7. BASIC PRINCIPLES ON
EDUCATIONAL FACILITIES
1. The primary function of educational facilities is to
provide the proper school environment that is
most conducive to effective teaching and
learning.
2. Functional and effective educational facilities are
developed, operated and managed on the
basis of a comprehensive plan of action of the
school, prepared by all stakeholders in
education in the community.
8. BASIC PRINCIPLES ON
EDUCATIONAL FACILITIES
3. It shall include sound educational facility planning
and design process principles to:
a.Maximize collaboration in school planning design.
a.Build a proactive facility management program.
c. Plan schools as neighborhood-scaled community
learning centers considering the following steps:
9. 1. Locate the school in a well-defined neighborhood
as this will provide opportunities for children and parents
to walk to the school and provide an identity for that
community;
2. Provide a variety of services at flexible schedules
and make the same accessible to end-users of different
backgrounds especially during calamities/disasters
wherein the school buildings are being used as
evacuation centers and temporary shelters to affected
community members;
BASIC PRINCIPLES ON EDUCATIONAL
FACILITIES
10. 3. Create an environment that draws the community to
the school and that increases interaction in compliance
with the principles of the Schools First Initiative (SFI)
and the School-Based Management (SBM);
4. The school shall provide facilities accessible to the
entire community, creating an increased involvement
and awareness of the educational process; and
5. School facilities that act as true community centers
to serve the broader society goals of providing the setting
for meaningful civic participation and engagement at the
local level.
BASIC PRINCIPLES ON EDUCATIONAL
FACILITIES
11. A variety of social and economic factors have
created an environment which educators can tap as a
learning resource be these in urban, suburban or rural
settings.
This will establish partnership with museums,
zoos, other public institutions as well as local business or
industrial workplace settings in compliance with Republic
Act No. 8525 otherwise known as the “Adopt-A-School
Program”, involving external stakeholders in education.
BASIC PRINCIPLES ON EDUCATIONAL
FACILITIES
12.
13.
14.
15. ➢ School Mapping is a dynamic process of planning the
distribution, size and spacing of schools and physical
facilities requirements for optimum utilization and benefit.
➢It is a process of identifying current inadequacies in
distribution and of providing appropriate types and
patterns of school plant.
➢ It is a continuous process involving the uninterrupted
recording of basic information required for analysis of the
school map at any given point in time.
SCHOOL MAPPING
16. a. Specific Areas for Expansion
The process of school mapping covers the following specific
areas for expansion and improvement of facilities
(1)Rationalization of existing facilities by:
• locating existing schools and determining its vulnerability to
various geological and hydro meteorological hazards;
• new schools must be located outside areas already
identified to be within hazard zones (Niño Relox, PAGASA);
• shifting, closure, or amalgamation/ integration of
institutions; and
• optimum utilization of buildings, equipments, furniture, etc.
1. SCHOOL MAPPING PROCESS
17. a. (2) provision of new or additional facilities by:
• opening of new schools or upgrading existing ones;
• providing additional teaching and non-teaching staff; and
• providing new or additional buildings, furniture and
equipment in institutions, etc.
Before starting the exercise of school mapping, it is
essential that the norms and standards for provision
and maintenance of educational services are clearly laid
down by the higher authorities.
1. SCHOOL MAPPING PROCESS
18. b. Initial Steps in School Mapping
(1) Diagnosis of the Existing Situation
The initial step in school mapping is to make a survey
of the existing situation in order to obtain all information
about the network of schools and their physical resources
and means considering the following factors:
• Environmental/geographic factors include both natural
(rivers, mountains, etc.) and man-made (source of
electricity, roads, railways, communication network, etc.)
features.
1. SCHOOL MAPPING PROCESS
19. • Demographic factors pertain to such characteristics of
population as size, growth, density, social structure,
migratory trends, school drop-outs and retention rates, etc.
• Economic factors refer to per capita income, commercial
establishments, mass media, size of schools/
classes, etc.
• Educational factors include the number of study hours
per week and their distribution by subjects, the number of
pupils/students per class, normal length of time for which
premises shall be used and the possibility of introducing
double shift, teachers’ working hours, etc.
