Educational Facilities Defined

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MELISA R. SUMBILON
Central Mindanao University
MAEd279 – School Plant Management

EDUCATIONAL FACILITIES DEFINED
The term “educational facilities” refers to all the physical
properties of a school, consisting of the grounds, buildings,
and the various facilities within the school grounds and
inside the school buildings.
Also known as the school plant or the physical facilities of a
school; thus, the terms educational school facilities, school
plant, and physical facilities may be used interchangeably.

IMPORTANCE OF EDUCATIONAL FACILITIES
 Educational facilities are
considered indispensable to a
school; they do not only provide
housing for the school but also
serve as facilitating agents for all
the educational activities that take
place in a school.
The availability of safe, secured and satisfactory
educational facilities (i.e., site, building, furniture,
and equipment) is one of the prerequisites for the
opening of a new school. Sites should be assessed
in terms of its vulnerability to various geological
and hydro meteorological hazards. Hazard-specific
resilient features that have undergone thorough
feasibility and viability studies must be
incorporated in the design of the buildings or
structures (Niño Relox, PAGASA).

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES
 to provide the proper school
environment that is most conducive
to effective teaching and learning. It
shall be responsive to changes in
teaching methods and school
organization taking into consideration
the changes in educational process
which has become more active,
interrelated, and has become an
integral part of the wider community
• 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.

THE EDUCATIONAL FACILITIES PROGRAM
• An educational facilities program is basically a comprehensively planned set of
decisions for action which are directed at the achievement of specific goals
within specified time frames. It shall be an integral part of the total educational
program of the school.
• The program shall be planned within the framework of well-defined
educational objectives. Teachers, supervisors, architects, engineers, etc., under
the leadership and coordination of the school administrator, shall cooperatively
undertake it. This is to draw out the best knowledge and thinking of many
groups and individuals who can contribute valuably the formulation of a
comprehensive and sound educational facilities program.

THE EDUCATIONAL FACILITIES PROGRAM
• A comprehensive educational facilities program shall cover within its scope of action
such aspects as establishing, organizing, developing, improving, maintaining, financing,
evaluating, etc., the school furniture, equipment, school buildings and school sites.
• The formulation of decisions for action shall take into account the total educational
program for the community as well as new trends and developments in education,
which influence the nature of the school program, and the corresponding
requirements in physical facilities. It shall also be founded on data derived from a
survey of existing facilities and results of the school mapping process.
• For optimal effectiveness, decisions for action incorporated in the educational facilities
program shall be categorized as to short-range, medium-range, and long-range time
frames. It shall be borne in mind that once a school is established, it is expected to
continue operating for generations; if not permanently; such that its educational
facilities shall be programmed accordingly in terms of such time dimensions.

SCHOOL MAPPING
 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
a. Specific area for
expansion
• rationalization of existing
facilities
 provision of new or
additional facilities
b. Initial steps in school
mapping
 Diagnosis of the Existing
Situation
 Projection of future
requirements
 Drawing up of perspective
school map
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
Basic Data
Needed for the
Conduct of
School Mapping
a. Education Data
b. Population Data
c. Other Planning
Data
School Mapping
Process
Expected Results
of School
Mapping
Methodological
Stages in the
Preparation of the
Detailed Local
School Map

SCHOOL-COMMUNITY RELATION
• In the light of the community school concept and the Alternative Learning
System of the Department, public schools have broadened the scope of
their educational activities and services to include the out-of-school
youths and adults in the community where the school is situated. These
educational developments point out the following implications for the
school facilities program:
1. The educational facilities program shall be planned to provide
equipment, furniture and other physical resources required for both school
and community educational programs.
2. School facilities shall be designed satisfactorily for joint school and
community use by considering both child and adult needs.

