CHAPTER 1: INTRODUCTION

1.1 THE PROJECT

Introduction:

“Education is the most powerful weapon which you can use to change the world.”
-Nelson Mandela

The importance of education is greatly emphasized by Mr. Nelson Mandela stating that it is the
most powerful weapon you can use in order to change the world which is why it is already a priority
since then because of the knowledge it gives to people. With the use of the knowledge acquired, not
only it enables people to be qualified to practice and specialize in their fields of work that helps in the
general welfare of the society, but it is also the bridge that saves us from ignorance.

Education is an essential tool for a brighter future for all by helping us achieve anything great in our
life. Higher level of education helps people in earning social and family respect, also unique
recognition. Acquiring higher level of education involves choosing a good and affordable university and
at the same time securing the quality of education that makes it part the crucial stage in our life. Not
only it provides a person a unique standard in the life and feeling of well-being, education provides
ability to solve any big issues regarding the social and family and even national and international level
problems.

None of us can unseen the importance of education in our life in every aspect. It turns the minds
towards positivity in the life and removes all the mental problems and negativity. It changes the
people’s thought by bringing positive thoughts and removing negative thoughts. Education develops
the people’s minds to a great level and helps in removing all the differences in the society. It makes us
able to become a good learner and understand every aspect of life. It provides ability to understand all
the human rights, social rights, duties and responsibilities towards country.

Education makes us more civilized and better educated. It helps us in making better position in the
society and achieves dreamed position in the job. It makes us able to become a good architect, doctor,
lawyer, engineer, officer, pilot, teacher, etc in the life whatever we want to become. Regular and proper
study leads us towards success by making a goal of life.

Education system here in the Philippines was so tough and people were not able to get education
according to their own wish. Unfortunately nowadays, it seems that only a few schools or universities
are offering affordable and quality education, and facilities that is not conducive enough for the learning
of students. Giving away affordable and quality education not only helps the families to have a better

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life, but it also serve as means for professionals to help each other to improve the country. The more
professional people we have in this country, the more it increases our independence from foreign help
in order to improve our country.

Oftentimes, rural provinces are overlooked from the quality of schools in their areas. Of all levels
of education, tertiary level is considered the higher education that harnesses the more productive
capacity of a person and is considered as the most vital element for human development. A Tertiary
education provides not only skills required but the hands-on training that is essential for future
professionals.

By establishing the Northern Samar University, it will be a great deal for the local residents within
the area municipality because of the benefit of education and convenience that this project will provide.
And also, it will adapt on the community and ambience that waray people used to have. The vernacular
and indigenous characteristics of the waray province will be the main aesthetic theme of the whole
project.

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1.2 PROBLEM STATEMENT

1.2.1 Backround of study

Today, migration from rural into urban areas is common to many places. One example that we can see
is college students migrating from their rural municipality to urban areas (ex. Manila, Cebu, Tacloban)
just for them to get good quality education.

Catarman, officially the Municipality of Catarman, is a 1st class municipality and capital of the province
of Northern Samar, Philippines.It is the largest municipality in terms of land area and population in the
province. It is the commercial, financial, political and government center of the province. According to
the 2015 census, it has a population of 94,037 people.There are nine (9) high schools in Catarman, (5
public schools and 4 private schools) and 4 colleges (1 public and 3 privates) recorded within the area
municipality.

Number of Graduate students per school.(Secondary Education).

Name of Schools
Public Schools 2013 2014 2015 2016 2017 2018
JuniorHigh SHS
1. Catarman NHS 1,349 1,578 1,669 1,835 2,123 2,155 1,527
2.Cervantes NHS 326 319 334 338 422 492 462
3.Polangi NHS 55 72 61 77 121 156 212
4. Libjo NHS 38 42 29 36 43 31

Private Schools
Northern Samar 854 881 845 863 926 953 1374
Colleges
Saint Michael 405 424 456 525 604 587 535
Academy
San Lorenzo Ruiz 222 247 232 317 388 412 438
High school
TOTAL 3,249 3,563 3,626 3,891 4,227 4,785 4,548

Source: Secondary schools in Catarman N. Samar

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 Number of Freshmen students enrollee per school. (Tertiary Education).

Name of schools 2013 2014 2015 2016 2017 2018 Overall

Percentage of HS
graduate students
enrolled
Public School
TESDA 208 221 215 232 259 232 5.9%

Private Schools
East Pacific 173 158 169 75 84 168 3.6%
Computer College
Northern Samar 722 858 831 352 523 894 18.4%
Colleges
Eastern Visayas 121 126 141 63 77 155 2.9%
Central College

TOTAL 1,224 1,363 1,356 722 952 1449 30.8%

Source: Tertiary Schools of Catarman N. Samar

From the given data only 30.8% out of the overall number of27,899high school graduate students of
Catarman N. Samar from 2013-2018 pursued their tertiary education on the existing colleges within the
area municipality.

Existing courses and program choices available for students within the area municipality are

Northern Samar Colleges University of Eastern Philippines

1.) BS Information Technology 1.) College of Arts and 2.) College of Business
Communication Administration
2.) BS Computer Science 2.)College of Engineering 4.) College of Education
3.) BS Education 5.) College of Nursing 6.) College of Veterinary
Medicine
4.) BS Business Administration 7.) College of Agriculture 8.) College of Computer
Engineering
East Pacific Computer College Eastern Visayas Central Colleges

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 1.) BS Computer Engineering 1.) BS Criminology
2.) BS Computer Science 2.) BS Elementary Education
3.) BS Custom Administration 3.) BS Secondary Education

Source: Tertiary Schools along Catarman Northern Samar

(The University of Eastern Philippines is the existing institution at Eastern Visayas where most of the
students of Catarman Northern Samar enroll)

From the given data we can see that there are fewer program/courses choices for the students
which paved way for their migration.

1.2.2 STATEMENT OF THE PROBLEM:

The main causes of migration from rural into urban areas not only students, but even teachers because
schools from their places, may be affordable but if not lacking facilities, is located in the most isolated areas
where transportation and conducive learning is also a struggle.

 What are the benefits of this project in terms of convenience and accessibility?

 Will it provide same level of education and facilities in urban areas of the country?

 Will it provide continuous development of facilities according to the needs in advancement of

learning?

 Will it offer competitive curriculum that copes to the existing curriculum of universities in urban
areas?

 How will this project boost the economy of our country?

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In response to these challenges. A project that aims to provide a rural institution that offers the same
education level a student can get from urban areas, A project that provides variety of program/courses
choices for the students, and a more advance facilities a student can use for their future endeavor.
Indigenous and vernacular architecture will be the approach to provide an easier construction process to
the project and also provide good aesthetics that will adapt on existing the existing culture of the waray
people and natural materials used in Catarman N. Samar.
1.3 PROJECT OBJECTIVES

1.3.1 Specific Objectives

The overall objectives of the proposed project University of Catarman Northern Samar is to provide
good quality of learning that will cater to the variety of needs not just on the local residents of the area but
also to people who wishes to learn, study and pursue a degree on the proposed university.
This projects aims to:

 Continue to be the bridge in order to execute effective and efficient way of learning.

 Provides continuous development of facilities according to the needs in advancement of learning.

 Offer competitive curriculum that copes to the existing curriculum of universities in urban areas

 Provide affordable education that will enable the financially challenged families especially the
residents of Catarman Northern Samar to provide their children good education.

 Let the rural residents of Northern Samar to have an easy access to the school premises.

1.3.2 General Objectives:

The overall goal of the proposed project University of Catarman Northern Samar is to prepare the
students of the best outcomes that they will learn the proposed projects.

This project envisioned to:

 Produce more professionals within the municipality of Catarman and at the province of Northern
Samar without the need to migrate to urban areas to pursue their studies.

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  Empower the spirit of nationalism of the Filipino students when they become professionals for
them to help each other to improve and make the country grow.

 Produce as many professionals in the country, especially in rural areas with independence from the
need to feel inferior from professionals produced from urban areas.

1.4 THE CLIENT

Municipality and Locality of Catarman Northern Samar:

Engr. Carlito O Danque, ASEAN Engineer,

EnPEngr.NormanCamposano, EnP

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Engr. Carlito O Danque, ASEAN Engineer, EnP- Municipal Engineer and Environmental Planner of the
whole locality of Catarman Northern Samar
Engr.NormanCamposano, EnP- Municipal Planning Development Head and Zoning Administrator of the
locality of Catarman N. Samar

As off this past few years 2013-2018 the Municipality of Catarman is planning to establish their own state
university which focuses on Medicine, Law and Architecture and Arts because the Locality of Northern
Samar still don’t have a existing school offering the said programs that is directly accessible on the existing
municipality of Catarman Northern Samar. The municipality of Catarman Northern Samar envisioned to
plan this to remove the reliance of the municipality on the educational institutions existing along Eastern
Visayas and along Urban Areas which paves way for the inaccessibility and struggle of the students when it
comes to tertiary education within the municipality of Catarman Northern Samar.
As of nowCatarmanNorhtern Samar which belongs to the Region 8 (Eastern Visayas Region) has an
existing total of 4,125,932,000 philippinepesosgovernment budget for educational institutional allotted for
the Region 8 (Eastern Visayas Region) of the country.

Medical Hospital that will accommodate the proposed project in terms of medical facilities:
Catarman Doctors Hospital:
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 The existingCatarman Doctors Hospital (CDHi) is the existing
hospital within the municipality of Catarman Samar located at
barangay Bangkerohan located along the existing Catarman
Diversion Road this hospital is the first hospital in Catarman
accredited by Phil Health and DOH (Department of Health) When
it comes to advancement in facilities this hospital continues to
serve the residents of Catarman Northern Samar when it
comes health issues and benefits. The Catarman Doctors
Hospital give way to the residents of Catarman Northern Samar
without the migration to other localities and places just to have
the benefits of a good hospital

The owner of Catarman Doctors Hospital:

Dr. Thomas P. De Asis, MD, MBAH. and Dr. Teresita De Asis, MD.
Mr. and Mrs. Tho,as and Teresita De Asis are the owner of the existing Catarman Doctors Hospitals and
also they’re one of the General Doctors not just on the existing hospital but also on the whole municipality
of Catarman Northern Samar

Photographs of Some FacilitesAnd

Laboratories Of The Existing Catarman Doctors Hospital:

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 Dialysis Room Cardiac Monitoring Room (CMR) and
CardioVascular Room

Our Patient Department (OPD) Nursery

Pharmacy

X-RAY room
X-RAY reception

Close Monitoring Unit (CMU)

Medical Laboratory
Nerphology Office

Central Sterilization Room

Ancxialry services Nursing Station CT scan Unit

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Dental Clinic Medical Records Emergency Room

1.5 PROJECT SCOPE AND LIMITATIONS

1.5.1 Scope of the study:

 The project will cover the overall general architecture of the project, the aesthetic type and
orientation of the areas and structures, space requirements, types of utilities will be used, design
innovations, and other technical issues.

 The general concern is to provide enough and sufficient educational facilities that are needed for
the enhancement of learning on higher education not just on the residents of Northern Samar but
also for those who wishes to study on the proposed project.

 This study will only focus on the needs of the tertiary students of the Catarman Municipality and will
offer a higher and competitive curriculum. The facilities that will be provided by the project will not
only make use of the facilities efficiency but also the comfort and convenience of the user.


 The study will cover the existing culture of the Waray People which are mainly called as
Samararennos/Samarnons.

 The study concentrates in the areas of Catarman Northern Samar.

1.5.2 Limitation of the Study

 The proposed project will only covers the community of Catarman Northern Samar and its neighbor
towns and perimeter itself.

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  To maintain and support the complete system of education relevant to the need of the students is
also not the scope of the project. The Proposed Northern Samar University administration will
handle this matter.

1.6 DESIGN PROCES

1.) Define the Problem- Issues of the causes college students migration from rural municipality to
urban areas, just for them to get good quality education and the lack of existing opportunities for
the student’s education.

2.) Collect Information- Gathering of Information of the existing educational institutions of Catarman
that supports the educational issues.

3.) Brain Storming- Critical thinking of what possible solution can address the existing educational
problems of Catarman

4.) Development Process-Collect and combine information about the data that can improve the
project.

5.) Design Improvement- Applying the combined analysis to produce good outcome of the project

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 Chapter 2: Site Justification
2.1 Site Selection Criteria

2.1.1 Site/Development Selection Criteria

Criteria for site selection is resolved to be in SWOT analysis

Proposed Project:
SWOT ANALYSIS Northern Samar University
 The site located along the major roads theCatarman Diversion Road
 The site has more stable soil and less prone to flooding
 No active fault lines existing on the site
Strengths  The total lot area is 225,140.09 m²(22.51 hectares) which is enough
for the educational community and for future expansion of the site
STRATEGIES:
 Utilize the strategic location to bring benefits to the user of the
project
 Provide expansion plans and ideas since the site is adjacent into
two open space lot
 Provision of accessible safety features (ex. sidewalks and
ramps) to provide safety purpose and to avoid future accidents

 There are available sources of utilities such as Water Supply, Power

Supply, and Communication. But the drainage system is under
Weaknesses development.
STRATEGIES:
 Provide alternative drainage systems utilities to prevent waste water
from flooding and being wasted
 Provide a water future water filtration conservation system for waste
for the recycling of waste water.

 The site is well-located near the present and probable population to

be served
 The municipality of Catarman has network of mostly concrete roads
Opportunities within the site. The transport system is consisting of busses,
jeepneys, van,pedicabs.
 The site is located in the developing area which deals on its
environment.

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 STRATEGIES:
 Designing an enough user space for the existing population and
future demands of the project.
 Provision proper drop-offs and enough parking areas to avoid traffic
congestion and accidents
 Adopting the environment or the culture of Catarman (Waray Culture)
for the design of the building
 Existing accidents on the area because of over speeding and other
causes
 Bulk roads which causes accidents
Threats
STRATEGIES:
 Provision of safety features with the area community (ex. Warning
signages, pedestrian lanes, proper drop-offs).

Consideration in site selection for the project proposal:

1.) Accessibility- The site should be accessible to public roads
2.) Physiography- The suitability of soil and topography of the site
3.) Rainfall and Flooding- The flooding capacity of the site
4.) Availability of Utilities- It should be present in the area such as waterline, drainage, electricity,
communication system, garbage disposal
5.) Site Condition- The consideration of the current environment of the area
6.) Site Capacity- A large enough site for the target users should be considered
7.) Location, Neighborhood and Immediate Surroundings- The location of the site should be
compatible with other developments surrounding the area

Site Selection Criteria:

Foreign: School Facilities Planning Division California Department of Education.
Evaluating Safety Factors
Safety is the first consideration in the selection of school sites. Certain health and safety requirements are
governed by state regulations and the policies of the Department. In selecting a school site, the selection
team should consider the following factors:
1.) Proximity To Airports
2.) Proximity To High-Voltage Power Transmission Lines
3.) Presence Of Toxic And Hazardous Substances

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 4.) Hazardous Air Emissions And Facilities Within A Quarter Mile
5.) Other Health Hazards
6.) Proximity To Railroads
7.) Proximity To High-Pressure Natural Gas Lines, Gasoline Lines, Pressurized Sewer Lines, Or High-
Pressure Water Pipelines
8.) Proximity To Propane Tanks
9.) Noise
10.)Proximity To Major Roadways
11.)Condition Of Traffic And School Bus Safety
12.)Safe Routes To School
13.)Safety Issues For Joint-Use Projects.
.
1.) Proximity to Airports

As a part of the site selection prescreening process, the school district should determine the
proximity of the site to runways. Both the Department and DOT have maps identifying airport
locations. If the site is within two nautical miles of an existing airport runway or a potential runway
included in an airport master plan, as measured by direct air line from the part of the runway that is
nearest to the school site, the following procedures must be followed before the site can be
approved:

1.) The governing board of the school district, including any district governed by a city board of
education, shall give the Department written notice of the proposed acquisition and shall
submit any information that is required by the Department. The Department will notify the DOT
Aeronautics Program, Office of Airports.
2.) The Division of Aeronautics shall investigate the proposed site and, within 30 working days
after receipt of the notice, shall submit to the local governing board a written report and its
recommendations concerning acquisition of the site. As a part of the investigation, the
Aeronautics Program shall give notice to the owner and operator of the airport, who shall be
granted the opportunity to comment on the proposed school site.
3.) The governing board of the school district shall not acquire title to the property until the report
of the DOT Aeronautics Program has been received. If the report favors the acquisition of the
property for a school site or an addition to a present school site, the governing board shall hold
a public hearing on the matter before acquiring the site.
4.) If the report does not favor the acquisition of the property for a school site or an addition to a
present school site, the governing board may not acquire title to the property. If the report does
not favor acquisition of a proposed site, no state funds or local funds shall be apportioned or
expended for the acquisition of that site, construction of any school building on that site, or the
expansion of any existing site to include that site.