1. SCHOOL MAPPING PROCESS
20. • Political factors cover those political and policy priorities
and constraints, which usually, dictate the
creation or expansion of specific types of educational
institutions.
• Manpower factors refer to the present and future
structures of employment which generally affect the
relative weights in educational contents and diversification.
1. SCHOOL MAPPING PROCESS
21. (2) Projection of future requirements
After a comprehensive diagnosis, it is necessary to
make projections to identify the potential demands.
Simultaneously, it is necessary to draw up perspective
school maps involving the following steps:
• Estimating the number of children to be enrolled; and
• Determining the capacity of existing schools and defining
their catchment areas.
Catchment area refers to a specific territory, which is
served by a school based on the environmental,
demographic and economic factors. These areas together
with their respective schools are plotted on a map.
1. SCHOOL MAPPING PROCESS
22. (3) Drawing up of perspective school map
The school map produced shall not be regarded as
final unless it has been considered and discussed by
central administrators, local authorities, teachers, parents,
etc.
1. SCHOOL MAPPING PROCESS
23. a. Education Data
(1) Annual Statistical Report
(2) Geographical distribution of schools
(3) Site and catchment area conditions
(4) Size o the exist ng school pla
ual schools
r verbal description o
ment area (relief/lan
2. BASIC DATA NEEDED FOR SCHOOL MAPPING
a. Education Data
(1) Annual Statistical Report
(2) Geographical distribution of schools
(3) Site and catchment area conditions
(4) Size of the existing school plant
For individual schools
(1) exact location or verbal description of location
(2) nature of catchment area (relief/land
elevation, barriers to movement, predominant
economic activity,
area of immigration or population decline)
(3) number of student spaces available in each
year, indication of the state of buildings
24. b. Population Data (analysis of the census)
c. Other Planning Data
(1)gene ru l an urban develo me po ici s
acilities (school health, recreational
courage nucleation
ntral points.
2. BASIC DATA NEEDED FOR SCHOOL MAPPING
b. Population Data (analysis of the census)
c. Other Planning Data
(1)general rural and urban development policies
(2) social facilities (school health, recreational
centers, etc.) to encourage nucleation of
population at the central points.
25. 3. EXPECTED RESULTS
OF SCHOOL MAPPING
(1) School buildings requiring repairs
(2) Schools requiring additional
classrooms
(3) Opening of New Schools
(4) Phasing out of existing schools
(5) Resource allocation
(6) Environmental Mapping
26.
27. a. Prioritization of schools based on defined
set of criteria, e.g. selection of place to open
a school taking note of available resources,
as well as vulnerability of location to both
natural and man-made hazards (PAGASA).
b. Identifying the location of new schools
based on a defined radial distance from
existing schools or barangays (attention in
range, i.e. walking distance from nearest
schooling facilities)
c. Grouping of entries based on a defined set of
attributes. (e.g. availability of land, local
contributions)
5. SPECIFIC OUTPUTS OF SCHOOL MAPPING
29. MODE OF ACQUISITION OF SCHOOL SITES
A school site may be acquired
through any of the following
methods:
1.Purchase
2.Donation
3.Contract of Usufruct
4.Expropriation
5.Barter
6.Presidential Proclamation
7.Gratuitous Conveyance
30. MODE OF ACQUISITION OF SCHOOL SITES
Purchase. This is the most reliable, stable and non-
controversial mode of acquisition. A school site may be
acquired by direct purchase from the legal owner who
voluntarily sells it on an agreed price.
Donation. May either be simple, conditional, inter vivos or
mortis causa.
Contract of Usufruct. In case the property is registered in
the name of an individual, province, city, municipality or
barangay, but is not allowed to be donated, but
DepED/school is allowed full use or perpetual right of use
through gratuitous act (without consideration).
31. Expropriation. Private land desired for school purposes
may be acquired through expropriation proceedings.
Presidential Proclamation. Public lands declared as
reservation areas (including ancestral lands) through
Presidential Proclamation are sometimes targeted as sites
for educational purposes.
Gratuitous Conveyance. Real property belonging to the
government, when needed for school purposes, may be
conveyed by way of gift, sale, lease, exchange.
MODE OF ACQUISITION OF SCHOOL SITES
