Culture (MEC) and its Program for the Expansion of Vocational Education (Proep) has transformed many isolated technical schools in Federal Institutes of
* Corresponding author Jose A A Salles Tel.: +0011953010545
E-mail address: jose.salles@alfa.br
© 2015 The Authors Published by Elsevier Ltd This is an open access article under the CC BY-NC-ND license
( http://creativecommons.org/licenses/by-nc-nd/4.0/ ).
Peer-review under responsibility of the Sakarya University
Trang 2Education Science and Technology The union of three technical schools at Minas Gerais gave rise to the Federal Institute of Science and Technology Education (IFSULDEMINAS) administered by a rector installed in Pouso Alegre
This study starts with a historical review of technology education in Brazil and the legal requirements that emerged with the transformations that have occurred over time The methodologies of strategic planning were compared with the Institutional Development Plan (IDP) After this comparisons and analyzes, it was carried out a survey with managers of the IFSULDEMINAS for checking the similarities between both methodologies
The history of the Federal Institutes of Technology Education begins in 1906, when the President of Rio de Janeiro created four professional schools (NUNES, REINATO, ROSA, 2009) The purpose of these schools was to supply industrial demands that were emerging in the country During the 100 years, these schools have gone through several transformations In 1937, they became high schools intended to supply mass production companies In 1959, these schools acquired teaching and management autonomy (NUNES, REINATO, ROSA, 2009) In 1978, the first Federal Centers for Technological Education emerged The National System for Technical Education increased the emergence of a Federal Network of Vocational and Technical Education in the country, transforming the federal technical schools in Federal Education Centers (CEFET)
In 2004, the decree 5154, enabled schools and students freedom to choose which educational model to follow In the same year, the Federal Network of Technical Education was free to create and deploy courses at all levels of professional and technical education Finally, in December 2008, Law No 11,892 created 38 Federal Education, Science and Technology By the transformation and integration of Federal Centers for Technological Education The changes that occurred were not only in nomenclature Supervision became the responsibility of the MEC; the form
of admission became to be through entrance exams
The IFSULDEMINAS emerged in 2010 from the amalgamation of three independent institutes located in the same region Currently the institute has a rectory located in the city of Pouso Alegre I also has five campus located
in the cities of Machado, Muzaffarnagar, Passos and Poços de Caldas The institute offers courses at all levels of education except doctoral degree
2 - PDI and Strategic Planning
With the transformations that have occurred in technological education, new legal requirements emerged and the Institutional Development Plan (IDP) is one of them This requirement resulted from the transformation of Institutes
in Higher Education Institutions, placing them under the responsibility of the National System of Higher Education Assessment (SINAES) In April 2004 it was established the obligation of the IDP From May 2006, the plan needed
to be carried out for the period of 5 years and should contain elements that identify the IES as its philosophy, mission, teaching guidelines, financial, organizational structure and academic activities, current and desired features for years to come According to Francisco, Nakayama, Oliveira and Ramos (2012) the PDI consolidated the institutional policies and became the guiding instrument to help the schools to reach the effectiveness of the teaching and learning
Rami and Spers (2007) define the importance of PDI in the context of the Brazilian reality as a conductor of strategic planning
The concept of strategic planning emerged as a military concept to gain advantages over the adversaries (BERGUE, 2011) Following the military organization, companies began to assess their strengths and weaknesses, opportunities and threats of the environment, with the goal of placing in the top position of your competitors
The process of developing a strategic planning involves analyzing the vision, mission, values and principles of the organization, firstly, based on this information takes place plans that meet these characteristics who seek a prominent position in the business market (OLIVEIRA, 2013) The purpose of planning is to define actions, projects and business objectives, assessing its consequences in order to reduce the uncertainty involved in the decision making process Planning is an activity performed routinely and in order to achieve a purpose it is essential to organize actions to achieve goals (MATOS, MATOS, ALMEIDA, 2007) For this to happen a continuous analysis
of the external and internal environment is necessary
The strategic planning process can summarized in four steps The first stage is responsible for operating organizational environment, values and vision In a second step, it is necessary analyze how to gain competitive advantage over competitors The third stage of planning summarizes to define the goals, strategies, policies and
Trang 3guidelines of the company To complete the drafting process, the fourth step, control and evaluate the activities planned for them to meet their specific goals
Strategic planning is an ongoing process, as the constant reevaluation of proposed actions to apply to achieve their goals is necessary This continuous controls, and corrections applied where necessary, are actions that allow the development planning that meets the business needs The process to be correct and efficient requires a thorough knowledge of the organization, the aspirations and determination of its future desire
Some authors studied the strategic planning applied to Higher Education Institutions (FERNANDES, CORRÊA, NOVAES, VIANA, 2009) According to the authors universities are increasingly adopting strategic planning, considering that this is vital tool in the development of a modern social institution
The complexity and dynamics of planning at Brazilian higher education institutions are linked to governance issues that change with the opinions, case law, revocation and creating laws, ordinances resolutions, provisional measures, often created randomly and immediate manner, seeking solution (ROCHA, 2005)