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2.) Proximity to High-Voltage Power Transmission Lines

Electric power transmission lines maintained by power companies may or may not be hazardous to
human health. Research continues on the effect of electromagnetic fields (EMF) on human beings.
However, school districts should be cautious about the health and safety aspects relating to
overhead transmission lines. School districts should take a conservative approach when reviewing
sites situated near easements for power transmissions lines.

In consultation with the State Department of Health Services (DHS) and electric power companies,
the Department has established the following limits for locating any part of a school site property
line near the edge of easements for high-voltage power transmission lines:

1.) 100 feet from the edge of an easement for a 50-133kV (kilo volts) line

2.) 150 feet from the edge of an easement for a 220-230kV line

3.) 350 feet from the edge of an easement for a 500-550kV line

3.) Presence of Toxic and Hazardous Substances

The presence of potentially toxic or hazardous substances on or in the vicinity of a prospective

school site is another concern relating to the safety of students, staff, and the public. Persons
responsible for site evaluation should give special consideration to the following hazards:

1.) Landfill areas on or adjacent to the site

2.) Proximity of the site to current or former dump areas, chemical plants, oil fields, refineries, fuel
storage facilities, nuclear generating plants, abandoned farms and dairies, and agricultural
areas where pesticides and fertilizer have been heavily used
3.) Naturally occurring hazardous materials, such as asbestos, oil, and gas

4.) Presence of Toxic and Hazardous Substances

1.) The LEA shall consult with the administering agency and the local air pollution control district
or air quality management district to identify facilities within a quarter mile of the proposed site
that might reasonably be anticipated to emit hazardous air emissions or handle hazardous
materials, substances, or wastes and shall provide written notification of those findings.
2.) The LEA shall make the finding either that no such facilities were identified or that they do exist
but that the health risks do not or will not constitute an actual or potential endangerment of

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 public health at the site or that corrective measures will be taken that will result in emissions
mitigation to levels that will not constitute endangerment.
3.) In the final instance the LEA should make an additional finding that emissions will have been
mitigated before occupancy of the school. These written findings, as adopted by the LEA
governing board, must be submitted to the Department as a part of the site approval package.

5.) Proximity to Railroads

When evaluating a site near railroad tracks, a study should be conducted to answer the following
questions:

1.) What is the distance from the track easement to the site?
2.) Are the tracks mainline or spur?
3.) What kinds of cargo are carried?
4.) What is the frequency of rail traffic, and how does the rail traffic schedule relate to the school
time schedule? Is the proposed site near a grade, curve, bridge, signal, or other track feature?
5.) What is the need for sound and safety barriers?
6.) If pedestrians or vehicles must cross the tracks, are there adequate safeguards at the
crossing?
7.) Are there high-pressure gas lines near the tracks that might rupture in the event of derailment?
While most railroads have detailed instructions for handling hazardous materials, no setback distance
between railroad tracks and schools is defined in law. However, the California Code of Regulations, Title 5,
Section 14010, established the following regulations pertaining to proximity to railroads:
If the proposed site is within 1,500 feet of a railroad track easement, a safety study shall be done by a
competent professional trained in assessing cargo manifests, frequency, speed, and schedule of railroad
traffic, grade, curves, type and condition of track, need for sound or safety barriers, need for pedestrian and
vehicle safeguards at railroad crossing, presence of high pressure gas lines near the tracks that could
rupture in the event of a derailment, preparation of an evacuation plan. In addition to the analysis, possible
and reasonable mitigation measures must be identified.

6.) Proximity to Pressurized Gas, Gasoline, or Sewer Pipeline

Education Code Section 17213 prohibits the acquisition of a school site by a school district if the
site "contains one or more pipelines, situated underground or aboveground, which carries
hazardous substances, acutely hazardous materials, or hazardous wastes, unless the pipeline is a
natural gas line which is used only to supply natural gas to that school or neighborhood." Public
Resources Code Section 21151.8 uses the same language with reference to approval of
environmental impact reports or negative declarations. (See CCR, Title 5, Section 14010

7.) Proximity to High-Pressure Water Pipelines, Reservoirs, Water Storage Tanks

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 Large, buried pipelines are commonly used for delivery of water. The ground surfaces over these
buried pipelines are covered with roadways or green belts or remain undeveloped, and the general
public is unaware of their existence. Designs of such pipelines include a wide margin of safety for
the operating water pressures within the pipe, but a severe earthquake, damage by an adjacent
construction activity, or highly corrosive conditions surrounding soils can contribute to leakage or
even failure of the pipe. A sudden rupturing of a high-pressure pipeline can result in the release of
a large volume of water at the point of failure and fragments of concrete pipe being hurled
throughout the immediate area. Subsequent flooding of the immediate area and along the path of
drainage to lower ground levels might occur.

To ensure the protection of students, faculty, and school property if the proposed school site is
within 1,500 feet of the easement of an aboveground or underground pipeline that can pose a
safety hazard, the school district should obtain the following information from the pipeline owner or
operator:

1.) The pipeline alignment, size, type of pipe, depth of cover

2.) Operating water pressures in pipelines near the proposed school site
3.) Estimated volume of water that might be released from the pipeline should a rupture occur on
the site
4.) Owner's assessment of the structural condition of the pipeline (Periodic reassessment would
be appropriate as long as both the pipeline and the school remain operational.
8.) Proximity to High-Pressure Water Pipelines, Reservoirs, Water Storage Tanks

A propane tank explosion is known as a boiling liquid evaporative explosion. The school district
should address the safety issues of locating a propane tank on or near a school site by answering
the following questions:

1.) How many tanks are on the site now and how many might there be in the future?
2.) How far away would the tanks be stored from the school boundaries?
3.) What is the capacity of the tanks?

9.) Noise

Noise is unwanted or harmful sound; sound that is too loud is distracting or, worse, injurious.

The loudness of sound is measured in decibels. Each decibel level equates to the amount of
acoustical energy necessary to produce that level of sound. The decibel scale is exponential. A
person's whisper may be measure at 20 decibels. The sound measured at 30 decibels is ten times
as loud as the 20decibel whisper. The normal range of conversation is between 34 and 66
decibels. Between 70 and 90 decibels, sound is distracting and presents an obstacle to
conversation, thinking, or learning. Above 90 decibels, sound can cause permanent hearing loss.

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 The California Department of Transportation considers sound at 50 decibels in the vicinity of
schools to be the point at which it will take corrective action for noise generated by freeways. If the
school district is considering a potential school site near a freeway or other source of noise, it
should hire an acoustical engineer to determine the level of sound that location is subjected to and
to assist in designing the school should that site be chosen. The American Speech-Language-
Hearing Association (ASLHA) guidelines recommend that in classrooms sounds dissipate in 0.4
seconds or less (and not reverberate) and that background noise not rise above 30 decibels.

10.)Proximity to Major Roadways

The site shall not be adjacent to a road or freeway that any site-related traffic and sound level
studies have determined will have safety problems or sound levels which adversely affect the
educational program.

When evaluating a site near a major roadway, a school district needs to ask questions similar to
those used in evaluating risk from rail lines:

1.) What is the distance from the near edge of the roadway right-of-way to the site?

2.) How heavy is the traffic flow?

3.) How many trucks carrying freight use the roadway during the time students and staff are
present?

4.) Is a safety or sound barrier necessary?

5.) How will students coming across the highway get to school safety?

Like railroad setbacks, highway setbacks from schools are not established in law. However,
experience and practice indicate that distances of at least 2,500 feet are advisable when
explosives are carried and at least 1,500 feet when gasoline, diesel, propane, chlorine, oxygen,
pesticides, and other combustible or poisonous gases are transported. In the absence of specific,
legally defined setback distances for schools, the Department reviews each case individually.

Local:

GUIDELINES AND STANDARDS FOR PHYSICAL PLANT AND FACILLITIES OF COLLEGES AND
UNIVERSITIES

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 ARTICLE II

A.) Site-(It is the land area with defined boundaries and a land title in the name of the school to be
established where the buildings and other educational facilities are located.

B.) Location-(It is the geographical position of the school as defined In a land title under the name of
the school, the process of making out an area of land where boundaries are defined by legitimate
land title.

C.) Environment- (It is the continually changing complex* of all the surrounding conditions and
influences interacting a school. It is also the aggregate of all the conditions that influence the life of
an individual or community life customs, laws, languages, religions and economic and political
organizations.

D.) Orientation - (school building should be properly oriented, that is properly placed with regard to air
currents, natural lights, heat from the sun, utility of the plant and grounds and most advantageous
displays. It should be directly related to the health and comfort of the users.

E.) Layout- (The layout of school building on the school site pertains 66 To their location and
arrangement to achieve minimum functional efficiency and aesthetic effect. The main building
should be given the most prominent place.

ARTICLE III

In addition to the planning standards for school facilities pertaining to sites, a standard school site should
meet all conditional requirements as follows:

A.) Location

1. Accessibility

a. A college site should be accessible to ordinary means of transportation.

b. It should be located in a community or an area where the growing curricular

demands and needs for students and society are met.

c. College site should be chosen where it will be possible to place buildings out of
danger from flood, earthquake and other natural calamities.

2. Environment

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 a. General Environment Factors of the College

1) It is recommended that before a college or university is established, a demand

analysis must be undertaken to determine the catchments area which the
institution will serve in order to assure that the college level enrolment will be
sufficient to support the institution.
2)The general climatic condition of the area in which a college is located should be
healthful and conducive to learning.

3)College offering vocational and pre-professional courses should be located near

“laboratory facilities”, e.g., maritime courses should have an access to a big
body of water, agricultural courses near farming areas, and forestry courses
near forest. If the college would offer one or more curricula for teachers, there
should be available adequate practice teaching facilities.

b. Immediate Environment of the College

1) A college site should not be located near airports and railroad lines or other
transport facilities that cause unnecessary disturbance, factory or
manufacturing establishments that might be a source of pollution or danger to
students.
2) The site boundaries of a college should be at least 100 meters perimeter
distance from undesirable entertainment houses and gambling dens.
3) There should have an adequate supply of portable water, sewerage system,
efficient fire protection, police protection and other similar services that will
protect the health, safety and well-being of students.

B. Size and Forms

1. The area of the school site, as a general rule will be as Follows:

a. One-half hectare for a school with an enrolment of 500 or less students.
b. One hectare for a school with an enrolment of 501 to 1,000 students.
c. Two hectares for a school with an enrolment of 1,001 to 2,000 students.
d. Three hectares for a school with an enrolment of 2,001 to 3,000.
e. As a general rule the same ratio should be maintained for enrolment in excess of
3,000.

2. For larger colleges and universities, the campus should be at least 7 hectares for the
minimum number of students which is 10,000.

3. There should be space on the campus for holding class programs and sports activities.

4. The shape of a college site is not important as its total site, since landscape architects and
college administrators can adapt a campus plan to a variety of shapes with relatively little
less in efficiency. A rectangular plot of ground with length not more than one and one-half
times the width heads itself most readily to the proper location of the various college units.

21
C. Nature and Condition

1. A campus development plan is a requirement and must be submitted together with the
application to establish a new school.

a. Campus Plan and Building Plan Requirements

The campus plan for a college should provide for the expected development of the
college for a period of at least 25 years in advance of the time the plan is developed. It should
represent the combined judgment of planner’s educational facilities including college administrators
who are familiar with the need of that college, and architects of college buildings and landscape.

The plan to provide for the most pleasing practical and economical way possible should consider the
following:

1) The retention, placement, renovation and demolition of existing buildings.

2) A detailed topographical map essential to any adequate planning to the campus. This map
should give contours and the location of all buildings, natural features, and service lines.

3) The maximum utilization of all the natural elements of beauty on the campus such as trees
and decorative plants.

4) The placement of buildings so as to secure a maximum of natural light during the time the
buildings are in use. If classroom buildings face southeast or southwest, most of the rooms
will have either morning or afternoon sunlight without the glare which results from direct
southern exposure. Special rooms, such as art studies, should have the north light.
Classrooms should not face busy thoroughfares or playing field where there is distracting
activity.

5) The central location of the library and administrative building should be in close proximity
to each other.

6) The location of the assembly hall or auditorium should be near a street or campus
entrance in order that it may conveniently serve the public.
7) The chapel or other buildings used primarily by the students should be situated away from
the main entrance and in a location as quiet as possible.

8) The location of gymnasium should be adjacent to the playground.

9) The placement of laboratory rooms should ensure that unpleasant odors and fumes will
not disturb students at work in adjacent buildings.

10) The location of the music room where practice will not disturb the other students.

11) The placement of buildings to avoid fire hazard to adjacent buildings

22
 12) The location of buildings so that future addition may be made without interfering with other
buildings.

13) The buildings shall not be used in any manner for private residence or for other purposes
that might interfere directly or indirectly in the proper functioning of the school.

A campus plan should be general and not so detailed as to retard or discourage adaptations to
future needs as they may develop.

14) Flag pole should be located in front prominently in the main school buildings as the
building faces the road, or main approach should not set close to the building, and never
attached to the ground. Flagpole should be triple higher than the school buildings, should
never be set under the trees, and nothing should be over the flag.

Poles should not be straight and erect. They should be set on a good base. Preferably reinforced
concrete, Poles should be never more than half yard on a pole. Galvanized iron pipe
makes a good flagpole and they should never be set in the front walk.

2.2 Macro-Meso Site Analysis: Region / Province / City / Town

2.2.1 Regional.
2.2.1.1 Region 8- Eastern Visayas-
Is an administrative region in the Philippines, designated as
Region 8. It consists of three main islands, Samar, Leyte and Biliran.
The region has six provinces, one independent city and one highly
urbanized city namely, Biliran, Leyte, Northern Samar, Samar, Eastern
Samar, Southern Leyte, Ormoc and Tacloban. The highly urbanized
city of Tacloban is the sole regional center. These provinces and cities
occupy the easternmost islands of the Visayas group of islands.
Eastern Visayas faces the Philippine Sea to the east. The region is
known for its famous landmark, the San Juanico Bridge, dubbed as
the "Most Beautifully Designed and Longest Bridge in the Philippines".
As of 2015, the Eastern Visayas region has a population of 4,440,150
inhabitants, making it the third most populous region in the
Visayas.The region's sea and inland waters are rich sources of salt and fresh water fish and other marine
products. It is one of the fish exporting regions of the country. There are substantial forest reserves in the
interiors of the islands. Its mineral deposits include chromite, uranium (in Samar), gold, silver, manganese,

23
magnesium, bronze, nickel, clay, coal, limestone, pyrite and sand and gravel. It has abundant geothermal
energy and water resources to support the needs of medium and heavy industries.

Samar is the third largest island in the Philippines. Located

in eastern Visayas, within central Philippines. The island is
divided into three provinces: Samar, Northern Samar, and
Eastern Samar. These three provinces, along with the provinces
on the nearby islands of Leyte and Biliran are part of the Eastern
Visayas region. Samar is the easternmost island in Visayas. The
island is separated from Leyte by the San Juanico Strait, which
at its narrowest point is only about 2 kilometres (1.2 mi) across.
This strait is crossed by the San Juanico Bridge. Samar lies
southeast of the Bicol Peninsula on Luzon, the country's largest
island; the San Bernardino Strait separates the two. To the
south of Samar is the Leyte Gulf, which was the site of the Battle
of Leyte Gulf, one of the most decisive naval battles during the
Second World War. The gulf opens out into the Philippine Sea, found to the east of Samar and is part of the
Pacific Ocean. On June 19, 1965, through Republic Act No. 4221, Samar was divided into three provinces:
Northern Samar, Western Samar and Eastern Samar with Catarman, Catbalogan City and Borongan City
as its capital, respectively.

Administrative divisions

Eastern Visayas consists of 6 provinces, 1 highly urbanized city, 1 independent component city, 5
component cities, 136 municipalities and 4,390 barangays.

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Economy

Eastern Visayas is primarily an agricultural region with rice, corn, coconut, sugarcane and banana as its
major crops. Primary sources of revenue are manufacturing, wholesale and retail trade and services.
Mining, farming, fishing and tourism contribute significantly to the economy. Manufacturing firms include
mining companies, fertilizer plants, sugar central, rice and corn mills and other food processing plants.
Tacloban is the hub of investment, trade and development in the region. Other industries include coconut
oil extraction, alcohol distilling, beverage manufacture and forest products. Home industries include hat and
basket weaving, metal craft, needlecraft, pottery, ceramics, woodcraft, shell craft and bamboo craft.
2.2.2 Provincial.
2.2.2.1 Northern Samar

Geographical Location
Northern Samar covers a total area of 3,692.93
square kilometers (1,425.85 sq. mi) occupying the
northern section of Samar Island in the Eastern
Visayas region. The province is bounded by north by
the San Bernardino Strait, on the east by the Pacific
Ocean, on the west by the Samar Sea, on the
southwest by Samar and on the southeast by Eastern
Samar. It ranks thirty-seventh (37th) in size among the
80 provinces of the Philippines and accounts for
practically 1.2 percent of the total land area of the
country. About 52 percent of the total land area is

25
covered by forest and 42 percent is classified as alienable and disposable. The province is composed
largely of low and extremely rugged hills and small lowland areas. It also has small and discontinuous
areas along the coasts and its rivers are usually accompanied by alluvial plains and valleys. The province is
endowed with relatively rich and fertile soil that most crops can grow on it. Northern Samar is a province in
the Philippines located in the Eastern Visayas region. Its capital is Catarman and is located at the northern
portion of the island of Samar. Bordering the province to the south are the provinces of Samar and Eastern
Samar. To the northwest, across the San Bernardino Strait is Sorsogon; to the east is the Philippine Sea
and to the west is Samar Sea.

