Deped educational facilities manual 2010

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 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.

May either be simple, conditional, inter vivos or mortis causa. A simple donation is one whereby a person disposes gratuitously of a piece of land in favor of the municipality, city, province or the Republic of the Philippines. Contract of Usufruct. Private land desired for school purposes may be acquired through expropriation proceedings. Expropriation Proceedings. If the DepED or the LGU, as the case may be, fails to acquire a private property for educational purpose through purchase, expropriation proceedings may be started for the acquisition of the property.

The amount to be paid for the expropriated property shall be determined by the proper court, based on the fair market value at the time of the taking of the property.

Barter or Exchange. An existing school site may be exchanged for a new site for justifiable reasons. 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, Agriculture Area Circulation Areas.

Athletic Field. School Gate. A school shall have a main entrance gate and a service gate. The gate shall be functional. School Fence. A good strong fence shall be built around a school site to secure the school against stray animals and against squatters.

The display of the Philippine National Flag is a requirement for all schools. It shall occupy a prominent place in front of the main building in the assembly area. Planting Plan. The availability of an acceptable building is an important requirement for the operation of a school.

To be acceptable, a building shall be safe, sanitary, and adequate. A safe school building is structurally stable to resist lateral forces, such as strong winds, earthquakes, etc. It is free from structural defects and deficiencies so as to resist distortion and rapid deterioration. Its design and construction shall include provisions for fire resistance, fire prevention, as well as against accidents; provisions for persons with disability, and other necessary facilities to secure it against thieves, stray animals, an intruders.

School buildings are classified according to structure, function and design. As to structure, it may be classified as permanent, semi- permanent and temporary According to Function: Instructional Spaces These spaces are designed to directly accommodate the educational program. The basic instructional spaces for elementary schools are classrooms and work education shops or multi- purpose buildings for Home Economics and Industrial Arts Classes.

Detailed engineering shall proceed only on the basis of the feasibility or preliminary engineering study made which establishes the technical viability of the project and conformity to land use and zoning guidelines prescribed by existing laws. Chapter IV. Good seating is necessary for comfort and good posture and is crucial to the proper physical development of the child. Commonly used in public schools for storage and display purposes are bookcases, cupboards, cabinets, shelves, and divans The different kinds of school equipment commonly used as prescribed by the Commission on Audit COA needed in elementary and secondary schools FITTINGS Fittings are small accessory parts, often standardized used in a school building such as electrical switches and convenience outlets, doorknobs and the like.

Furnishings are articles of furniture or decorations for the interior of a building. Proper Utilization of Instructional Devices. Instructional devices are effective when they are properly planned, selected and utilized Types of Instructional Devices. Audio Visual Equipment The latest types of instructional materials are creations of modern technology, which are utilized as audio visual aids in teaching.

The seats shall be arranged within the recommended viewing area, which is a degree angle from the center of the screen. The classroom is a contained unit of learning space. To be effective, it must be designed such that spaces and facilities reflect the educational processes and activities that take place in them. Classroom Structuring. The regular classroom may be ideally structured following prescribed arrangements from the Division Offices.

Each Division or District Offices have the prerogative at prioritizing subjects for structuring. School Library. Classroom Library. The classroom library, as an extension of the school library, shall supplement and stimulate further use of the latter, but never to replace it. The Learning Resource Center represents a current trend in the management of instructional facilities, which involves the integration of audio-visual center, science room, social studies room, the planetarium and all instructional materials both print and non-print.

As the teaching of sanitation and good health habits is an integral part of the school program, it is important that public schools shall be provided with sanitary facilities. Toilet Facilities. Every school is required to have toilet facilities within the school premises preferably with the toilet for boys and that for girls located far apart. Toilet fixtures and materials shall be carefully selected and properly installed to ensure minimum maintenance and maximum utilization and durability.

Hand Washing Facilities. Group hand washing facility shall, if possible be provided proximate to the playground, gardens, school canteens and toilets. Drinking Facilities. A potable water supply shall be available in the school premises. Playground areas shall be considered together with classrooms as learning environment for educational growth.

Space Components. Playground areas shall include any or all of the following space components: Open grass areas for group games and other group activities. Playground Equipment. The equipment area shall be provided with the following playground apparatuses, among others; Slides 8 ft.

It shall be planned to feature openness and ease of access for teachers, school children and the public. School Health Clinic. A school health clinic is one of the essential facilities of every school 2.

Guidance and Counselling. The former contains a list of basic furniture and equipment required in every classroom of public elementary schools.

Chapter V. The management of educational facilities is an essential aspect of school administration. It shall assume both leadership and service functions. Proper management develops leadership, stimulates and appreciates creative or innovative efforts and facilitates service for its clientele.