By conducting a comparative analysis between the institutional development plan and methodology for strategic planning, Mizael (2012) concluded that the PDI is an excellent tool for public management of Federal Institutions of Higher Education (IFES), as a mean of pursuing excellence in teaching, research and extension, as well as achieve their goals with effectiveness, efficiency and public transparency
Despite the PDI have arisen from a legal requirement of the MEC for Higher Education Institutions it seems that
it is very similar to strategic planning (FERNADES, CORREA, NOVAES, VIANA (2009) Andrade and Tachizawa (2006) also see similarities between Strategic Planning and PDI affirming that both, rather than a static document, should be seen as a management tool that contains early decisions about the line of action to be followed by schools
in fulfilling its mission According to Rami and Spers (2007), PDI follows an "official script”, predetermined by the MEC for bureaucratic purposes of accreditation and follows the methodology of strategic planning The PDI therefore represents an excellent opportunity to assess the situation before, understand the present and the plan for the future, allowing mapping the direction that the institution can track and project the future position of the institution in the market
For Bergue (2011) there is no conceptual incompatibilities between instruments According Schmitt and Mafra, (2003) similarity is evident, but not its applicability and only through research is possible to know the applicability of this instrument in each institution The authors cast doubt on the effectiveness
of the Institutional Development Plan by saying that the plan guides the IES in their actions, but does not help the institutions think strategically
3 - Methodology
In order to verify the applicability of the PDI ate the IFSULDEMINAS it was made an analysis of documents and
it was conducted a survey including the deans of the institution The documentary analysis showed that the PDI complies with all legal requirements as to the preparation process and the proposed objectives are compatible to the mission
The chosen methodology was a case study, a methodology used in the analysis of contemporary events, interviews and observations
We did analysis in order to verify the importance of the PDI for the institution and to understand if it represents a strategic planning tool
The survey included the Provost and five Deans of the IFSULDEMINAS The issues addressed in the questionnaire aimed to determine the recognition of the PDI as strategic planning methodology, how it works and who should be responsible for its elaboration, if it is just a report or a strategic planning methodology, if there is an analysis of the past in this plan, whether it is democratic or centralized, if it generates commitment and if each department has a specific plan
4 - Results
The questions were analyzed in order to ascertain the applicability of PDI and what it represents for the current management of the IFSULDEMINAS It was attempted to verify how well this plan was developed and can compared to a strategic plan methodology
Respondents stated that the PDI should be built in a participatory and democratic, involving all levels of the IES
Trang 4and the community, in spite of adopting these actions as political action and not as a division of responsibility and
knowledge exchange They also point to the existence of the four stages of Oliveira (2013) in the preparation of this
PDI process However, recognize the plan as static and reevaluation of plans due to new government claims that
arose after the completion of the IDP
Through the responses obtained, it can be stated that the PDI is seen as a mere report by the majority of academic
technical community, perhaps for lack of physical structure and staff in the Institute It was observed that the PDI
was restricted to the decision making level despite being a public document
However, respondents recognize that involvement generates commitment and power sharing Thus, the
democratization of the PDI is essential for its implementation
The interviewed managers recognize the importance of the current IDP but find that the instrument needs to be
more specific in its requirements and proposed actions Some of them believe the PDI was done more to report than
to guide actions and that it was built without much precision The institution was very new and the PDI was
prepared without full knowledge of the institution As a result, today the PDI does not represent the reality of
IFSULDEMINAS These results show the importance of reevaluation of proposed actions and correction of faults to
continue directing the IES The responses of managers show that PDI, in addition to long-term planning, actions
must exist in the short term, "with course corrections, due to new found realities” Another respondent adds: "I think
as a manager that the PDI is an institutional planning in strategic and tactical terms because it addresses the
institutional horizons in the medium and long term, detailing human, financial and structural resources."
There was no consensus on the answers given by managers on the existence of specific plans for each area None
of the responses concluded that each area is structured and planned to meet the proposed objectives
It was possible to verify that the PDI is a director of the guidelines and goals driven by government plans that aim
to meet the socioeconomic and cultural needs of the regional population However, from the interviews it was
possible to observe that the actions, plans, guidelines and specific goals do not analyze the changes that the
environments suffer, much less adapt to them
It could be observed that the PDI was not adapted to environmental changes and soon became outdated an
underutilized
In conclusion, at the IFSULDEMINAS the PDI is not yet being used as a strategic planning although managers
value it as an administrative tool Some limitations of this study include that it was not to monitor all stages of
development Also the fact that its use could be checked only on the point of view of managers and not in the
institution as a whole Still, it is possible to verify the importance to be given to the Plan of Institutional
Developments in the management of the Institution of Higher Education
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