2.2.2.2 Topography
Northern Samar has a very rugged terrain with restricted pocket plains and valleys. River valleys are low-
lying and are often interrupted by hills, while the remaining portion is rolling, hilly, and mountainous. The
Catarman municipality is skirt-shape. Along the Pacific Coast and poblacion are flat lowlands approximated
to be 12% of the total land area. Forest and mountainous areas occupying 88% are found in the interior
barangay and characterized by outlying low hills. Mt. Puyao in Barangay Liberty, the highest mountain, is
almost 800 meters above sea level sea level. In far flung barangays, rugged mountains, rolling hills and
valleys have varying elevations ranging from 200 to 700 meters above sea level.

2.2.2.3 Administrative divisions

Northern Samar is divided into three (3) major geographical areas, namely: Balicuatro area, Central area,
and Pacific area including Catubig Valley – the province’s rice granary. It comprises 24 towns or
municipalities with 569 registered barangays. The province is divided into two legislative districts, the first
district, covering the Balicuatro and most part of the Central Area, and the second district, covering the
some part of the Central Area, the Pacific Area and the Catubig Valley.

26
2.2.2.4 Languages
Majority of the people in the province of Northern Samar
speak the NinorteSamarnon, a variation of Waray-Waray.
About 4.5 percent of the population, especially in the island
towns, speaks Cebuano, while a minority speaks
Inabaknon, a unique language said to be one of the most
preserved languages to date. This is the native tongue of
the populace in the island town of Capul. NinorteSamarnon
usually is further sub classified into Balicuatro, Central and
Pacific speakers. Tagalog, Bicol, and English are also widely used and understood in Northern Samar.
2.2.2.5 Religion
The communities of this province are predominantly Catholic (80%). Other religious groups are Members
Church of God International (Ang Dating Daan), Iglesiani Cristo, Philippine Independent Church
(Aglipayan), Seventh-day Adventists, Jehovah’s Witnesses, The Church of Jesus Christ of Latter-day
Saints and other Christian sects. A small number of population are Muslim.

2.2.3 Town.
2.2.3.1 Municipality of Catarman
Northern Samar is a province in the Philippines located in the
Eastern Visayas region. Its capital is Catarman and is located at
the northern portion of the island of Samar. Bordering the
province to the south are the provinces of Samar and Eastern
Samar. To the northwest, across the San Bernardino Strait is
Sorsogon; to the east is the Philippine Sea and to the west is
Samar Sea.

Catarman, officially the Municipality of Catarman, is a

1st class municipality and capital of the province of
Northern Samar, Philippines. According to the 2015
census, it has a population of 94,037 people. It is the
largest municipality in terms of land area and
population in the province. It is the commercial,
educational, financial, political and government center
of the province. It lies on the northern part of Samar
Island, bounded to the east by Mondragon, to the
west by Bobon, to the south by Lope de Vega, and to
the north by the Philippine Sea.

27
2.2.3.2 List of Barangays
The Municipality of Catarman is politically subdivided into 55 barangays, 17 of them in the
poblacion. According to the 2015 census, it has a population of 94,037 people.

2.2.3.3 Slope

28
Level to gently neat level or having slope of 0-3% is found mostly in urban barangays and to the
neighboring barangays from poblacion. Gently sloping to undulating or 3-8 % are scattered in rural
barangays of the municipality as well as those undulating to rolling (8-15%). Most rolling to moderately
steep (15-30%) is found in the southern part specifically at barangay Polangi. Moderately steep to very
steep slope or 30-65% are found mostly in the barangays of Hinatad, Aguinaldo, and Liberty and Mabini.
2.2.3.4Soils
There are 6 major soil types in Catarman predominant is the Bayho clay loam, found in the rolling and hilly
lands and the second most abundant soil is Catbalogan clay loam, found between the boundary of
Catarman and Calbayog.
Other significant soils are the San Manuel loam that abounds outside the Catarman-Calbayog Highway.
The Bayho sands along the coastal areas, the Bigaa loam found in the North lowlands and the
undifferentiated mountain soil in the highlands southwest of the Municipality.
2.2.3.4 Climate
Northern Samar falls under the intermediate type climate (TYPE 2), which has no distinct dry and wet
seasons. The rainiest months are October to January, while the driest is the month of May.The town of
Catarman has no distinct dry and wet seasons. In the data submitted by the PAG-ASA, Catarman Office,
the data shows that the highest amount of rainfall occurs in December with 539.2 mm while the lowest
amount of rainfall happened in April with 134.8 mm. The graph in the transparency shows the distribution of
rainfall in the municipality for the whole year.

29
2.2.3.5Natural hazards/ Constraints
1.) Flooding Hazards
Catarman, Northern Samar 25 Year Flood Hazard Map Abstract. This shape file, with a resolution of 10
meters, illustrates the inundation extents in the area if the actual amount of rain exceeds that of a 25 year-
rain return period. Note: There is a 1/25 (4%) probability of a flood with 25 year return period occurring in a
single year. The Rainfall Intensity Duration Frequency is 368.500mm.

2.) Erosion and SitationSoil erosion is common along part of barangays. This is due to the wind and seas
water interaction while siltation brought damages to the rivers and one of the causes of flooding on the
lowland areas based on the topography, climate, soil kind and nature of vegetation.

30
2.2.3.6 Existing General Land Use

The municipality of Catarman is located in the northern portion of the Province of Northern Samar. It is
characterized by wide coastal lowlands and mountainous interiors. The whole land area of the municipality
is located in the mainland of Northern Samar. The municipality has a total land area of 46,443 hectares.
This number is distributed to the built-up area, agricultural area, forest land, open water spaces (rivers,
creeks, lakes and seas), swamps/marches/fishponds/and its road network. The existing general land use of
Catarman was based on the Topographic Map prepared last 1961, the land Classification Map prepared by
the Geographic Information and Statistics Section, Planning and Management Division, DENR Region VIII,
are from interview conducted with the members of the Municipal Planning and Development Staff.
The description of the location and areas of the various existing general land use are as follows:
1. Built-up area

This area pertains to the location of the different settlements per barangay. It comprises an area of

780.6680 hectares or 1.68 %. The topographic map from the Board of Technical Surveys and Maps

prepared last 1961 and interviews with the members of the Municipal Planning Development Staff were the

basic sources of this data on built-up areas.

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2. Agricultural

This area represents the second biggest land area of the municipality. It has a land area of

19,620.154 hectares or 42.25 %. This area is planted to corn, coconuts, camote, cassava, rice lands, gabi,

bananas, and other agricultural crops. These are distributed to the northeastern, northern, northwestern

and southern portions of the municipality.

3. Forest Land

The forest land has the biggest land area in the municipality with 25,358.0000 hectares or 54.60 %

of these total land area, 8,360 hectares are timberland while 16,998 hectares are unclassified public forest.

This land area is found in the southwestern, western, southern, southwestern and eastern portions of the

municipality. The source of this data was the Land Classification Map prepared by the Geographic

Information and Statistics Section, Planning and Management Division, DENR Region VIII.

4. Open Water Spaces (Rivers, Creeks, Lakes, and Seas)

These areas comprise the area of all creeks, rivers, and seas within Catarman’s jurisdiction. It

covers an area of 243.0600 hectares or 0.52 %. Of this total land area 61, 2000 hectares are located in the

urban area and 181.8600 hectares are located in the rural areas. The source of this data was the

Topographic Map for the Board of Technical Surveys and Maps prepared last 1961.

5. Swamps/Marches/Fishponds

Swamps/Marches/Fishponds have the smallest land area of 250.00 hectares or 0.54 %. This land

use lies in the eastern portion of the municipality. The source of this data was the Topographic Map from

the Board of Technical Surveys and Maps prepared last 1961.

6. Road Network

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 The Road Network has the second smallest land area of 181.8780 hectares or 0.39 %. This

comprises the National Road (35.50 hectares), Provincial Road (4.97 hectares), Barangay Roads (128.88

hectares), and Municipal Roads (12.528 hectares) within the jurisdiction of the municipality.

(Please see Table 109 and Existing General Land Use Map)

7. Memorial Park

An existing memorial park occupying a total area of 9.24 hectares or 0.02 % of the total land area

of the municipality is located in Brgy. Baybay (0.04 hectares), Abad Santos (1.20 hectares), and Don Paco

Memorial Park at Brgy.Macagtas (8.0 Hectares).

2.2.3.7 Transportations

1.) Land Transportation

Catarman Public Transport Terminal Land
transportation services in the municipality are
readily available through public utility buses,
public utility jeepneys, privately owned cars,
tricycles, and pedicabs. For trips going to
Metro Manila and neighboring provinces, the
commuters can avail the public utility bus

33
system, such as Silver Star Shuttle & Tours, Elavil Tours Philippines, Inc.,St. Christopher, Mega Bus Line
Corp.,PHILtranco,DLTB,JM LINER,D’ TURBANADA Transport, Grand Tours.

2.) Water Transportation

Allen Port serves as an important transit point,
connecting Samar and other islands with Luzon. It is
opposite the Luzon transit point in the municipality
of Matnog, Sorsogon. The primary modes of
transport are the inter-island bus route via the
Maharlika Highway, and the ferry crossing the San
Bernardino Strait. Its location as a transit point makes it a future 'transitropolitan' area in the country.

3.) Air Transportation

CatarmanNational, otherwise known as Catarman
National Airport, is an airport serving the general
area of Catarman, located in the province of
Northern Samar in the Philippines. The airport is
classified as a Class 2 principal (minor domestic)
airport by the Civil Aviation Authority of the
Philippines, a body of the Department of
Transportation and Communications that is
responsible for the operations of not only this airport but also of all other airports in the Philippines except
the major international airports.

2.2.3.8 Water Supply

Catarman Water District
CatarmanWater District was created on May 25, 1988, by virtue of Council
Resolution No. 88-18(04) approved by the Municipality of Catarman,
Province of Northern Samar. The water district started its operation in 1995
pursuant to PD 198, otherwise known as the Provincial Water Utilities Act of
1973 as amended by Presidential Decree No. 768 and 1479. The decree
authorized the formation of local water districts and provided for their
government and administration to facilitate improvement of local water
utilities and granted said administration such powers as are necessary to
optimize public service from water utility operations and for other purposes.
Currently, it is serving 23 barangays of the Municipality of Catarman, Northern Samar with 2,465
concessionaires.TheCatarman Water District is committed to provide safe, potable, adequate, and

34
affordable water to concessionaires; be a model organization that protects and conserves human and
natural resources; and is committed to continuously improve and develop our work force in the highest
degree of professionalism, productivity service and enhance the technical capability of the workers.
2.2.3.9 Power Supply
NORSAMELCO- Northern Samar Electric Cooperative
Electic power in Catarman Northern Samar
is being distributed by NORSALMELCO
(Northern Samar Electric Cooperative).
NORSAMLECO caters all type of power
supply connections not just in all barangays
of Catarman Northern Samar but also in the
whole province of Northern Samar all of the
existing barangays within the area municipality. Residential and Commercial facilities had the most kilowatt
per hour consumption per month while Industrial facilities had the most number of connections in the year
2017-2018.

2.2 Micro Site Analysis: The Site and its Immediate Environment

35
 Image of the Site:

View at front of Catarman Diversion Road 2.

VIEW A: VIEW B: VIEW C:

WEST VIEW CATARMAN DIVERSION ROAD 2: EAST VIEW CATARMAN DIVERSION ROAD 2:

VIEW OF ROAD SHOWING CATARMAN DOCTORS HOSPITAL AND THE PROPOSED SITE:

The Site and

its Immediate
Environment

36
Chapter 3: Design Inputs

37
3.1 Design Standards
National Building Code of the Philippines: Rules and Regulations

RULE VI- Fire-Resistive Requirements In Construction

 SECTION 601- Fire- Resistive Rating Defined

Fire-resistive rating means the degree to which a material can withstand fire as
determined by generally recognized and accepted testing methods.

 SECTION 602- Fire- Resistive Time Period Rating

Fire-resistive time period rating is the length of time a material can withstand being
burned which may be one- hour, two- hours, four- hours, etc.

 SECTION 603- Fire-Resistive Standards

38
 All materials of construction, and type of materials and assemblies or combinations
thereof shall conform to the following fire-resistive ratings:

RULE VII- Classifications and General Requirements of All Buildings By Use or Occupancy

 SECTION 701- Occupancy Classified

Section 701 consist of the different classification of buildings base on their occupancy.
The proposed project classification should be identified first in order to know what are
the standards and regulations that are going to be applied to the building

General Classification of
Use/Character of
Occupancy of USE
Building/Structure Zoning Classification
PRINCIPAL ACCESSORY CONDITIONAL

Group C – Educational 1.) Educational GI (General

and Recreation Institutions like Institutional)- A
schools, colleges, community to national
universities, level of institutional use
vocational, or occupancy,
institutions, characterized mainly as
seminaries, gymnasia, a low-rise, medium-rise
reviewing stands, little or high-rise
theaters, concert building/structure for
halls, opera houses. educational, training
2.) Seminar/ workshop and related activities,
facilities e.g., schools and related
3.) Training centers/ facilities and the like
facilities
4.) Libraries, museums,
exhibition halls and
art galleries.

Group C- Education and Recreation

Group C Occupancies shall be buildings used for school or day-care purposes, involving assemblage for
instruction, education, or recreation, and not classified in Group 1 or in Division 1 and 2 or group H
Occupancies

 SECTION 705- Allowable Floor Areas

1.) General. The Allowable Maximum Total Gross Floor Area (TGFA) of any proposed
building/structure shall only be as allowed under this Rule.

39
 2.) TGFA Limitation. In Table VII.1. (See Appendices) hereafter, the percentages (%)
indicated in the third (3rd) through eighth (8th) columns, but excluding the multiplier
numbers 3, 5, 12, 18, and 30 (which represent the number of storeys/floors), are the
percentages of the Total Lot Area (TLA) that may be used to initially determine the
Allowable Maximum TGFA for a proposed building/structure.

3.) Crosscheck of TGFA with Allowable Maximum Volume Building (AMVB). The
Allowable Maximum TGFA once established must be thoroughly crosschecked with the
AMVB to find out if the AMVB is not exceeded. If exceeded, the necessary adjustments
on the Maximum Allowable TGFA must be made since the AMVB must always prevail.

 SECTION 707- Maximum Height of Buildings

1.) The maximum height and number of storeys of proposed building shall be dependent
upon the character of use or occupancy and the type of construction, considering
end-user population density, light and ventilation, width of RROW/streets particularly
of its roadway/carriageway component, building bulk, off-street cum off-site parking
requirements, etc. and in relation to local land use plan and zoning regulations as
well as other environmental considerations, e.g., geological, hydrological,
meteorological, topographical, prevailing traffic conditions, the availability and
capacity of public utility/service systems, etc. (Refer to Guidelines on Building Bulk at
the end of this Rule)

2.) Allowable Height of Buildings/Structures:

a.) The maximum height to be allowed for buildings/structures based on their

proposed use or occupancy; the BHL is generally determined after the
application of other development controls (DC) and certain other parameters,
considerations of site conditions, view, etc.The BHL shall be generally measured
from the established grade line to the topmost portion of the proposed
building/structure.

BHL excludes the height of permitted/allowed projections above the roof of the
building/structure, e.g., signage, mast, antenna, telecom tower, beacons and the
like.

b.) The Building Height Limit (BHL) of any proposed building/structure shall only be
as allowed under this Rule (as shown in table below) or under the duly approved
city/municipal (local) zoning ordinance, whichever is more restrictive.