Physical Facilities and Schools Engineering Division PFSED The management and administrative control of educational facilities in the Department of Education are incumbent upon the Secretary of Education, through the Physical Facilities and Schools Engineering Division PFSED concerned primarily with such staff functions as the formulation of policies, the setting up of standards, and the issuance of regulations and guidelines governing school facilities all over the country.

PFSED functions: Formulate policies, plans, guidelines and standards relative to the school building program SBP , school building repair and maintenance SBRM , school furniture, and school mapping exercise SME ; Prepare designs, plans and cost estimates for all facilities, including school furniture; Conduct researches and studies on new technologies for school building construction and furniture; Monitor the implementation of infrastructure projects as well as the repair, rehabilitation or maintenance of educational facilities, evaluate progress of work, and ensure that all specifications are followed; Evaluate requests for repair, rehabilitation and maintenance of educational facilities and submit appropriate recommendations; Give technical specifications of materials to be used in the construction, repair, maintenance of educational facilities to the Procurement Service; Provide assistance in the conduct of technical evaluation of bids for infrastructure projects and school furniture; Inspect delivered infrastructure projects and school furniture; Develop and maintain an information system which will include data about physical facilities and structures and geographical information concerning the location of the school and its access to services; Provide information to government and private sectors on matters pertaining to educational facilities; and Perform other related functions.

Regional Director. Exercises overall administrative control over all public elementary and secondary schools facilities throughout the region; Provides guidelines to the administrator of each school with regards to the care and maintenance of the educational facilities and all school property in it; and Prescribes rules of hygiene and orderliness to be observed in all public elementary and secondary school facilities in the region.

Schools Superintendent exercises the following management and administrative control over the educational facilities in the Division: Plans and manages the effective and efficient performance of all physical and fiscal resources of the division including professional staff development; Exercises general superintendence over all public elementary and secondary school facilities within the division; Examines the school buildings occupied for public instruction within the division with a view to determining their suitability and hygiene condition; and Exercises control over the use of all provincial and municipal school buildings and grounds in the division.

Recommends opening of new schools and annexes, renaming of schools, as well as closure of schools, in accordance with respective guidelines set for the purpose; Creates an environment within the school that is conducive to teaching and learning; Develops the school education program and school improvement plan; and Administers physical and fiscal resources of the school. Other groups involved in management and administrative control of educational facilities are as follows: School Governing Council Parent-Teachers Association Local School Board Other stakeholders ; Data on possible enrolment; 2.

Suitable school site with proof of ownership; and 3. Temporary school buildings and furniture. General Procedures in Establishing New Schools The procedure involved in establishing new schools as follows: 1. Submission of resolution from the community e.

Endorsement from the school heads through channels. The application of the annex for separation shall be supported by the following documents: Integration of Schools a. In addition, items 1. Public elementary and secondary schools may be named after their location or donor of the school, if apart for donating the lot he had also reached a level of public achievement and recognition.

Naming of schools after a living person is prohibited by Republic Act No. Functions of Stakeholders a. Regional Director District Supervisor e. Other Groups B. Requirements in Establishing New Schools 2. General Procedures in Establishing New Schools 3. Specific Procedures a. Establishment of New Schools b. Separation of Annexes c. Integration of Schools d.

Civil Service Examination 2. Literacy Classes 3. Polling Places 4. Community Programs 6. Evacuation Centers D. Personal Use of Educational Facilities 2. Squatters E. Maintaining School Records and Facilities F. National Funds a. Department of Education DepED b.

Request for National Fund 3. Financing School Sites 4. Sharing of Funds b. Fund Administration Voluntary Contributions 6. Foreign-Assisted School Building Program 7. Adopt-A-School 8. Negotiated Procurement 3. Bidding Process for Projects 4. Flowchart for Procurement of Goods I. Booking-up of Completed School Buildings a. Procedures in Booking-up of School Buildings b. Purchase, Procurement of Property, Plant and Equipment c.

Property and Inventory System a. Perpetual Inventory Method b. Moving Average Method 4. Accounting for Loss of Cash and Property 5.

Grant of Relief from Accountability J. Membership of Disposal Committee 2. Modes of Disposal Divestment a.

Transfer of Property c. Barter d. Donation of Property e. Sale of Unserviceable Property 3. Property Assets Subject to Disposal 4. Determining Factors in the Disposal of Unserviceable Property 5. Inspection and Appraisal of Property for Disposal 6. General Procedures in Appraisal 7.

Guidelines on Disposal Chapter VI. On Location 2. Environment a. Thermal Environment b. Acoustic Environment c. Visual Environment d. Aesthetic Environment 3. Program Adequacy 4. Numerical Adequacy D. Health and Disaster Risk Reduction Measures 2.