ERGONOMICS
• Ergonomics pertains to the laws or theories of energy
expenditure. It involves the study of the efficiency of
persons in their working environment, which is most
conducive to the efficient performance of teaching-learning
tasks. 32 The ergonomics of the educational facilities
involves such factors as anthropometry, thermal comfort,
visual comfort, acoustical comfort, color, and safety.

ANTHROPOMETRY
• Anthropometry is a science of measuring the human body,
its parts and functional capabilities. An important principle
in the ergonomics of the educational facilities is that it shall
be designed and scaled to fit the sizes of their users on the
basis of their part-body measurements. The basic body
measurement is the standing height of the individual.

THERMAL COMFORT
• To be thermally comfortable, the internal climate in the
school shall be cool, pleasant, and satisfying. Thermal
comfort in the school is obtained either by artificial means
(electric fan, air conditioner, etc.) or by natural ventilation.

VISUAL COMFORT
• Visual comfort in school is indicated when pupils/students
and teachers can carry on classroom work without
unnecessarily straining their eyes or experiencing visual
discomfort. Good lighting, whether by natural daylight or
artificial light, is characterized by the quantity and quality of
illumination.

ACOUSTICAL COMFORT
• A good environment for acoustical comfort in school
requires that noise be controlled to proper levels so that
• every child in a class can hear clearly what is being spoken
by the teacher above all other sounds inside and outside a
• classroom.

COLOR

DISASTER/RISK REDUCTION MEASURES
• Every teacher or school official should recognize that the
welfare of the pupils/students in school is his first and
foremost concern and responsibility. Hence the educational
facilities program should include adequate provisions for
ensuring safety in school against natural and man-made
hazards.
• Children are taught disaster risk reduction measures in
school as part of the elementary and secondary school
curricula. The objective is to foster awareness and better
understanding about the immediate environment in which
children and their families live.

HAZARD SPECIFIC REDUCTION MEASURES
• Fire Prevention and Safety Measures
• Provision for Open Spaces as Temporary Evacuation Sites
for Earthquake, Fire and Other Emergencies.
• Adherence to Building Design Standards and Structural
Soundness.
• Provision of Water, Sanitation and Hygiene Facilities.
• Road Safety.
• Proper Use of Chemicals and Gases in the Science
Laboratories. (DepED Order No. 48, s. 2006)
• Proper Use of Chemicals and Gases in the Science
Laboratories. (DepED Order No. 48, s. 2006)

HAZARD SPECIFIC REDUCTION MEASURES
• School Canteens.
• Proper Garbage Disposal.
• Pergolas shall be constructed
• Compulsory use of Identification Cards
• Compulsory use of Identification Cards
• Organizing a School Disaster/Risk Disaster Management
Program.
• School Disaster Preparedness Plan
• Earthquake Safety in Schools
• Flood Safety in Schools

Chapter 2 – School Sites
• A suitable school site is one that best serves educational
activities, enables the optimum utilization of resources,
hence shall meet the requirements on location,
accessibility, topography, soil condition, size and
disaster/risk reduction measures. These considerations are
vital so that the incidents in soil subsidence (sinking) in
Benguet, the Guinsaugon landslide in Southern Leyte, the
Ormoc City flashfloods will not be repeated in Philippine
schools.

Standard Requirements
1. Location/Environment
The location of the school affects its development of operation.
In determining the location of the school site, accessibility and suitable
surrounding environment are important considerations. Identification of
specific hazards that may affect the site is deemed necessary based on
various geological and hydro meteorogical hazard maps prepared by
national government agencies concerned for each site. Proper detailed
and thorough hazards assessment must be undertaken prior to any
development. Location and final design of school building must take
into consideration various hazards information.

2. Design and Safety Standards
School buildings and other structures must strictly follow
standard technical specifications (i.e. Building Code of the Philippines,
2005, National Structural Code of the Philippines, 2005). The National
Structural Code of the Philippines, 2001 has specific provisions for wind
load and earthquake design.