40
 Character of use or Type of Building/ Structure Building Height Limit (BHL)
Occupancy
Number of allowable Meters above heighest
stories/floors above grade
established grade

Commercial Commercial 1 3.00-5.00 10.00-15.00

(C-1)

 Parking Slot, Parking Area and Loading/Unloading Space Requirements:

a.) The parking slot, parking area and loading/unloading space requirements listed
hereafter are generally the minimum off-street cum on-site requirements for specific
uses/occupancies for buildings/structures, i.e., all to be located outside of the road
right-of-way (RROW).

b.) The size of an average automobile (car) parking slot must be computed at 2.50
meters by 5.00 meters for perpendicular or diagonal parking and at 2.15 meters by
6.00 meters for parallel parking. A standard truck or bus parking/loading slot must be
computed at a minimum of 3.60 meters by 12.00 meters. An articulated truck slot
must be computed at a minimum of 3.60 meters by 18.00 meters which should be
sufficient to accommodate a 12.00 meters container van or bulk carrier and a
long/hooded prime mover. A jeepney or shuttle parking/loading/unloading slot must
be computed at a minimum of 3.00 meters by 9.00 meters. The parking slots shall be
drawn to scale and the total number of which shall be indicated on the plans and
specified whether or not parking accommodations are attendant-managed.

c.) The parking space below is the minimum off-street/off-RROW cum on-site
requirements for specific uses/occupancies for buildings/structures, all to be located
outside of the road right of-way (RROW):

Specific Use or of Occupancy (refer to Reference Uses or Character of Minimum Required Parking Slot, Parking
Section 701 of this Rule) Occupancies of type of Area and Loading Space Requirements
Building/Structure

Group C

41
 Division C-2 Public colleges and universities (GI) One (1) car slot for every five (5)
classrooms; one (1) off-RROW (or off-
street) passenger loading space that can
accommodate two (2) queued
jeepney/shuttle slots; and one (1) school
bus slot for every two hundred (200)
students
Note:
* The parking slot requirements shall be an integral part of buildings/structures and any parking slot provided outside the
building/structure will be quantified only as buffer parking
The following prohibitions on parking slots:
1. Conversion/change of use/occupancy.
2. Reduction of parking spaces.
3. Encroachment on RROW.
4. Public utility and bulky vehicles.

 SECTION 709- Requirements for Other Group Occupancies

A. DETERMINING BUILDING BULK

1. General. Building bulk (a volume quantity) shall be generally determined by the

application of the Floor-Lot Area Ratio (FLAR), vertically projecting the Allowable
Maximum Building Footprint (AMBF), establishing the Outermost Faces of
Building (OFB) and quantifying the Allowable Maximum Volume of Building
(AMVB). The building bulk may be ultimately governed by the width of the
RROW and other applicable provisions for light and ventilation (including
incremental setbacks as a result of satisfying natural light and ventilation
requirements for RROW and front yards as partly shown in table below:

2. Application of the FLAR. The FLAR shall be the primary or initial determinant of
the building bulk.
Reference Table of Floor to Lot Area Ratio (FLAR) Designations/Rights

Type of Use or Occupancy Type of Building/Structure FLAR Designation/Rights

INSTITUTIONAL 2.50
RULE VIII- Light and Ventilation
 SECTION 801- General Requirements of Light and Ventilation

1.) Subject to the provisions of the Civil Code of the Philippines on Easements of Light
and View, and to the specific provisions of the Code, every building shall be
designed, constructed, and equipped to provide adequate light and ventilation. (Refer

42
 to Guidelines on Easements, View Corridors/Sight Lines and Basements at the end
of this Rule)

2.) All buildings shall face a street or public alley or a private street which has been duly
approved. (Refer to Guidelines on Streets/RROW and Sidewalks at the end of this
Rule)

3.) No building shall be altered nor arranged so as to reduce the size of any room or the
relative area of windows to less than that provided for buildings under this Rule, or to
create an additional room, unless such additional room conforms to the requirements
of this Rule.

4.) No building shall be enlarged so that the dimensions of the required court or yard
would be less than what is prescribed for such building lot.

 SECTION 802- Measurement of Site Occupancy

1.) The measurement of site occupancy or lot occupancy shall be taken at the ground
level and shall be exclusive of courts, yards, and light wells.

2.) Courts, yards, and light wells shall be measured clear of all projections from the walls
enclosing such wells or yards with the exception of roof leaders, wall copings, sills, or
steel fire escapes not exceeding 1.20 meters in width.

 SECTION 802- Measurement of Site Occupancy

1.) The Table illustrates the manner in determining the Maximum Allowable Percentage
of Site Occupancy (PSO), Maximum Allowable Impervious Surface Area (ISA),
Maximum Allowable Construction Area (MACA), Minimum Unpaved Surface Area
(USA), and the Total Open Space within Lot (TOSL) with reference to Type of Land
Use Zoning per Lot.

Building/ % of Total Lot Area (TLA)

Structure Use
Duly-Approved Maximum Maximum Minimum USA TOSL (ISA +
or Occupancy
Zoning Allowable Allowable ISA (Unpaved Open USA)
(or Land Use)
PSO (Paved Open Spaces)
Spaces)
Commercial Commercial 1 70 20 10 30
(Com-1) 10 10 20
80

43
 SECTION 805- Ceiling Heights

1.) Habitable rooms provided with artificial ventilation shall have ceiling heights not less
than 2.40 meters measured from the floor to the ceiling; provided that for buildings of
more than one (1) storey, the minimum ceiling height of the first storey shall be 2.70
meters and that for the second story 2.40 meters and the succeeding stories shall
have an unobstructed typical head-room clearance of not less than 2.10 meters
above the finished floor. Above-stated rooms with natural ventilation shall have
ceiling heights of not less than 2.70 meters.

2.) Mezzanine floors shall have a clear ceiling height not less than 1.80 meters above
and below it.

 SECTION 807- Air Space Requirements in Determining the Size of Rooms

1.) Minimum air space shall be provided as follows:
 School Rooms – 3.00 cu. meters with 1.00 sq. meter of floor area per person;

 Workshop, Factories, and Offices – 12.00 cu. meters of air space per person;
and

 Habitable Rooms – 14.00 cu. meters of air space per person.

 SECTION 808- Window Openings

 Rooms intended for any use, not provided with artificial ventilation system, shall
be provided with a window or windows with a total free area of openings equal to
at least 10% of the floor area of the room, provided that such opening shall be not
less than 1.00 sq. meter. However, toilet and bath rooms, laundry rooms and
similar rooms shall be provided with window or windows with an area not less
than 1/20 of the floor area of such rooms, provided that such opening shall not be
less than 240 sq. millimeters. Such window or windows shall open directly to a
court, yard, public street or alley, or open watercourse

 Eaves, canopies, awnings (or media agua) over required windows shall not be less
than 750 millimeters from the side and rear property lines.

 There shall absolutely be no openings on/at/within/through all types of abutments

(such as firewalls) erected along property lines except for permitted vent wells. This
Rule strictly applies to all new and existing developments.

44
  In locating window openings it should be borne in mind that in cases of extreme
emergencies windows must serve as emergency egress to vacate the premises or
access for rescue operations. Such windows shall meet the following requirements:

a. They can be opened from the inside without the use of any tools;

b. The minimum clear opening shall have a width not less than 820
millimeters and a height of 1 meter;

c. The bottom of the opening should not be more than 820

millimeters from the floor;

d. Where storm shutters, screens or iron grilles are used, these

shall be provided with quick opening mechanism so that they
can be readily opened from the inside for emergency egress and
shall be so designed that when opened they will not drop to the
ground;

e. All areas immediately outside a fire exit window/grille must be

free of obstacles and must lead to a direct access down into the
ground or street level.

RULE IX- Sanitation

 SECTION 902. Water Supply System

1. Whenever available, the potable water requirements for a building used for human
habitation shall be supplied from existing municipal or city waterworks system.

2. The quality of drinking water from meteoric, surface or underground sources shall
conform to the criteria set in the latest approved National Standards for Drinking Water
Standards.

3. The design, construction and operation of deepwells for the abstraction of groundwater
shall be subject to the provisions of the Water Code of the Philippines (PD 1067)

4. The design, construction and operation of independent waterwork systems of private

housing subdivisions or industrial estates shall be governed by existing laws relating to
local waterworks system.

45
5. The water piping installation for water supply and distribution to each fixture including the
wastewater drainage with proper venting inside building and premises, shall conform to
the provision of the Revised National Plumbing Code of the Philippines.

 SECTION 903. Wastewater Disposal System

1. Sanitary sewage from buildings and neutralized or pre-treated industrial wastewater shall
be discharged directly into the nearest street sanitary sewer main of existing municipal or
city sanitary sewerage system in accordance with the criteria set by the Code on
Sanitation of the Philippines and the Department of Environment and Natural Resources
(DENR).

2. All buildings located in areas where there are no available sanitary sewerage system
shall dispose their sewage to “Imhoff” or septic tank and subsurface absorption field or to
a suitable waste water treatment plant or disposal system in accordance with the Code
on Sanitation of the Philippines and the Revised National Plumbing Code of the
Philippines.

3. Sanitary and industrial plumbing installations inside buildings and premises shall conform
to the provisions of the Revised National Plumbing Code of the Philippines.

 SECTION 904. Storm Drainage System

1. Rainwater drainage shall not discharge to the sanitary sewer system.

2. Adequate provisions shall be made to drain rainwater from low areas in buildings and
their premises

3. The drainage pipe installation and sewerage system of any premises and/or connection
with any public disposal or any acceptable terminal shall conform to the Revised National
Plumbing Code of the Philippines.

 SECTION 905. Pest and Vermin Control

1. All buildings with hollow and/or wood construction shall be provided with rat-proofing.

2. Garbage bins and receptacles shall be provided with ready means for cleaning and with
positive protection against entry of pests and vermins.

46
 3. Dining rooms for public use without artificial ventilation shall be properly screened.

 SECTION 906. Noise Pollution Control

1. Industrial establishments shall be provided with positive noise abatement devices to tone
down the noise level of equipment and machineries to acceptable limits set down by the
Department of Labor and Employment and the Department of Environment and Natural
Resources.

2. Noise as an unwanted sound both in quality and intensity and excessive vibration whose
sources in building/structure construction shall conform to acceptable limits the required
emission standards of DENR.

BATAS PAMBANSA 344: The Law of Accessibility and Enhance Mobility of Disabled Persons

An Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings, Institutions,
Establishments and Public Utilities to Install Facilities and Other devices”.

 RULE 1- Scope and Applications

PURPOSE:
Provide minimum requirements and standards to make buildings, facilities and utilities for
public use accessible to disabled persons.

APPLICATION:
 Public and private buildings and related structures for public use
 Streets and highways and public utilities
 Public transport terminals including those of LRT.

 RULE 3- Specific Requirements For Buildings And Related Structures For Public Use

47
 CLASSIFICATION BY USE OF OCCUPANCY

CATEGORY TYPE OF OCCUPANCY

CATEGORY 3 Educational and Industrial

Architectural facilities and features:

Group C
1.) Educational institutions (schools, colleges, universities, vocational schools, seminaries and
novitiates), including school auditoriums, gymnasia, reviewing stands, little theaters and concert
halls. Barrier-free facilities and features required in:
 Stairs
 Walkways
 Corridors
  Doors and Entrance
 Washrooms and Toilets
 Ramps
  Parking Areas
 Switches, Controls, Buzzers
 Handrails
 Thresholds
 Drinking Fountains
 Public Telephones
 Seating Accommodations

2.) Accessible Ramps:

1. Changes in level shall require a ramp except when serve by a dropped sidewalk, curb ramp, an
elevator, or other mechanical devices

2. Accessible Ramps shall have the following facilities and features:

 Minimum clear width of 1.20 meters

 Gradient not steeperthan 1:12

48
 Maximum Length of 6.00 meters: Accessible ramps with a total length longer than 6.00
meters shall be provided with intermediate landings with a minimum length of 1.50
meters
 Any ramp with a rise greater than 170 mm and leads down towards an area where
vehicular traffic is possible, should have a railing across the full width of its end, not less

than 1.80 meters from foot of the ramp

49
Minimum Requirements Outside & Around Buildings:

 Any Curb cut out should only be allowed when it will not obstruct a walkway or in any way
lessen the width of a walkway.
 The minmum width of a curb cut-out should be .90 meters

50
  Walkways should be kept as level as possible and provided with slip-resistant materials

3. Slip Resistant Materials

 Slip Resistant materials shall have a Coefficient of Friction of 0.6 for level surfaces and
0.8 for sloping surfaces

 Floor and ground surfaces shall be stable, firm, and slip resistant and shall comply with
Floor or Ground Surfaces

 Stairs should include slip-resistant treads with no-skid nosing materials

 Landing should be provided tactile strips at top and bottom of stairs.

 The usual safety standard for a level floor is a minimum Pendulum Test Value (PTV) of
36. The pendulum is also the instrument used in the Sustainable Slip Resistance test
method, which measures the possible impact of years of use on potential flooring's slip
resistance

51
  If carpets or carpet tiles are used on a floor surface:
1. It shall be securely attached
2. Have a firm cushion pad, or backing
3. Have a level loop, textured loop, level cut pile, or level cut/uncut pile texture
4. Maximum pile thickness shall be 13 mm
5. Exposed edges of carpet shall be fastened to floor surfaces and have trim along the
entire length of the exposed edge.

4. Handrails and Grab Bars

 Handrails shall be required for accessible ramps for changes in grade higher than 170
mm.

 Handrails shall be installed at both sides of ramps and stairs.

 Handrails shall be provided at dropped sidewalks but should not be installed beyond the
width of any crossing for it not to obstruct pedestrian traffic.
 Handrails shall be installed at 900 mm and 700 mm above stairs or ramps
 The minimum width of the handrail above the recess shall be 1¼ inches (32 mm) to a
maximum of 2¾ inches (70 mm). Edges shall have a minimum radius of 0.01 inch (0.25
mm). Handrails are located at a height between 34" (864 mm) and 38" (965 mm).

52
REPUBLIC ACT 344 :An Act Establishing A Comprehensive Fire Code Of The Philippines, Repealing
Presidential Decree No. 1185 And For Other Purposes

 SECTION 2-It is the policy of the State to ensure public safety and promote economic
development through the prevention and suppression of all kinds of destructive fires and
promote the professionalization of the fire service as a profession. Towards this end, the
State shall enforce all laws, rules and regulations to ensure adherence to standard fire
prevention and safety measures, and promote accountability for fire safety in the fire
protection service and prevention service.

 SECTION 4 - Applicability of The Code. - The provisions of the Fire Code shall apply to
all persons and all private and public buildings, facilities or structures erected or
constructed before and after its effectivity.

Provision on Fire Safety Construction, Protective and Warning System - Owners,

occupants or administrator or buildings, structures and their premises or facilities, except
such other buildings or structures as may be exempted in the rules and regulations to be
promulgated under Section 5 hereof, shall incorporate and provide therein fire safety
construction, protective and warning system, and shall develop and implement fire safety
programs, to with:

(1) Fire protection features such as sprinkler systems, hose boxes, hose reels or
standpipe systems and other fire fighting equipment

(2) Fire Alarm systems

(3) Fire walls to separate adjoining buildings, or warehouses and storage areas from
other occupancies in the same building

(4) Provisions for confining the fire at its source such as fire resistive floors and walls
extending up to the next floor slab or roof, curtain boards and other fire containing or
stopping components;

(5) Termination of all exits in an area affording safe passage to a public way or safe
dispersal area;

(6) Stairway, vertical shafts, horizontal exits and other means of egress sealed from
smoke and heat;

(7) A fire exit plan for each floor of the building showing the routes from each other room
to appropriate exits, displayed prominently on the door of such room;

53
 (8) Self-closing fire resistive doors leading to corridors;

(9) Fire dampers in centralized air-conditioning ducts;

(10) Roof vents for use by fire fighters; and

(11) Properly marked and lighted exits with provision for emergency lights to adequately
illuminate exit ways in case of power failure.

GUIDELINES AND STANDARDS FOR PHYSICAL PLANT AND FACILLITIES OF COLLEGES AND
UNIVERSITIES

ARTICLE III

Standards

D. Nature and Condition

Size and Forms

There should be at least 2.5 sq. m space per student on the campus for holding class co-curricular
programs and sports activities

b. Gross Structure

1.Type and Architecture Consistency

a)Types of construction used will depend upon such items as: foundation, nearness of other
buildings, height of buildings, possibilities of earthquake, and similar factors. The construction
should provide reasonable protection from fire dangers, and also desirable degree of permanency
for college buildings.

b)The style of architectural design of college buildings should as much as possible possess unity
and consistency.

c)College buildings should use more open shaped buildings such as E.T.U. or N since these lead
themselves most readily to expansion without impairing the lighting of existing rooms.

54
2.Materials

a)The material used in all college buildings should fire resistive.

b)The structural system should be basically steel or reinforced concrete.

3.Foundation and Supporting Walls

a)Concrete is the best foundation material. If brick or stone is used, it should be laid in cement
mortar.

b)Rooms in which noisy activities are to be carried on should have the walls, ceiling and floors
provided with some materials to restrict the transmission of sound.

c)Beams and Girders should be of steel or reinforced concrete.

4.Window Placement

a)For regular classrooms, unilateral left-hand light on the long side of the room has proved entirely
satisfactory. Large lecture rooms, libraries and laboratories may have windows on both
long sides of the rooms.

b)All teaching spaces should possess a window area of at least 20% of the internal elevation of
the external wall.

5.Condition of Upkeep

The exteriors of all buildings should be kept in good condition. Any exposed
woodwork and metal trimmings should be protected against weathering by painting. All
cracks in the masonry of the walls or foundation in any leak in roofs should be repaired
immediately.