Fire Safety 3. Earthquake Safety 4. Flood and Flash Flood Safety 5. Structural Soundness 6. Sanitation Adequacy 7. Housekeeping Quality 8. Accessibility and Use by the Handicapped 9. Miscellaneous Concerns G. 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. For the purpose of this book, the different components that constitute educational facilities are categorized as follows: school sites, school buildings, school furniture and equipment.

Theavailabilityofsafe,securedandsatisfactoryeducationalfacilities i. Sites should be assessed in terms of its vulnerability to various geological and hydro meteorological hazards.

Conversely, one of the grounds for the closure of a school is substandard facilities i. The availability of safe, secured, adequate and satisfactory educational facilities will support the teaching and learning processes and ultimately improve the quality of basic education. 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. It shall include sound educational facility planning and design process principles to: a. Maximize collaboration in school planning design through consultative planning, design and project implementation, involving a wide spectrum of representatives from the community, e. Build a proactive facility management program which anticipates facility problems during the planning phase like maintenance and operations of the educational facilities.

Plan schools as neighborhood-scaled community learning centers considering the following steps: c. Plan for learning to take place directly in the community which affirms that learning happens all the time and in many different places. 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.

Constant evaluation of educational facilities shall be made in terms of efficiency of operation and maintenance of standards in relation to the efficiency and effectiveness of instruction.

It shall be an integral part of the total educational program of the school. Teachers,supervisors, architects,engineers,etc. 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.

A comprehensive educational facilities program shall cover within its scope of action such aspects as establishing, organizing, developing, improving, maintaining, financing, evaluating, etc.

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.

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 Process a. 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.

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. These shall be in-built and based upon a sound system of information.

Corrective measures and updating whenever and wherever found necessary shall be taken so as to improve the effectiveness of the school mapping exercise. The school map becomes an integral part of the general map of public services for the community. Geologicalandhydro-meteorologicalhazardmapsgeneratedbymandatednationalgovernmentagencies are available and should be referred to by each school and used in site location, planning, and implementation. The hazard maps will help identify areas or zones prone to specific hazards such as those related to earthquakes ground rupture, ground shaking, liquifaction, earthquake-induced landslides and tsunami , volcanic eruptions pyroclastic flows, lava flows and ash fall as well as hydro-meteorological hazards brought about by tropical Geological and hazard maps shall be provided to each school.

This will identify areas prone to hazards like landslides, soil erosion, floods and earthquakes. 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. 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 4.

Specific Outputs of School Mapping a. Prioritization of schools based on defined set of criteria, e. Identifying the location of new schools based on a defined radial distance from existing schools or barangays attention in range, i.

Grouping of entries based on a defined set of attributes. SME is a demand-driven approach for educational planning as well as the tool for decision-making of school development in a rational and efficient manner. It is now considered as a tool for supporting decision-making in the formulation of policies, standards and guidelines.

A specific discussion for this specific hazard scenario is very necessary. Site location must consider all possible hazards and must be readily considered using a multi-hazard approach. 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. School facilities shall be designed satisfactorily for joint school and community use by considering both child and adult needs.

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. 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. For the purpose of designing and sizing school facilities, two types of part-body measurements are required: 1. Types of Part-Body Measurements a. Static Measurements These are measurements based purely on the dimensions of body parts, namely: 1 Lower leg from heel to the popliteus 2 Upper leg from popliteus to back of buttock 3 Hip-width 4 Shoulder-width 5 Height of elbow standing and seated 6 Thickness of thigh seated 7 Eye-height seated and standing b.

Dynamic Measurements These are measurements based on what can be performed, namely: 1 Forward reach of the arms 2 Upper reach of the arms 3 Lower reach of the arms 4 Height of hand 2.

Methods in Taking Part-Body Measurements Basically, two methods are used in taking part-body measurements: a. Measuring actually each of the whole range of part-body dimensions.

Measuring only the standing height and then deducing the part-body measurements from it by using a system of proportion which relates part-body measurements to standing height. Select a sample of children b. For method 1 Static Measurements , use a sample for each part-body measurement. Formethod2 DynamicMeasurements ,useasampleorstandingheightfromwhichthepart-bodymeasurements are to be deduced. Determine the number of children to be measured by category, each category being usually an age-group.

Take the part-body measurements or compute according to the method used. Thermal comfort in the school is obtained either by artificial means electric fan, air conditioner, etc. Thermal comfort by natural ventilation maybe obtained in the following ways: 1. Proper orientation of school buildings to minimize solar heat loads, that is, building ends shall face approximately the east-west direction and its long sides along the north-south direction to avoid direct sunlight. Designing school buildings with wide overhanging eaves to provide shade and promote air motion inside the buildings.

Keeping buildings as narrow as possible so that breezes can blow through the rooms easily from one side of the building to the other. Providing adequate fenestration to allow the maximum amount of wind to blow through the building.