3. Accessibility.
A school site must be easily accessible to the greatest number of
pupils/students it intends to serve. The maximum distance for a
pupil/student to walk from residence to school is 2 to 3 kilometers, while
the maximum time from residence to school on board a public
conveyance is thirty (30) minutes. Likewise, the maximum distance of
the drop-off point from public transportation must be specified, to aid in
planning/design of the structure.

4. Topography.
The contour of the land shall be preferably level and have no
irregular boundaries. Build and locate buildings on higher elevations of
the site and consider the following:
Soil condition
Size
Heat island

MODES OF ACQUISITION OF SCHOOL SITES
1. Purchase
2. Donation
3. Contract of Usufruct
4. Expropriation
5. Barter or Exchange
6. Presidential Proclamation
7. Gratuitous Conveyance

Step By Step Procedure in Acquiring The Original Certificate of Title
1. STEP 1 - Survey of land and approval of plan
2. STEP 2 - Filing of application for land registration at the Regional Trial Court
(RTC) of the province or city where the land is located
3. STEP 3 - Setting of date by the RTC of Initial Hearing
4. STEP 4 - Publication of Notice of Initial Hearing (Official
Gazette/Newspapers)
5. STEP 5 - Service notice to all interested parties
6. STEP 6 - Filing of opposition/evidence of proof of ownership
7. STEP 7 - Hearing of case in court65
8. STEP 8 - Promulgation of judgment/decision by the court
9. STEP 9 - Issuance of decree of registration
10.STEP 10 - Furnishing the Register of Deeds the original and duplicate
copies of the decree of registration
11.STEP 11 - Transcription of the decree of registration in the Book of
Registry/issuance of duplicate copy of original certificate of title to owner of
land

SCHOOL SITE DEVELOPMENT
1. Principles in the Preparation of the Site Development Plan
2. Layout of Buildings and Other Structures
3. Arrangement of Buildings
4. Site Limitations
5. Acoustic Barriers
6. Sun Path
7. Local Wind Patterns
8. Sun screens, Vertical Louvers and Green Walls (vertical gardens).
9. The distances between buildings
10.The recommended setback
11.There should be provision for open space

SITE DEVELOPMENT PLANNING
The purpose of site development planning is to anticipate the
future needs and development of a school in terms of physical facilities
and to contribute towards conducive teaching-learning environment.

EXTERNAL AREAS IN THE SCHOOL
1. Agriculture Area
2. Playground Area
3. Circulation Areas
4. Athletic Field

SCHOOL SITE BEAUTIFICATION
1. School Gate
2. School Fence
3. Flagpole
4. Signboard
5. Planting Plan

EVACUATION AREAS
Open spaces can be utilized for constructing temporary shelters;
putting up water, sanitation, and hygiene facilities and temporary
classrooms (tents) during longer-term (days to weeks in duration)
evacuation of residents from the community during major calamities/
disasters. The school should have provision for open space big enough
to accommodate the total population of the school. The open space can
be used as short-term (hours in duration) temporary evacuation area of
students, teachers and school staff in case of emergencies such as
after a strong earthquake and occurrence of fire. The open space
should be at a safe distance from buildings, electrical wires, etc which
can become source of falling debris that can injure people. Students
can stay in this open space until parents are able to pick them up.
PhilGBC recommends that evacuation areas should have direct access
to an existing road for emergency exit

SPECIAL PROJECTS
From time to time, special projects are undertaken by the
schools in line with socio-economic programs of the government, such
as Kilusang Sariling Sikap (KSS), Food Production, Clean and Green,
School Orchard, Mini-forest, Herbal Garden, SHGP, ALS activities, etc.
Provisions of space for such special projects shall be considered in the
allocation of external spaces in the school site. It may be noted that the
use of public property for public use other than that for which they are
intended by law or ordinance is illegal. Article 20 of the Revised Penal
Code prohibits and penalizes the illegal use of public funds and
property.

THANK YOU

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