6. Entrances

a) Entrance to college buildings should be at point of greatest serviceability. Secondary

entrances should be placed near the foot of each stairway and at other points in the
building most convenient to the majority of those who use them.

b) The width of the main entrance should vary from 6 to 12

feet or 1.82 to 3.65 meters depending upon the size of the buildings and the number of
persons using it at any one time. Buildings such as the gymnasium and the auditorium
should have the largest direct entrances.

c) Service entrance should be provided for library, dining

55
 Halls, shops, post office, supply room and other rooms to which goods must be delivered
directly. Outside entrances at least 8 feet or 2.43 meters wide should be provided for all
shops.

d) Special exits should be provided for auditoriums, Gymnasiums, dressing rooms which may
be used for community purposes, so that the main activities of building may not be
interrupted when special activities are being carried on.
e) Exits should be arranged with respect to corridors, passages and stairways with no dead
ends where students might be trapped in time of panic.

f) Whenever possible, segregate vehicular routes from pedestrian routes. If vehicles

and pedestrian cannot be separated, either raise the footpaths or distinguish them from
vehicular areas by changing the color and/or texture of the surfaces. Make routes as direct
as direct as possible and use clear obvious signs, multilingual signs may be an advantage
in some schools, descriptive signs are more effective than words, and avoid erecting
anything that people may trip over bump against.

g) Provide passage joining different levels of building or ramp and gutter for the handicapped
and for easy delivery and transfer of goods, materials, furniture, etc.

h) Provide at least a waiting shed near the entrance of the school, and a covered walk in the
playground, parking space and entrance.

i) A guardhouse at the entrances of the school site.

7. Roofs

a) These style and shape of the roof should be consistent with

type of architecture employed for the college buildings.

b) All roofs should be provided with sufficient down spouts to carry all the water from the roof
in the heaviest rain. Down spout should carry the water into the drainage which will keep
this water from foundation.

c) If used for outdoor teaching or play activities provide

adequate barriers and balustrades at the edge for safety.

c. Internal Structure

1. Stairways and Stair walls

a) A high degree of fire resistiveness should characterize all stairways

b) Stairways at least 5 feet or 1.52 meters wide should be open

56
 not more than 30.5 meters apart. For three or four-storey buildings, stairways should be of
sufficient size and number to permit all occupants to move-out of doors within three minutes. Good
provisions for natural as well as artificial lighting of all stairways should be made. Switches for light
should be near exits. Provisions should be made for the lighting of stairways on occasions when
the main current supply fails.

2. Corridors

a) Corridors should be constructed with fire resistant materials.

b) The location of corridors is determined by the position of the classrooms and special
rooms. They should provide ready access to stairways and permit rapid movement to and
from the building.

c) The shape and size of the lobby should be large enough to prevent the possibility of
congestion as groups arrive or leave the room opening.

d) The width should be 12 feet or 3.65 meters from the main corridors and 8 to 10 feet or 2.44
to 3.05 meters for the secondary corridors.

e) Doors of classrooms and special rooms should open out into corridors.

f) Lockers, display cases, pedestals, and drinking fountains should not be located at busy
intersections of corridors or where they interrupt free passage to stairways.

g) The locks on all doors of classrooms and special rooms should be locked if possible from
the corridor side only.

h) There should be no “dead end” corridors. Escape should be possible in both directions.

i) Corridor should be wide with signs clearly posted.

j) Add directions to point to the various departments/services on the floor.

3. Flexibility

a) The flexibility of a college building depends upon the

readiness with which the internal arrangements of its room may change. This element is
best provided for by the use of movable partition for all the interior openings, doors, electric
wiring, and all other servicing in corridor walls or floors in complete units of uniform length.
b) If basement or ground floors are used for classroom purposes
the floors should not be placed more than three feet below
ground level

57
4. Economy and Space:

Consideration should be given to such matters as the degree to which available space can be
used.

5. Doors

a) Classroom doors should be approximately 3 feet or .91 meters to 7 feet or 2.13 meters.
Laboratory doors should be 4 feet or 1.52 meters wide to provide for the use of delivery
trucks. Dormitory room doors may be smaller.

b) Lecture rooms seating more than 60 students, and all laboratories should have at least two
doors to reduce congestion in the passing classes.

c) All CR’s and Ladies rooms of classrooms should have 2 separate doors.

d) Avoid locating doors close to the head or bottom of stairways, do not have doors close
together in adjoining walls.

e) Do not put doors where the exit is directly on to service roads, and if it’s not possible to
avoid appropriate barriers like plants must separate pedestrian from moving pedestrian
traffic.

d. Interior Finish and Decoration

1. Floors

a) Floors should be kept in good condition, without cracks, splinters, loose boards or
projecting ends.

b) Concrete floors should be gray or blue. Gray since the colors give cooler effect and show
marks less than dark colors. The reflectance factor of floors should be from 30% to 40%.
First group timber and planned perfectly smooth should be kept clean and may be
varnished to facilitate cleaning.

2. Walls and Ceilings

a) Walls and ceilings of rooms in which noisy activities are

Carried on, should be sound absorbent. This applies to such rooms as the cafeteria, all
shops, the gymnasium, typing rooms, music rooms and the library.

b) Grooves, ledges, shop corners, and projections should be

avoided.

3. Interior Finish and Decoration

58
 Ceiling height of rooms with natural ventilation shall be not less than 3.00 meters artificial
ventilation shall have ceiling not less than 2.70 meters.

4. Woodwork

a) All woodwork should have a dull, smooth finish.

b) It is desirable to use wood which can be finished in its Natural color.

5. Installing the electric wirings for college laboratory buildings should be taken to use heavier wire

6. Metal ash cans and waste cans should be used for the storage of all inflammable waste.

E. Drinking Facilities

1. Drinking fountain should be installed at convenient places in all classroom buildings at a

ratio of at least one fountain to 125 persons. In dormitories, there should be at least one
drinking fountain in each corridor.
2. Water supply should not be located in front of the building. Neither should it be located in
the center of the playground or campus; nor to far from the school buildings. As a general
rule, it is advisable to have the water supply at the rear of the building and near but not
within the playground space.

F. Toilet System

1. Adequacy

In classroom buildings the number of toilet fixtures should be 10% of the total number of
population. In toilet rooms for men the fixtures should be divided between urinals and toilet seats.
In dormitories there should be one toilet fixture for each 6 to 10 occupants.

2. Distribution

a. Toilet rooms for men and women should be located on each floor of larger classroom
buildings and should be on alternate floors in smallest buildings. Toilet conveniences

59
 should be provided for general offices, rest rooms, kitchens, janitors, and engineer’s room
and workshop.
b. Entrances to toilet rooms should be provided with adequate signs.
c. Swing door should be provided for each toilet stall.
d. Toilet stall walls should be built so that stalls can be easily ventilated and cleaned. All
toilets should have window facilities and should be provided with exhaust fans.
e. Shop sinks and janitors’ closets should also be provided.
f. There should be powder rooms and washing rooms for boys and girls.

3. Fixtures

a. All toilets should be equipped with modern vitreous china fixtures

b. Only non-porous and uncorrosive fixtures should be used in toilet rooms.

4. Sanitation
The window of toilet should be equal to 20 percent of the floor area. The toilet room should be so
constructed that the odor there for shall not be transmitted into the classrooms and corridors.

Service System
A. Ventilation
1. Air Supply
The air in a room should be changed frequently enough to avoid unpleasant odor. The air in such occupied
spaces shall at all times be in constant motion sufficient to maintain a reasonable uniformity of temperature
and humidity.

B. Exits and Fire Escapes

1. College building should be equipped with adequate fire escapes. All fire escapes should extend
to the roof in all levels or have counter-balance ladder.
2. Large classroom buildings and dormitories of more than two stories should have at least two
stairwells from every floor basement. No corridor exit door of any room should be more than 100
feet or 30.5 meters distant along the line of travel from stairwell or other fire exit.

C. Apparatus and Special Provisions

60
 1. Fire extinguishers should be provided for every 2,000 sq.ft. or 186 sq.m. of the florr area. They
should be prominently exposed to view and where it is accessible. They should also be inspected
regularly by the local fire department.
2. Fire alarm boxes should be in plain sight in all buildings with a distant of 75 ft. or 22.75 meters
from the nearest accessible hose outlet. Hose and hose rocks should be easily seen in corridors.
3. Automatic fire sprinkler regiment should be installed in accordance with Fire Code.
4. Exit signs in clear bold type should be displayed near fire exits

Additional Service System

A. Elevators and Lifts
For buildings of five or more stories, adequate elevator service may be required for passengers as
well as freight.
B. Sewerage and Garbage Disposal
1. A septic tank should be constructed which will care for the sewerage disposal for the college
2. A college should install an incinerator which will care for all the waste except the scraps from the
kitchen
C. Storage Services

1. Each building and each floor of larger buildings should have storage for the supplies and
equipment.
2. Special storage provisions for the gymnasium should care for gymnasium equipment and
apparatus chairs, and equipment for track and outdoor games.
3. Parking space for automobiles and buses should be sufficient to accommodate the cares of staff
and students. Space for the extra cars at the athletic events should be provided.
4. Storage for chemicals or explosives used in laboratories should be in a special underground vault
equipped with blowout manhole or vent.
D. Adequate quarters for janitors and guard house/office space for security guards.
E. School Lunch Counter/Canteen

One of the important facilities that should be available in the school plant of a modern school is a
fairly decent school lunch counter. It must be located away from the library, classrooms and must be at
least near playground facilities and parking spaces.
Basic Components
61
1. Dining Space – dining space should be a clean, quite and an attractive space with an inviting color
scheme and decors, and with adequate lighting and proper ventilation. The size of the dining space
is todetermined by the maximum number of students to be served at one sitting on the basis of the
minimum standards of 1.4 sq.m. per person. It should be furnished with the necessary tables and
chairs. Handwashing and drinking facilities should be provided at the entrance of the dining space
2. Kitchen – Kitchen space should include the following areas: Food preparation areas; cooking area;
cleaning area, and storage area.
3. Service Counter – This should be properly located to facilitate the systematic serving of food.
4. Service Areas – This must be separate from the entrance of the school canteen.

INSTRUCTION ROOMS
Include Class and Laboratory rooms for a college.

A. Number (Adequacy)

There should be enough instruction rooms of various sizes and kinds to accommodate the student
population. In making the room schedule for a college, it must be possible to care for such variables as
unexpected increases in enrolment in some department, the average size of classes in different subjects
and the number of times classes meet each other.
B. Availability
Rooms should be conveniently placed with respect to stairways, toilets, offices, conference rooms, study
halls, main & departmental libraries, and other general services rooms. Each classroom should have a
direct exit into a corridor from which passage to the out-of-door is unimpeded.

C. Size and Shape

1. College classroom should sufficiently large to accommodate 20 to 50 students with a dimension of 7
meters by 9 meters allowing 1 sq. meter per student and the rest for cabinets and teacher table, etc.
2.For every college that has an enrolment of 1,000 students or more, provide an auditorium that will
accommodate a minimum of 300 students
3. Science laboratories will vary in size with the size of the college.
a. Laboratories for introductory courses in the sciences may be made to accommodate from 40 to 60
students depending upon the size of the college of one (1) student per two (2) square meter or
21.50 sq. ft. of floor space.
b. For shops the minimum dimension is 9X14 meters.

62
D. Equipment and Furnitures
1. Classrooms and Conference Rooms
a. Classrooms should be adequately equipped with furniture and blackboards and should
have pleasant atmosphere.
THE PHILIPPINE GREEN BUILDING CODE: A Referral Code of the NATIONAL BUILDING CODE OF
THE PHILIPPINES (P.D. 1096)
The Green Building Code seeks to improve the efficiency of
building performance through a framework of acceptable set of
standards that will enhance sound environmental and resource
management that will counter the harmful gases responsible for
the adverse effects of climate change, throughout the building’s
life-cycle including efficient use of resources, site selection,
planning, design, construction, use, occupancy, operation and
maintenance, without significant increase in cost. This GB Code is a set of regulations setting minimum
standards for compliance and not intended to rate buildings.

CHED clarifies conditions on state college conversions:

The Establishment Or Conversion Of The Institution Into A State College Or University, Respectively, Shall
Become Effective Only Upon Determination And Declaration By The Commission On Higher Education,
Based On The Recommendation Of A Panel Of Experts, That The Institution Has Complied With The
Requirements For A University Status. The Ched, Through Its Regional Office, Shall Regularly Provide
Technical Assistance To The Institution And Monitor Compliance With The Requirements Of The
Commission. The Ched Shall Designate A Panel Of Experts Who Shall Prepare A Recommendation To
The Chairperson Of Ched, On Whether The Institution Has Substantially Complied With The Requirements
For The Grant Of University Status. The Following Are The Operational Requirements For A University

1. Level 3 Accreditation Or Equivalent Under Ched Policies For At Least Four (4) Of Its Undergraduate
Programs, One In Liberal Arts And One In The Sciences, And Two (2) Of Its Graduate Programs;

2.Ratio Of Qualified Full-Time Faculty With Requisite Degrees To Number Of Students;

3.Adequate Library And Laboratories;

4. Research And Development Output Of Practical And Commercial Application To The Community;
5.Relevant Linkages And Outreach Programs That Are Mindful Of Service To The Community; And
6. Relevant Academic Policies, Systems And Processes.

63
 CHED manual of regulations for private higher education:
Article VI- INSTITUTIONAL FACILITIES
Section 26.
School buildings shall be designed and constructed in conformity with the provisions of the Building Code.
As much as possible the school buildings:
1. Far from all fire hazards and that study can be conducted without the interference from neighbors and
passing traffic and so arranged thatactivities going on in classrooms, study rooms, laboratories, or the
library do not interfere with each other
2. Adequately planned in case of fire, typhoon, earthquake, etc., all students can evacuate the building
promptly and safely;
3. Shall be equipped with fire escapes, fire extinguishers and other safety devices
4. Have enough lavatories for both sexes which shall at all times be kept clean
5. shall be adequately lighted and ventilated
6. shall contain sufficient space, furniture and fixture for the general needs of the users
7.shall not be used for private residence or in any way that might directly or indirectly interfere with school
operations
8. Have an easy access well-furnished, well-equipped library, as well as administrative offices and faculty
rooms;
9.shall have adequately outfitted laboratories and equipment for the science courses
10. Have a sufficient area for student personnel services
11. shall have allotted specific areas for home economics and other vocational courses
12. shall be adequately planned that classrooms and laboratories open to a corridor
13.If it has a multi-storey building it shall have at least two staircase with a minimum width of 2 meters,
subjected to government regulations. Ramps shall be provided for students with special needs as required
by the “Accessibility Law”

Note: All higher education institutions, are also required to provide for adequate auditoriums, lecture rooms,
and gymnasiums, and are further required to be sufficiently equipped to give adequate instruction to the
public.

College of Science and Medicine Laboratory and Facility Requirements

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 CHED Policies, Standards, and Guidelines for the Bachelors of Science in Medical Technology/ Medical
Laboratory Science, Biology, Chemistry (BSMT/MLS, BSBIO, BSCHEM), Doctors of Medicine (MD):
ARTICLE VI: REQUIRED RESOURCES
Section 15. Library
Every college/university offering the MT/MLS Programs shall have adequate library resource relevant to
MT/MLS, sufficient in quantity which shall serve the needs of the students shall be accordance with the
college’s/university’s development and expansion plans.
Section 16. Laboratory and Facilities
Lecture Classroom Requirements:
1. There shall be a maximum of 1:40 faculty/student ration
2. A classroom shall have an entrance and an exit door (swing-out type)

Laboratory Requirements
1.There shall be a maximum of 1:20 faculty/student ratio
2. Shall provide fully equipped laboratory facilities for adequate instruction
3. Laboratory room shall have an entrance and an exit door (swing-out type) and a minimum floor space of
one square meter for every 1-2 students and a locker for every 1-5 students, Rooms shall be well-lighted
and well ventilated
4. Each laboratory room shall have: continuous and adequate water supply, gas, and electricity and a redily
accessible safety and first aid devices:
Fire exits, Emergency shower, First aid kit/ cabinet, safety posters, exhaust systems and/or fume hoods,
Acid resistant laboratory table tops, Eye Wash, Sand Box.
5.The institution shall provide the requirements for the following laboratories:
 Chemistry (Inorganic and Organic Chem, Analytical Chem, and Biochem)
 Anatomy and Physiology
 Clinical Chemistry
 Immunology and Serology
 Blood Banking/Immunohematology
 Hematology
 Microbiology (Bacteriology, Mycology, Virology)
 Clinical Microscopy
 Parasitology
 Histopathology
 Toxicology
 Molecular Biology and Diagnostics

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6, The institution may combine the laboratories such as:
 Professional Laboratories
 Clinical Chemistry, Hematology, Blood Banking, and Immuno-Serology
 Microbiology, Parasitology, Clinical Microscopy, and Histopathology
7.The institution shall provide appropriate and safe waste disposal system

CHED Policies, Standards, and Guidelines for the Bachelors of Science in Nursing (BSN):
Section 15.Laboratory and Facilities
1. Classroom Requirements:
 Regular classroom instruction, the class size shall have a minimum of 20 and maximum of 40
students
 Ventilation and temperature for the entire should be conducive for learning and instruction
 Classroom area shall have at least 7 meters x 9 meters or 63 square meters
2. Science Laboratory Classroom
 Must accommodate maximum of 20 students
 Atleast 1 fire extinguisher placed outside the door in each science laboratory/ nursing skill
laboratory
 At least 2 doors which will serve as an entrance and exit
 There shall be separate laboratory rooms for Physics, Chemistry, Anatomy-Physiology,
Microbiology and Parasitology.
 Laboratory rooms shall be adequately equipped with available safety and emergency care facilities.
3. Nursing Skills Laboratory
 The nursing skills laboratory must be well-lighted and well-ventilated
 Demonstration must have an area of at least 8m x 14m or 112 square meter. The nursing skills
laboratory simulated major areas in hospital setting and equipped with basic instruments,
equipments and supplies, to aid in the development of the competencies in performing nursing
procedures
 An amphitheater style demonstration room that can accommodate a maximum of 40 students at
one time with lavatory and running water
 Ratio of bed to practicing students is 1:2 or a practice area for return demonstration where there is
1 bed to 2 students at any given time
 Basic demonstration models namely: Birthing model, Newborn Model, Adult bisexual model with
the following contraption for: basic life support, tracheostomy care, colostomy care, catheterization,
enema, parenteral/intravenous (IV)
 Ratio of demonstration models to practicing students is 1:10 to facilitate learning
 Equipment for for: Electrocardiogram (ECG) monitoring demonstration and suction apparatus

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4.Clinical Facilities and Resources
The base hospital of a nursing program should meet the following requirements:
 Has an authorize bed capacity (ABC) of 100 beds with annual average occupancy rate of 80%
 Should be accessible and located within the region where the nursing school is situated.
 60% of total bed capacity of the base hospital shall be used for the RLEs of students
 Should have a master rotation plan indicating the schedule of all the schools utilizing The Hospital
For Training School Of Students
Provision for Affiliation Hospital- it is an accredited health facility being utilized by HEIs in specialized areas
for supplementary clinical learning of students.
The base hospitals should have the following facilities:
a. Classroom for conference
b. Library
c. Comfort room
d. Dressing
e. Lounge
f. Locker
Provision should be made for adequate physical facilities, supplies and equipment for effective nursing care
and attainment of learning outcomes of students.