Planting trees with a large foliage mass along the sides of the building to promote air motion inside the building. Distance of the trees from the building shall be specified, not too close to affect air circulation, nor later on to destroy the building foundation by their roots. Active solutions such as electric fans or air-conditioning units should only be back-up solutions. Minimum and maximum indoor temperature range as well as humidity range needs to be specified, to include: 1.

Maximum allowed degrees deviation of building from the east-west direction 2. Length of overhang in relation to bottom of window sill when the sun is at its lowest angle to the south on June 21 and when the sun is at its lowest angle to the north on December Maximum width space of buildings.

Define minimum distance requirement between buildings. Minimum and maximum percent ratio of fenestration to wall area. Specify minimum distance of trees from the building. Good lighting, whether by natural daylight or artificial light, is characterized by the quantity and quality of illumination. Quantity of Light.

The recommended illumination levels for classrooms are as follows: a. For a standard classroom in general, a minimum illumination level of 10 foot candles is considered normally sufficient.

Research has shown no significant increase in visual acuity with the increase of foot candles above the footcandle standard. For most tasks common to schoolrooms, intensities of from 20 to 40 foot candles are considered practical and satisfactory. For finer classroom tasks which need brighter light, the following illumination levels on the surface of the tasks are recommended: Generally, however, the quantity of light in a classroom depends on the following conditions: 1 natural illumination design and size of windows 2 condition of the classroom as to the paint and size 3 types of building one storey or two-storey 4 climatic conditions 5 ceiling height 2.

Following proper orientation of school buildings to provide adequate indirect daylight for the classrooms; b. Using bilateral fenestration or providing windows on both sides of each classroom to secure daylight from both left and right sides of the classroom; c. Making classroom windows wide, low-silled, and high-topped to insure maximum daylight illumination; d.

Using proper combination and intensity of colors in classrooms and on facilities to provide proper brightness- contrast; e. Providing proper shading to avoid glare inside the classrooms; and f. Size of classroom as to distance of blackboard up to the low row seat. Artificial day lighting is only a back-up for cloudy or overcast sky conditions. Visual comfort by natural daylight may be achieved by specifying minimum and maximum height ratio to floor area depth.

Sources of Sounds The sounds that a pupil hears simultaneously inside a classroom usually come from four 4 sources: a. The voice of his own teacher; b. Background sounds in his own classroom, such as chairs scrapping, sounds of movement from nearby children, etc.

External sounds from outside the building, such as vehicles, airplanes, birds chirping, dogs barking, etc. Ways of Achieving Acoustic Comfort Acoustic comfort in school may be achieved by: a. Locating the school in a quiet neighborhood; b.

Locating the school building at a reasonable distance from the street; c. Proper zoning of the school site to separate noisy areas from those where silence is required; and d. Grouping buildings according to function so that academic buildings, where silence is required, are located at a reasonable distance from shop, home economics, and other buildings where noisy activities take place normally. Desirable Aural Environment Inside the classroom, the desirable aural environment maybe provided as follows: a.

Arranging the seats in such a way that no pupil is more than seven meters away from the teacher standing in front of the room; and b. COLOR 1. Importance of Color The application of color or paint on educational facilities is designed: a. To contribute to visual comfort as a partner of light, color, and raise the illumination levels, effect proper contrast, and eliminate glare b.

For aesthetic effect c. To preserve and protect materials as to maintenance d. For safety precautions 2. Guidelines on the Use of Color The following guidelines on the use of color are suggested: a. The color scheme shall be practical and in good taste; garish colors or a riot of colors shall be avoided. There shall be a slight contrast in color between the chalkboard and the wall on which it is installed; areas of bright, distracting colors near the chalkboard shall be avoided.

Proper combination of colors shall be used to highlight or emphasize elevation changes, obstructions, stairways, etc. Safety Color Scheme The following safety color scheme is universally recognized: Red denotes fire hazards or fire-fighting equipment, such as fire alarm boxes, fire pails, fire extinguishers, etc.

Green signifies safety or a go-ahead signal. Orange is used to indicate alert or danger from equipment. White serves as a traffic line or guide. Yellow with its high visibility, is used to warn danger from stumbling, falling or striking, and is usually with alternate bands of a dark color.

Blue indicates precaution and is used on switchboxes, levers, etc. 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.

The Basic Education Curriculum BEC used in formal education prescribed disaster risk reduction learning competencies required of every child to learn before passing basic education.

Since school buildings are used as venues where teaching-learning activities take place, then school buildings need to be safe. How To Make Schools Safe a. What is Scribd? Explore Ebooks. Bestsellers Editors' Picks All Ebooks. Explore Audiobooks. Bestsellers Editors' Picks All audiobooks. Explore Magazines. Editors' Picks All magazines. Explore Podcasts All podcasts. Difficulty Beginner Intermediate Advanced.

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