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Santos, Justin Clyde N.

AR502

Design 9

1.1 BACKGROUND OF THE STUDY

Education has a long history in the Philippines. Roots of Philippine education can be
traced as far back as the Spanish Colonial era. Schools were exclusive only for the Spaniards
until the late 19th century. Back then, only wealthy Filipinos can have access to formal
education. The schools were focused on inculcating Christian doctrines among the students.
The friars were in charge of instructing the students while missionaries control and impose
the rules by which the students are bound. A change in the system was witnessed during the
American Period. Basic literacy, history, civics were among the subjects taught while religion
was not considered part of the curriculum. The formal education system which we know
today was introduced. Another change was seen when the Department of Education
introduced the K - 12 in 2015. It is the current system used by the Philippines in educating
Filipinos.

The formal education system has long been considered effective in harnessing the
potential in every Filipino. Despite its effectiveness, not every Filipino has the capacity to
afford the cost needed to study. To address the problem, the Department of Education has
conceived and implemented the Alternative Learning System. The Alternative Learning
System is a non-formal ladderized program targeted to those who cannot afford formal
schooling. It includes instruction for non-formal and informal sources of skills. The ALS is
targeted to elementary and secondary school dropouts, over-aged youth and adults for grade 6
and 4th year, unemployed out of school youths and adults, industry based workers,
housewives, maids, factory workers, etc., cultural minority members/indigenous people,
persons with disability, and inmates. Learning sessions are conducted by facilitators
(teachers).
One of the issues the Alternative Learning System is currently facing is the lack of
appropriate spaces to conduct classes. Often, unused spaces or rooms in barangay halls or
public buildings are repurposed to serve as ALS classrooms. ALS sessions are also held in
schools. ALS students have to wait for the end of classes to use a classroom. Since there are
no dedicated rooms for ALS sessions, students cannot utilize the equipment needed in
informal education classes or InfEd (dressmaking, baking, hairdressing, housekeeping, etc.),
as these require spaces as well.

The main function of the Alternative Learning System Community Center is to serve
as a venue to conduct ALS sessions. The Center which will be composed of ALS classrooms,
Infed (informal education) learning rooms, livelihood spaces to showcase what was learned
in Infed classes, multi-purpose halls, and open spaces for crowd activities. ALS enrollees will
be the primary users of the project, instructors and personnel are secondary, and the
surrounding community/general public as tertiary users.

The aim of the Community Center is to involve the surrounding community during
the learning process of the enrollees. Through this involvement, the general public will come
to a better understanding and appreciation of the contribution of ALS system towards the
community. The projects may also serve as a prototype for future ALS learning centers.
1.2 STATEMENT OF THE PROBLEM

Major Problem

The major problem of the study is to know the appropriate space planning approach
for a community center functioning as an educational, commercial, and social space. The
interrelationship of spaces is the primary concern since the project is leaning toward the
design of public spaces.

Minor Problem

Issues regarding the social and environmental aspect of the project are as follows:

1. How can the project promote awareness and foster a healthy public perception
towards the DepEd's ALS program?
2. How can the design of the community center be conducive for learning?

3. How can the project achieve sustainability?


1.3 ARCHITECTURAL GOAL & OBJECTIVES/STRATEGIES.

Goal

The project aims to achieve a well-planned development through the application of a


planning approach where the zones for loud and quiet activities are well segregated. That
would foster social interaction through social consideration of efficient circulation patterns

Objectives

To be able to design an effective Community Center, the study must be able to:

1. Come up with an architectural character that departs from the conventional


style prevalent among schools.

2. Provide ample spaces while considering natural lighting and ventilation and
the provision of landscape elements through the application of hydroponics.

3. Apply energy efficient techniques and technology (passive cooling,


alternative energy source and eco materials)