College of Arts and Law

CHED Policies, Standards, and Guidelines for the Political Science (BA PoS):
Section 15. Facilities and Equipment

1. Classroom Requirements
 For lecture classes, the ideal size is 30. Special lectures with class size of more than 30 may be
allowed as long as the attendant facilities are provided
2. Laboratory requirements
 For courses that require the use of a computer, a 1:1 computer per student ratio is required
 There should be a separate instructional computer laboratory for the methods course ( to learn
social science statistics), with internet access

CHED Policies, Standards, and Guidelines for the Sociology (BA Sociology):

Section 16.Laboratory and Physical Facilities

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1. Class Size. The suggested class size is 30 to 45 students, except for special lecture, workshop,
laboratory, readings, and thesis classes, as well as those involving fieldwork, where class sizes can be
smaller.
2 Classrooms must have adequate space and facilities for all classes. Special classes with more than 45
students may be allowed as long as appropriate facilities(bigger room, audiovisual equipment) are provided
3.Laboratory Requirements
 For courses that require the use of a computer, a 1:1 computer per student ratio is required
 Computer laboratories must have updated equipments and software programs
 Audiovisual rooms must have the appropriate equipments.

CHED Policies, Standards, and Guidelines for the Journalism (BA Journalism):

Section 16.Laboratory and Physical Facilities

1.Classroom/ Laboratory Requirements:
 Newsroom with 1:2 computer-to-student ration, printer, and licensed or open-source software
 Computer, a 1:1 computer per student ratio is require, printer, and licensed or open-sourc software
 Photography laboratory with licensed or open-source software
 Internet access

CHED Policies, Standards, and Guidelines for the Communication (BA Comm):

Section 14. Teaching Load

The regular teaching load of full-time faculty members shall not exceed 24 units per semester or term. Any
load in excess shall be considered a teaching overload and must be fairly compensated
Section 16.Laboratory and Physical Facilities
1.Classroom requirements:
 For lecture classes, ideal size is 20 students per class, maximum of 40 students shall be allowed,
provided attendant facilities are made available. For laboratory classes, the number of students
must be 15-20 only.
2. Laboratory Requirements
 Computer/multimedia laboratory
 Broadcast equipment/ facilities

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 CHED Policies, Standards, and Guidelines for the History (BA History):

Section 16.Laboratory and Physical Facilities

1. Laboratory and Physical Facilities
 For lecture classes, ideal size is 20 students per class, maximum of 40 students shall be allowed.
Special lectures more than 40 may be allowed as long as the necessary facilities are provided.

CHED Policies, Standards, and Guidelines for the Economics (BA Economics):

Section 15.Laboratory and Physical Facilities

 There should be an economic research laboratory equipped with presentation equipment and at
least one specialized econometric software. Schools are encouraged to evaluate freeware as well
as proprietary software.
 There should be at least 4 computer rooms in the Department of Economics with internet access
for the use of the faculty and students

CHED Policies, Standards, and Guidelines for the Psychology (BAPsychology):

Section 15.Laboratory and Physical Facilities

 There should be a psychological research laboratory with various equipment which may be
relevant for conducting psychological (especially experimental) research.
 There should be an up-to-date collection of psychological test materials (I,e.. intelligence, aptitude
and personality test). Each category of test should be represented in the collection.

CHED Policies, Standards, and Guidelines for the Philosophy (BAPhilosphy):

69
Section 15.Laboratory and Physical Facilities
 The standard classroom shall be minimum of 30 square meters for class of 25 students and 56
square meters for a class of 50 students. Classrooms must be well lighted and well ventilated.
These should contain the necessary equipment and furniture such as chairs, instructor’s podium
and black/white boards
 Audio-visual room and equipment and facilities should be provided as instructional support.

College Law Requirements:

DEGREE PROGRAM:
The College of Law of the University of the Philippines offers the following degree programs:

 Four-year undergraduate program leading to a Juris Doctor (J.D.) degree

 Five-year undergraduate program for working students leading to a Juris Doctor (J.D.) degree
 Regular graduate program leading to a Master of Laws (LL.M.) degree primarily for prospective law
teachers and professional specialists
ADMISSION POLICIES/REQUIREMENTS:
JURIS DOCTOR (J.D.)
No students shall be admitted to the program leading to Juris Doctor degree unless he/she has
satisfactorily completed in an authorized university or college a bachelor’s degree in arts or science with
any of the following subjects as the major or field of concentration:

 Political Science
 Philosophy
 English
 Economics
 History

A bachelor’s degree holder in a field other than those mentioned above must have earned the following
minimum number of units:
English 12 units
History and/or Economics 9 units
plus,Philosophy, Political Science,
9 units Psychology, or Sociology
plus,a course on Rizal 3 units

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An applicant shall be required to take the Law Aptitude Examination (LAE). The UP LAE is usually
administered in the third week of November in five (5) testing centers (UP Diliman, UP Baguio, UP Visayas
[Iloilo], UP Cebu, and UP Mindanao). Application forms are available on the second week of August.
Holders of graduate degrees are not exempted from taking the test.
No student shall be admitted to the College unless the Committee on Student Admissions recommends
his/her admission. The College has a “no deferment” policy. Those admitted to the College but do not
enroll or enroll in the first semester but drop all courses will have to
re-take the LAE.

Room and Laboratory Requirements for the existing

subject/courses is required:
COURSE OFFERINGS
UNDERGRADUATE:
Law 99- Legal Bibliography.Development of skills in the use of legal
materials and the law library.1 u.

Law 100- PersonsandFamilyRelations.The law governing legal status,

capacity and marriage; and the duties and obligations incident to family
relations.4 u.

Law 101- ObligationsandContracts.The law governing obligations, their

sources, kinds, nature and effects; the law governing contracts, their
creation, interpretation, modification, performance, and other incidents;
includes natural obligations, trusts, estoppel, extinctive prescription and
compromise. 5 u.

Law 102- Property. Concepts and institutions of property and its modes of
acquisition (except succession) based on the Constitution, the Civil Code,
and special laws; includes the laws on intellectual property, lease and
donation. Prereq: Law 101. 4 u.

Law 103- Sales.The study of the law on sales, the Bulk Sales Law, barter
and documents of title to goods.Prereq: Law 101. 2 u.

Law 104 -Torts and Damages.The law of torts, quasi-contracts and

damages based on the Civil Code and relevant special laws.Prereq: Law
101. 3 u.

Law 105- Succession. The law of descent, both testate and intestate,
based on the Civil Code and special laws. Prereq: Law 100, 102. 3 u.

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Law106- CorporationLawandSecurities Act.Thelawoncorporateorganization, management, finance, dissolution
and reorganization, based on the Corporation Code, special laws, and existing jurisprudence; includes study of the
Securities Act. Prereq: Law 101. 5 u.

Law 107- CreditTransactions.The law governing secured and other financing transactions, including mortgages,
pledges, guaranty, surety, trust receipts, and preference of credits. Prereq: Law 101. 3 u.

Law 108 - Bills, Notes and Commercial Papers.The law governing negotiable instruments, as well as other
commercial papers including investment papers and money market instruments.Prereq: Law 101, 107. 3 u.

Law 109- Criminal Law 1.The basic concepts and principles of criminal law and penology including those relating to
the enforcement of penal laws and the imposition of penalties.3 u.

Law 110- Criminal Law 2. Specific crimes and their penalties defined in the Revised Penal Code and other penal
statutes. Prereq: Law 109. 4 u.

Law 111-Public InternationalLaw. An introduction to the international legal system with emphasis on sources and
subjects of law and international responsibility.3 u.

Law 112 Private InternationalLaw. An introductory course dealing with legal transactions or relationships involving
foreign elements with emphasis on the choice of law methods, including problems in jurisdiction and in recognition
and enforcement of foreign judgments.Prereq: Law 100, 101, 102, 104, 105, 125. 2 u.

Law 113 TheLawonLaborandSocialLegislationandthePrinciplesofAgrarian Reform.The legal guarantee on minimum

standards, welfare benefits, and employment opportunity for workers, including statutes and decrees on social
security, labor standards, manpower development, employment generation and assistance programs, and basic
principles of agrarian reform.3 u.

Law 114 LaborandSocialLegislation2. The legal structure, processes and institutions of collective bargaining,
and labor arbitration including the law on trade unions, unfair labor practices, strikes and lockouts, collective
bargaining agreements, agricultural tenancy, and the settlement of labor and agrarian disputes. Prereq: Law 101,
113. 3 u.

Law 115 Legal History.The development of the world’s legal systems, with emphasis on their relation to the basic
institutions of Philippine law.2 u.

Law 116 Legal Method. An introduction to legal analysis, research techniques, rules of legal construction, and other
aspects of the legal process. 2 u.

Law 117 Legal Theory.The main schools of jurisprudential thought, with emphasis on the philosophical influences on
the varying conceptions of ideal law and material law, and their impact on law as an instrument of procedural and
substantive justice.2 u.

Law 118 Medical Jurisprudence. A study of selected medico-legal problems.1 u.

Law 119 SupervisedLegalResearchandWriting. A supervised writing course involving the preparation of legal
materials including articles, opinions or memoranda.2 u.

Law 120 The Legal Profession.The history, development, current problems, and role of the legal profession in
Philippine society, over and above instructional Legal Ethics.2 u.

72
Law 121 ConstitutionalLaw1.The fundamental concepts of public law; values, principles and policies underlying the
Constitution; the legal structure and basic functions of government, the distribution and limitation of power.4 u.

Law 122 ConstitutionalLaw2.The Rule of Law, including the concept of limited Government, the Bill of Rights and
Duties, and judicial review of acts affecting them. 4 u.

Law 123AdministrativeLaw.The role of the administrative agency in the constitutional order; the principles and
doctrines governing the administrative process; procedural rules governing rule-making, adjudicative, regulatory and
other functions of administrative agencies, techniques of control over administrative actions with emphasis on judicial
review.Prereq: Law 121, 122. 3 u.

Law 124 Remedial Law 1 (Criminal Procedure). The law governing prosecution, trial and adjudication of criminal
cases, including procedures relating to arrest, incidental seizures and searches, custodial interrogation, preliminary
investigation indictment, trial and sentencing of offenders, as provided for in the Rules of Court and special laws. 3 u.

Law 125 Remedial Law 2 (Civil Procedure). The jurisdiction of Philippine courts and the rules of judicial procedure in
civil actions, both ordinary and special, including provisional remedies and prescription of actions based on the Rules
of Court and other laws. Prereq: Law 124. 5 u.

Law126 Remedial Law 3 (Evidence).The study of the rules of admissibility and the rules of proof as they appeared in
the rules of evidence.3 u.

Law 127RemedialLaw5(Practicum1).A clinical legal education and training course integrating classroom learning of
substantive and remedial law with their concrete application in actual controversies, disputes, and cases before the
courts or administrative agencies for amicable settlement or for adjudication, as the case may be. This course is
divided into two parts. One, is the practicum component wherein law interns handle actual legal problems, disputes
or cases under the supervision of the Office of Legal Aid. They interview the clients, draft necessary legal and judicial
forms, do counselling and negotiation work, appear before the courts/administrative agencies for adjudication
including appeals therefrom. Conferences and tutorials for formulating the theory of the case, strategizing and
assigning legal research work are also part of this component. The second component is the Moot court wherein
actual OLA cases are utilized to simulate court litigation for effective role playing of advocates and witnesses. Field
observations of legal institutions, administrative agencies, courts, law enforcement agencies, and other bodies that a
law practitioner encounters, are also required. Prereq: Law 124, 125, 126, 174. 6 h. (2 classroom work, 4 practicum)
4 u.

Law 128 RemedialLaw6 (Practicum2). The classroom component includes: the study of alternative dispute
resolutions, compulsory conciliation under P.D. 1508, legal interviewing and negotiation, role playing on actual
disputes, drafting exercises on necessary legal forms. The practicum or service component started in Practicum 1 is
continued. Prereq: Law 124, 125, 126, 127, 174. 6 h. (2 classroom work, 4 practicum) 4 u.

Law 129–ATaxation1.A study of the general principles of taxation, income taxation, including tax enforcement and
remedies available to the taxpayer and the government.3 u.

Law 129–BTaxation2.A study of transfer taxes, value-added tax, percentage tax, excise tax and other business and
commodity taxes, realty tax, including tax enforcement and remedies available to the taxpayer and the government,
as well as a survey of the municipal tax system. 3 u.

73
 College of Design, Fine Arts, and Architecture

CMO 61 – BS Architecture and Drafting Technology program

Section 18 – Library
Library personnel, facilities and holdings should conform to existing CHED requirements for
libraries which are embodied in a separate CHED issuance. The library must maintain a collection of
updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library
resources should complement curriculum delivery to optimize the achievement of the program outcomes for
the BS Architecture program.

Section 19. Studio/Laboratory and Physical Facilities

19.1 General Standards.
Area. The size of the school/college of architecture should be adequate to meet the needs of its present
population and future expansion.
Adherence to Codes. Unless otherwise stated, the physical plan of the architectural institution shall conform
to the National Building Code and all other applicable codes and ordinances.
19.1.2 Health and Safety
a. All classrooms, lecture rooms, studios and laboratories in the architectural institution shall be clean and
properly maintained to meet public health and safety regulations.
b. Physical education and recreational areas shall conform with all rules and regulations pertaining to safety
and suitability.
c. Actual occupancy load of instructional rooms shall be properly observed and maintained.
d. All stairways/corridors shall be free of obstruction. All stairways shall not be used for storage.
e. There shall be a working fire alarm system and fire fighting system.
f. Each instructional space shall be easily evacuated by all of its occupants within sixty (60) seconds. All
external and laboratory doors shall open outward.
19.1.3 Acoustics
The sound levels inside the school facility shall generally conform with standard building practices, as
follows:
Maximum Sound Level in decibels (dB) Use
50 Classrooms
80 Laboratories
80 Design Studios
56 Offices
42 Library

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19.1.4 Ventilation.
The classrooms, libraries, laboratories and offices shall conform to the existing code.
19.1.5 Lighting.
Illumination levels inside the school shall be adequate and shall conform to the existing code.
19.1.6 Capacities.
The classroom and laboratory facilities of the school/colleges shall conform with the following requirements:
Net Ratio Facility

1 sqm per student Lecture Room

2 sqm per student Studio Design facilities

The classroom standard shall apply to instructional portions of laboratories and the laboratory standard
shall apply to experimental areas only (exclusive of space occupied by equipment, laboratory benches and
classroom areas in the laboratories).
19.1.7 Electrical Services.
The laboratory and non-laboratory instructional space of institution shall be provided with an average space
of the institution shall be provided with an average of ten (10) watts / square meter of electrical power.
19.1.8 Water Supply.
The laboratory and non-laboratory instructional space of the institution shall be provided with adequate
potable water supply in accordance with the national building code.
19.1.9 Custodial Support.
Adequate custodial support services should be provided.

Section 20. Instructional Space

20.1 Types
20.1.1The architectural institution shall provide a variety of spaces which can accommodate tutorial
sessions as follows:
a. Audio-Visual

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 b. Lecture/Seminar Rooms
c. Consultation Rooms
20.1.2 The instructional spaces should be marked for specific purposes.
20.2 Facilities
All instructional spaces for lecture, recitation, demonstration or tutorial purposes shall be provided with at
least:
20.2.1 One (1) lecture board which shall extend at least 80% of the length of the front wall;
20.2.2 One (1) functioning dual electric outlet;
20.2.3 One (1) comfortable seat with back support for each student; and
20.2.4 One (1) designated place for posting of bulletins and announcements.

Section 21. Laboratory Instructions

21.1 Laboratory Requirements
In the absence of the architecture laboratories, architecture institutions shall have access to the following
laboratories:
21.1.1 Material Testing Laboratory
21.1.2 Multi-purpose Laboratory e.g. scale modeling, utilities and building technology
21.1.3 Computer Laboratory
21.2 Design Studio- shall have facilities to handle/accommodate lecture, drafting and modeling
21.3 Student-Faculty Ratio – shall not exceed 40:1
21.4 Technical Personnel.
There shall be one full-time laboratory technician or assistant per laboratory.
“Full-time” laboratory technicians means at least six (6) hours of work for any individual laboratory, plus
such other additional hours, as that laboratory may require in actual use.
21.5 Equipment requirement.
To enhance the learning process of the students, the school shall provide sufficient functional equipment,
apparatus, supplies, tools, and other materials inside the architecture laboratories, in order to achieve the
following objectives:
21.5.1 To allow every student to perform the entire basic laboratory exercises.

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21.5.2 To maintain wherein no laboratory student work group shall exceed fice (5) students working on the
same laboratory equipment at the same time.
21.6 Maintenance of Equipment
21.6.1. Each school/college of architecture shall have an announced program for the regular preventive
maintenance, repair and calibration of laboratory equipment.
21.6.2 The said program shall have an adequate annual allocation in an amount to be determined by the
school concerned.
21.6.3 The school/college of architecture shall maintain a systematic record or repairs and expenditures
incurred.
21.6.4 The school/college of architecture shall make available additional funds necessary for emergency
repairs of essential equipment to ensure the continuing operation of the instructional program of the
laboratories and design studios.
21.7 Modernization of equipment.
Each school/college architecture shall have a program for the continuing modernization and upgrading of
its instructional laboratories, facilities and equipment. The said program shall have an adequate annual
allocation in accordance with the financial capability of the school.
21.8 Inventory of Equipment.
Each architectural institution shall maintain inventories or laboratory equipment, which shall be updated
annually. The inventory shall contain the following information:
a) Name of the item
b) Quantity on hand
c) Operational status (operational, not operational, under repair, unrepairable)
d) Year of purchase; if known, and
e) Original purchase price, if known.

21.9 Laboratory Safety.

Each architectural institution shall have a program on safety which shall include the following components
and/or requirements:
21.9.1 Annual training program in laboratory safety for both the students and staff using or working in the
laboratories.
21.9.2 Provisions for fire extinguisher of proper classification as required by the Fire Code which shall be
commercially inspected and recharged.
21.9.3 Provision on evacuation drills at least once per year to train students and staff in fire and
earthquake evacuation procedures.

77
21.9.4 Provision for specific warning signs specifically in laboratories where chemical, electrical or
radiation experiments are performed.
21.9.5 Posting of safety rules and regulations and evacuation procedures in conspicuous places.
21.10 Storage
There shall be adequate storage room in the school/college of architecture to stow all equipment,
apparatus and supplies not in use.

Section 22. Office Space

22.1 The school/college of architecture shall provide adequate office space for the administration of the
architecture program.
22.2 The school/college of architecture shall provide and maintain Faculty Conference, Study and
Consultation rooms.

Section 23. Audiovisual Facilities

23.1 Equipment.
The school/college of architecture shall have at least one of each type of the following AV equipment:
23.1.1 Projection Screens;
23.1.2 Videotape / Digital Players with Television Monitor;
23.1.3 LCD multi-media projector / Laptop computer
23.1.4 Replacement bulb stock and
23.1.5 Copying machine
23.2 Supplies
The school administration shall provide architectural faculty members with materials for the production of
visual aids. This requirement should be a line item in the school budget.
23.4 Maintenance
All audiovisual equipment shall be maintained in good working condition or shall be replaced if beyond
repair.
23.5 Staff Training

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The school administration shall provide for all architecture faculty members at least an annual training
program in the use of audiovisual equipment and in the production of sample audiovisual instruction
materials.

CMO 60 – Environmental Planning program

Section 15. Library
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which
are embodied in a separate CHED issuances. The library must maintain a collection of updated and
appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources
should complement curriculum delivery to optimize the achievement of the program outcomes for the BS
Environmental Planning program.
Libraries for BSEP use must have at least one (1) unit of an internet-capable (and fully functioning)
computer for in-house research purposes.
Section 16. Laboratory and Physical Facilities
a) Laboratory / Studio Requirements
1. Adequate space for worktables, movable chairs, elbow room for a class of at least twenty five
(25) students doing academic (lecture or laboratory) work at the same time.
2. The area should be well-ventilated and well-lit; these should be provided with large
sinks/faucets with free-flowing water.
b) Audio-Visual requirements
Audio-visual equipment should be provided, such as computers, projectors, TV/monitors and other
audio-visual equipment/accessories, equipped with the latest documentaries for instructional
support in various environmental planning subjects.

CMO. 44 – Interior Design

Section 15. Library
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which
are embodied in a separate CHED issuances. The library must maintain a collection of updated and
appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources
should complement curriculum delivery to optimize the achievement of the program outcomes for the BS
Interior Design program.
Section 16. Laboratory/Studio and Physical Facilities
a. Studio requirements. The teaching/learning environment can only begin with a classroom facility
unique to the practice of interior design. The word “laboratory/studio” denotes a physical space
within which the teaching/learning of the visual language takes place.

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 1. The laboratory/studio should have adequate space for worktables, movable chairs, and elbow
room for a class of thirty (30) students doing production work at the same time.
2. The laboratory/studio should be well-ventilated and well-lit, provided with two large sinks and
faucets.

b. Audio-visual requirements. Multi-media systems should be provided, with substantial collection of

materials such as films and documentaries for instructional support relevant to interior design.
c. Materials and resource center. Brochures and actual samples of materials for interior design
finishes, furniture, furnishings and interior design accessories should be appropriately organized
and stored for easy access and use of students.
d. Computer laboratory. A computer laboratory should be provided with the latest CAD/software
applicable to interior design, for students’ use for digital production and printing.

CMO.43 – Bachelor in Fine Art program

Section 15. Library
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which
are embodied in a separate CHED issuances. The library must maintain a collection of updated and
appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources
should complement curriculum delivery to optimize the achievement of the program outcomes for the BS
Bachelor of Fine Arts program.
Section 16. Facilities and Equipment
16.1 Facilities
a) Studio Requirements – The teaching/learning environment can only begin within a classroom facility
unique to fine arts – the studio. The word “studio” denotes a physical space within which the
teaching/learning of the visual language takes place. Likewise, it connotes a non-physical space conducive
to non-verbal teacher/student communication and mentoring, where the creative spirit is nurtures and
allowed full expression. The word studio shall include workshop, photography laboratory, sewing room, and
other similar spaces devoted to creative work.
i. The studio shall have adequate physical space for worktables, chairs, and elbow room for
the number of students doing production work at the same time.
ii. The studio shall be well-ventilated and well-lit, and have at least two (2) sinks each, large
enough for two faucets.

b). Gallery – A physical space shall be provided for the display or exhibition of creative outputs.

16.2 Facilities

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a. Audio-Visual Room – shall contain as instructional support for art history, theory and specialization
courses.
b. Computer Laboratory – shall contain as many computers as the institution’s resources will allow, where
students are provided access to digital production using reasonably recent software.

CMO. 45 – Landscape Architecture program

Section 32. Library
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which
are embodied in a separate CHED issuances. The library must maintain a collection of updated and
appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources
should complement curriculum delivery to optimize the achievement of the program outcomes for the BS
Bachelor of Landscape Architecture program.
Section 33. Facilities and Equipment
33.1 General Standards
33.1.1 Area. The size of the school/college of landscape architecture should be adequate to meet the
needs of its present population and future expansion.
33.1.2 Adherence to Codes. Unless otherwise stated, the physical plan of the landscape architectural
institution shall conform with the National Building Code and all other applicable codes and ordinances.
33.1.3 Health and Safety.
a) All classrooms, lecture rooms, studios and laboratories in the landscape architectural institution
shall be clean and properly maintained to meet public health and safety regulations.
b) Physical education and recreational areas shall conform with all rules and regulations pertaining to
safety and suitability.
c) All stairways/corridors shall be free of obstruction. All stairways shall not be used for storage.
e) There shall be a working fire alarm system and fire fighting system.
f) Each instructional space shall be easily evacuated by all of its occupants within sixty (60) seconds.
All external and laboratory doors shall open outward.

33.1.4 Acoustics
The sound levels inside the school facility shall generally conform with standard building practices, as
follows:
Maximum Sound Level in decibels (dB) Use
50 Classrooms

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 80 Laboratories
80 Design Studios
56 Offices
42 Library

33.1.5 Ventilation
The classrooms, libraries, laboratories, and offices shall conform to the existing codes.
33.1.6 Lighting
Illumination levels inside the school shall be adequate and shall conform to the existing code.

33.1.7 Capacities
The classroom and laboratory facilities of the school/college shall conform with the following requirements:
Net Ratio Facility
0.64 sqm per student Lecture Room
1 sqm per student Studio / Design Facilities

The classroom standard shall apply to instructional portions of laboratories and the laboratory standard
shall apply to experimental areas only (exclusive of space occupied by equipment, laboratory benches and
classroom areas in the laboratories).
33.1.8 Electrical Services
The laboratory and non-laboratory instructional space of the institution shall be provided with an average of
ten (10) watts / square meter of electrical power.
33.1.9 Water Supply
The laboratory and non-laboratory instructional space of the institution shall be provided with adequate
potable water supply in accordance with the national building code.
33.1.10 Custodial Support
Adequate custodial support services should be provided.

3.2 Building Systems

3.2.1 Environmental System
3.2.1.1 Proper Building Orientation and Building System

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 Sun path Orientation- By using the existing sunpath of the site
we could manipulate the placing of spaces of the building for
us to have a good result when it comes to tropical, passive
cooling, heat transfer design of the whole community and
placing of proper spaces from where it should be according to
the existing site analysos.
Building Passive Cooling- Passive cooling is a building design
approach that focuses on heat gain control and heat
dissipation in a building in order to improve the indoor thermal
comfort with low or no energy consumption.

3.1.2 Stack Ventilation

The strategies in this systems is cool air is sucked in
through low inlet openings and hotter exhaust air escapes
through high outlet openings. The ventilation rate is
proportional to the area of the openings. Placing openings
at the bottom and top of an open space will encourage
natural ventilation through stack effect. The warm air will
exhaust through the top openings, resulting in cooler air
being pulled into the building from the outside through the
openings at the bottom. Openings at the top and bottom
should be roughly the same size to encourage even air
flow through the vertical space. To design for these effects,
the most important consideration is to have a large
difference in height between air inlets and outlets. The
bigger the difference, the better.Skylights or clerestories in more modest buildings. For these strategies to
work, air must be able to flow between levels.

3.2.1.2 Trees as sound barrier

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Shrubs and Trees as a Noise Barrier. Evergreen shrubs make the best plants for noise because they
provide year-round noise reduction. Broadleaf evergreens are more effective than narrow-leaf plants and
conifers. Choose trees and shrubs with dense branches that reach all the way to the ground.The use of
group of thick leaves as a sound barrier of the whole site will be useful when it comes to noise protection
because bundle or groups of trees. By the use of this trees it will not serve only as sound barriers but it also
serve as an aesthetic or landscape appearance of the existing community.

3.3.2 Utilities Systems

Electrical and Communication System

Emergency Generator:

 Continous Generating Independent

Electricity
 Serve as an emergency purpose for
the building
 Standby and/or emergency power
where gen sets are started to pick-up,
legally required emergency loads
when the normal utility fail

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3.1.3 Transformer System or Electrical Room:
An electrical room is a room or space in a
building dedicated to electrical equipment. Its
size is usually proportional to the size of the
building; large buildings may have a main
electrical room and subsidiary electrical
rooms. Electrical equipment may be for
power distribution equipment, or for
communications equipment. This is provided to control and regulate the flow of electricity on the whole
development to avoid misused or wastage of energy of electricity of the whole development.
Telecommunications
3.1.4 Multiple Line System with PBX Server.
A moderate to large phone traffic will need a
phone system that can handle all calls
efficiently. A multiple-line phone with two or
more extensions (depending on how many
people are in the office), along with a digital
line hookup, can manage a small office
effectively. A voice mail system with 2-10 ports can used to keep the office
from missing phone calls.
Led Fluorescent Lamps:

Not only do LED  lights consume less

electricity, they also have the
following advantages: Safer: LEDs are
much cooler than incandescent lights,
reducing the risk of combustion or burnt
fingers. Sturdier: LEDs are made with epoxy
lenses, not glass, and are much more
resistant to breakage. Energy
Efficient. LED lights are up to 80% more efficient than traditional lighting such as fluorescent and
incandescent lights. 95% of the energy in LEDs is converted into light and only 5% is wasted as heat. This
is compared to fluorescent lights which convert 95% of energy to heat and only 5% into light.
Solar panels:
Photovoltaic solar panels absorb
sunlight as a source of energy to
generate electricity.. Photovoltaic
modules constitute the photovoltaic

85
array of a photovoltaic system that generates and supplies solar electricity in commercial and residential
applications. By application of proper orientation of the building based on the sun path diagram given on
the site analysis of existing site we can maximize the gathering of solar energy by properly placing the solar
panels on the areas of the site where you can maximize the gathering of solar energy which is buildings
that would be located on the southwest region.

Fire Protection System:

Fire Sprinkler System:

Pre-action water sprinkler:

Pre-action fire sprinkler systems employ the basic concept
of a dry pipe system in that water is not normally contained
within the pipes. The difference, however, is that water is
held from piping by an electrically operated valve, known as
a pre-action valve. Valve operation is controlled by
independent flame, heat, or smoke detection.

Features and Benefits:

 Reduce Risk of Damage
 Relatively Inexpensive
 Reduce Insurance Premiums
 Low Maintenance
3.1.3Gaseous fire suppression for computer rooms and other electronics and technical equipment:

Gaseous fire suppression, also called clean agent

fire suppression, is a term to describe the use of
inert gases and chemical agents to extinguish a
fire. By this method since computers, electronics

86
 and other technical equipment might be malfunction if water type fire sprinkler is used the ideal fire
safety system for this area is the Gaseous fire suppression or clean agent fire suspension system. But
there is a safety precaution for this system. User shall vacate the room before the fire started to avoid
suffocations and other health issues caused by the gas released.

3.1.3 Fire Protection Tank

The fire protection storage tank is used to provide
facilities that might have a fire hazard the direct
control of an amount of water necessary that will
ensure a fire can be extinguished with access to the
appropriate amount of water resources in a timely
manner.Many commercial properties elect to have fire
protection storage tanks installed because of the
added protection should a fire break out. Having immediate access to these tanks on commercial
properties removes the concern of having a shortage of water during a fire. Many of the commercial
tanks are built above ground and have a ladder on the side for appropriate access.

Plumbing and Drainage System:

Chlorinated Polyvinyl Chloride Pipes or CPVC Pipes (Plastic):
is PVC (polyvinyl chloride) that has been chlorinated via a free
radical chlorination reaction. CPVC is produced by adding
chlorine to PVC in a water slurry or fluidized bed chlorination
process. The chlorination reaction is initiated by ultraviolet
light. The chlorinated PVC is compounded with ingredients
necessary for the desired properties for further processing.
The chlorine added to PVC gives CPVC higher temperature performance and improved fire and
corrosion resistance unlike on a typical PVC pipe.
Benefits:
 Safety of potable water and long-term reliability

 Resistance to corrosion, tuberculation, deposits

 Lightweight, easy to transport

 Available in wide range of size

 Noise and water hammer resistance
 No scrap value, avoiding jobsite theft
 Durability and toughness to survive jobsite installations

87
  No flame used for joining, solvent cement joints

Recycled Water Drinking Fountain:

Use filtrated recycled clean water for drinking purposes to
conserve and save water water and to avoid wastage. By this
method in serve as sustainable techniques in conserving water
which is based on the National Green Building Code which
means conserving and filtration waste water

Waste water treatment Plant:

 It prevents disease. Water can potentially contain bacteria

and chemicals that would cause disease and death to
people that
consume it.

 It provides clean water

 It helps the environment.

 Waste does not go to waste

Permeable concrete pavement Rainwater collection System:

Permeable paving is a method of that allows for

infiltration of fluids. In pavement design the base is the top portion of the roadway that pedestrians or
vehicles come into contact with. At the same time the pavements infiltrate water and filter excess into a
water tank and serve as a recycled water collection system and at the same time a pavement that prevent
flooding.

88
Grasscrete Pavements for parking area:
Grasscrete is a pervious reinforced concrete structure
for all types of trafficked areas that is either covered
with grass, has grass growing in the voids of the
structure or has stone in the voids of the structure.
The grass serve as a water drainage system directly
to ground and prevent flooding from happening. This
system is lowcost since this will allow small amount of
concrete to be used on the construction and have
more grass portion.

Mechanical System:
Air-conditioning System:
For Lobby, Offices, Library, Audiovisual Rooms:
Window Type Air-Conditioner System
Benefits:
 Low Cost
 Extremely Energy Efficient
 Easy to Install
 Doesn’t Take Up Floor Space
 Great for Supplemental Cooling
 Multi-Functional For Year-Round Use
 Can Be Used in Many Places

For Classrooms and Lecture Rooms:
Benefits:

89
  Ceiling fan makes room windy and breezy.
 Can improve the décor of the rooms while delivering reliable and efficient performance.
 Ceiling fans are cheaper as an initial investment than an Air conditioner. The power consumption of
a ceiling fan is also significantly lower than an Air Conditioner which will reduce power bills.
 In case of power cut ceiling fans can be very easily used with a regular battery backup as
compared to an Air Conditioner
 Ceiling fan can help to get rid of such insects and pests.
 As ceiling fan is installed on the ceiling it is out of the reach which makes it safer to use.
 Ceiling fans don't actually reduce the temperature of a room. However, the air they circulate can
make a room feel three to four degrees cooler.
For Auditorium, Gathering Room, etc:
Benefits:
 Ductless Cooling
 Low Maintenance
 You can control the air temperature in different rooms.
 More economical than centralized Air-conditioned

3.3.3Structural System:
Foundation: Isolated Stepped Footing
Isolated footing is defined as the footing, which is provided
beneath the column to distribute the loads safely to the bed
soil. This kind of footing is used to support single-columns
and when the columns are arranged relatively at long
distance. This the most inexpensive kind of footing.
 Economical type of footing
 Stabilizes soil around the base of the structure
 Easy construction
 Has continuous contact with the entire foundation which reduces the risk of foundation failure
 Cost savings in construction, design, and quality control
 Simple construction procedure

A spread footing foundation has a wider bottom section when compared with a load-bearing foundation.
This wider bottom distributes the weight over a great area, adding stability to the building. The spread
footings are constructed with concrete and steel and, due to their design, they are less likely to fail than
other spot footers.
Roof Frame System: Low pitched roof system
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 Benefits:
 Improved Heating and Cooling, A
low slope roof limits this extra air
and makes a structure easier to
keep comfortable throughout hot seasons

 Installation Costs. A low slope or flat roof requires less material to build, lowering the overall
installation cost.

 Windproof- Perhaps the main advantage of low-slope roofs is its inherent wind resistance

 Durable- If you wish to convert your roof into a roof deck, then such kinds of low-slope
roofing would be perfect.

 Having the Illusion of Space with in the exterior design of the structure of the building

Roof Materials: Cool roofs

A cool roof is one that has been designed to reflect more sunlight and absorb less heat than a standard
roof.Cool roofs can be made of a highly reflective type of paint, a sheet covering, or highly reflective tiles or
shingles:
Materials:
 Reflective Roof Painting Coat

Walls:
CHB wall with plaster for exterior

Benefits:

91
  Highly durable- One of the major advantages of concrete hollow
blocks is their high durability. Concrete hollow blocks are compacted
by high pressure and vibration, which make the blocks very strong
and able to withstand a high level of loading.
 Cost-effective- Hollow block construction also requires less mortar
and saves labor hours, reducing both mortar and labor costs.
 Speedy construction- Concrete hollow blocks are easy to install due to their uniform size and
shape. They also have less weight which facilitates rapid construction work. Even unskilled
laborers can easily work with hollow blocks.
 Environment-friendly- Unlike traditional brick manufacture, which releases harmful fumes, hollow
blocks are machine-made, thus saving our environment. These are also energy efficient building
materials because of their insulating properties, thereby reducing energy consumption, and helping
to build a green city for the future generations.
 Greater earthquake resistance- Another major advantage of concrete hollow blocks is that they
offer superior earthquake resistance. This is owing to their light weight, which reduces the building
load significantly. This provides a stable foundation and makes it resilient to natural hazards like
earthquakes. Their uniformity also reduces vulnerability during natural disasters giving you a safe
haven.

Slab System:
Reinforced Concrete Slab:
Benefits:

 Reinforced concrete has a high compressive

strength compared to other building materials.
 Due to the provided reinforcement, reinforced
concrete can also withstand a good amount tensile
stress.
 Reinforced concrete, as a fluid material, in the
beginning, can be economically molded into a
nearly limitless range of shapes.
 The maintenance cost of reinforced concrete is
very low
 In the structure like footings, dams, piers etc.
reinforced concrete is the most economical
construction material

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  Compared to the use of steel in structure, reinforced concrete requires less skilled labor for the
erection of the structure.

Recycled Tire Pads as Base Isolation:

Recycled tire pads can be use as a base isolation on 3
storey building. This tire pads will serve as an earthquake.
Using scrap automobile tires as an elastic foundation
system capable of reducing seismic distress on the
superstructure. For this purpose, a series of finite element
dynamic analyses has been performed. The results of this
detailed parametric investigation show that under certain
circumstances the use of this low-cost isolation can
improve the seismic response of the examined structure.
Low-Cost Seismic Base Isolation using Recycled Tire Cushions can serve as a low cost earthquake
protection for the a structure.

3.3.3 Other Technical Issues:

Awning Windows:
Benefits:
 Provide an attractive feature and since they open outwards
from the top they lend a fresh stylish look.

 Awning windows are relatively cheap to buy.
 Sunshading and Rain protection type of window
 Compared to casement windows awning windows can’t
easily break because of their locking mechanism.

Safety Signages:

93
Advantages: This is the main concern since valuable things and human life is very important so providing
safety signages to maintain safety of the other users and the security of the site is considered by analyzing
the relation of spaces and how vulnerable it is to safety and security measures to keep the whole
community safe and aware on the existing hazard and other technical issues of the whole development.

SPECIALIZED ALLIED SERVICES

A. Architectural Interior (AI) Services
Professional: Interior Designer
Area: Library, Chapel, Admiration offices, Lobbies
Involves the detailed planning and design of the indoor / enclosed areas of any proposed building /
structure, including retrofit, renovation, rehabilitation or expansion which shall cover all architectural
and utility aspects, including the architectural lay-outing of all building engineering systems found
therein.

B. Acoustic Design Services

Professional: Acoustic Engineer
Area: Seminar Rooms, Audio Visual Rooms, Chapel, Instructional Rooms, Library
Acoustic design services involve the detailed planning and design to control sound transmission for
compatibility with the architectural design concept.

C. Architectural Lighting Layout and Design

Professional: Electrical Engineer
Area: Lighting fixtures
Architectural Lighting Layout and Design Services involves the detailed planning and design of light
transmission, timing and control for compatibility with the architectural design concept.

D. Site and Physical Planning (Including Master Development Planning, Subdivision Planning and
Urban Design) Services
Professional: Urban Planner
Area: Site Planning

94
 Physical planning refers to the orderly arrangement within a piece of land or property on which
vertical structures such as buildings, monuments and the like, as well as horizontal developments
such as rights-of-way (ROWs), open spaces and activity spaces to be proposed.

E. Security Evaluation and Planning

Professional: Facilities Manager
Area: Library, Parking, Security devices
The Consulting Architect in this area of practice arranges and formulates methods of rating and
ascertaining the value of structures or facilities which must be fully secured, kept safe, protected,
assured, guaranteed and provided sufficient safeguards for the conduct of any work or activity.

F. Facilities Maintenance Support

Professional: Facilities Manager
Area: Maintenance of all Buildings
The Consulting Architect in this area of practice provides the Owner/Client with means and
measures to ensure the proper function and maintenance of the building/structure and site after
final inspection.

G. Building Testing and Commissioning

Professional: Building Inspector
Area: Building Inspection after Construction
This area of practice recommends the systematic process of ensuring that a building/structure/s
array of systems is planned, designed, installed and tested to perform according to the design
intent and the building/s operational needs. If the building materials, equipment and systems are
not installed properly or are not operating as intended, the effectiveness, efficiency, productivity
and other benefits of high performance plans/designs will not be achieved.

H. Structural Conceptualization
Professional: Civil Engineer
This area of practice conceives, chooses and develops the type, disposition, arrangement and
proportioning of the structural elements of an architectural work, giving due considerations to
safety, cost-effectiveness, functionality and aesthetics.

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 CHAPTER 4: ARCHITECTURAL PROGRAMMING
4.1 Architectural Design Development
4.1.1 Site Planning and Programming
Type of Occupancy: Group C Division C-1 (Educational and Recreation)
Zoning Classification: (General Institutional)
A community to national level of institutional use or occupancy, characterized mainly as a low-rise,
medium-rise or high-rise building/structure for educational, training and related activities, e.g., schools and
related facilities and the like.
Setback:
Based on Rule 8 National Building code of the Philippines. Since the existing Catarman Diversion Road 2 is
only 10 meters The minimum setbacks for institution are:
Front: 5.00 meters Sides:2.00 meters Rear: 2.00 meters
Site Planning and Site Programming:
Computed Area
TOTAL LOT AREA (TLA) =89,571 SQM
PERCENTAGE SITE OCCUPANCY (PSO)= 50%

Allowable Maximum Building Footprint (AMBF)

AMBF= PSO x TLA AS PLANNED:
=0.50 x 89,571 SQM= 44,785 SQM 29,634 SQM

Maximum Impervious Surface Area (ISA)

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ISA= .20 x 89,571 SQM AS PLANNED:
ISA= 17,914 SQM 13,748 SQM

Minimum Unpaved Surface Area (USA)

USA= .30 x 89,571 SQM AS PLANNED:
USA= 26,871 SQM 46,189 SQM
TOTAL OPEN SPACE WITHIN LOT (TOSL)
TOSL= .50 x 89,571 SQM AS PLANNED:
TOSL= 44,785 SQM 47,439 SQM
MAXIMUM ALLOWABLE CONSTRUCTION AREA (MACA)
MACA= ABMF + ISA AS PLANNED:
= 17,914 SQM + 44,785 SQM 43,382 SQM
=62,699 SQM
FLAR DESIGNATION RIGHTS FOR INSTITUTION
= 2.50
MAXIMUM TOTAL GROSS FLOOR AREA (TGFA)
TGFA= FLAR x TLA AS PLANNED:
= 2.50 x 89,571 SQM 47,439 SQM
TGFA= 44,785 SQM

4.1.2Demand Analysis
Number of Graduate students per school.(Secondary Education).
Name of Schools
Public Schools 2013 2014 2015 2016 2017 2018
JuniorHigh SHS
1. Catarman NHS 449 478 469 435 480 483 552
2.Cervantes NHS 326 319 334 338 361 347 383
3. Bangkerohan 253 250 259 263 268 274 351
NHS
4. Raul Daza NHS 193 206 215 213 228 235 288
5.Talisay NHS 276 280 286 292 287 291 359
6.Eusebio Mangada 216 223 228 235 242 258 330
NHS
7.Polangi NHS 155 172 161 177 168 156 NO
DATA
8. Libjo III NHS 38 42 29 36 43 31 NO
DATA
Private Schools
1.Northern Samar 202 237 216 228 240 244 312
Colleges

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 2.Saint Michael 205 218 231 240 244 253 365
Academy

3.San Lorenzo Ruiz 222 229 238 230 247 244 373
High school

4. Central 261 256 267 273 280 285 319

Highschool of
Catarman
TOTAL 2,796 2,910 2,923 2,960 3,088 3,101 3,623

Number of Freshmen students enrollee per school. (Tertiary Education).

Name of schools 2013 2014 2015 2016 2017 2018 Overall

Public School Percentage of HS
graduate students
enrolled
TESDA 208 221 215 232 259 232 6.3%

Private Schools
East Pacific 173 158 169 75 84 168 3.8%
Computer College
Northern Samar 422 558 531 652 523 594 15.3%
Colleges

Eastern Visayas 321 326 341 363 377 355 9.7%

Central College

TOTAL 1,124 1,263 1,256 1,322 1,243 1,440 35.1%

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From the given data only 35.1% out of the overall number of21,401senior high school and highschool
graduate students of Catarman N. Samar from 2013-2018 pursued their tertiary education on the existing
colleges within the area municipality. This means only7,512 of the students out of 21,401 enrolled in the
existing municipality of Catarman. Which means there is a demand for the project.

Municipality:

College Graduates and Enrollees within the Municipality of Catarman

School Year Population Rate
Graduates
2012-2013 2,796jhs No data
2013-2014 2910 jhs 4.07%
2014-2015 2,923 jhs .45%
2015-2016 2,960 jhs 1.26%
2016-2017 3,088jhs 4.3 %
2018-2019 3,623shs 17.3%
AVERAGE GROWTH RATE 5.48%

Based on the table above, there is an average growth percentage of 5.48% annual growth rate. Since it is only based
on a single year it is because to the fact that Senior Highschoolare just very recent data regarding it’s statistic being
collected.

Projected Enrollment per year:

Projection at 5.48% Increase Rate (based on average rate)

School Year Population
2018-2019 1,086
2019-2020 2,231
2020-2021 3,439
2021-2022 4,713
2022-2023 6,057
2024-2025 7,475

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Based on the table the projected student population for the proposed university entrants is from 1,086 students
assumed from the (15% from the senior highschool graduates) to 7,512 students. This computation is based from the
existing 35.1%of students who didn’t enrolled with in the area municipality of Catarman Northern Samar.

Conclusion: Since the demand for enrolment is more than the recommended enrollment for the project. It
means that there is positive demand for the proposed project.

Number of Government Health Workers per region in the Philippines

100
Based on the given data above the number of government health workers within Region 7 (Central
Visayas) and Region 8 (Eastern Visayas) shall be the one of the future target to faculty demand that will
serve as one the future instructors within the proposed educational instution that will serve and teaches the
proposed project

The existing Population of Health Professionals within the area vicinity:

Catarman Doctors Hospital Existing Health Professionals:
Some of the existing Nurses working with in the vicinity:

101
102
Some of the existing Medical Technologies and Pathologist and Medical Doctors working with in the
vicinity:

103
104
Adela Sierra Medical Center

Based on the given data above the number of government health workers within the vicinity of Catarman
Northern Samar shall be also the one of the future target to faculty demand that will serve as one the future
instructors within the proposed educational instution that will serve and teaches the proposed project.

105
Demand Capacity of the Proposal:
Target Capacity: 7,475 students
Recommended Initial Enrollment: 1,121
Standard Classroom Population (based on CHED guidelines): 7 x 9 = 63 SQM for 40 students

Offered Programs:
College of Science Health, Science, and Medicine:
Department of Medical Technology/ Medical Laboratory, Science, Biology, Chemistry, Physics, Physical
Theraphy, Nursing, Doctor of Medicine:
Number of facility Requirements based on CHED:
1 classrooms: max of 40 students RATIO
As per advisable on ched population per room the ratio of classroom is: 1 classroom: per 36 students
36 classroom = 12 rooms per department for lecture can be catered for this building.
1 Faculty Office/ Multi-purpose Office/ Dean’s Office/ Consutation Rooms for:
> Science Department: Biology, Science, and Physics.
> Physical Theraphy, Medical Technology/ Medical Laboratory, Nursing.
> Faculty for Doctor’s of Medicine. MD Degree

For Laboratories and other facilities as per requirements by CHED:

Chemistry Laboratory for (Inorganic and Organic Chem, Analytical Chem, and Biochem):
40 students = 1Laboratory
Laboratory for Anatomy and Physiology:
40 students = 1Laboratory
Laboratory for Clinical Chemistry, Hematology, Blood Banking, and Immuno and Serology:
40 students = 1Laboratory
Laboratory for Microbiology, Parasitology, Clinical Microscopy, and Histopathology:

106
40 students = 1Laboratory
Laboratory for Toxicology Molecular Biology and Diagnostics:
40 students = 1 Laboratory
Nursing Skills Laboratory:
50 students = 1Laboratory
Clinical Facilities and Resources Laboratory:
40 students = 1 Laboratory
Computer Laboratory for Multipurpose use radiation and xray analysis lessons
40 students = 4 Laboratory
Audiovisual Laboratory:
45 students = 3 Laboratory
Multi-purpose Support Room:
Overall= 30 lecture rooms + 9 laboratories = 41 rooms overall

Parking Area Requirements:

Vehicular Parking:
College of Medicine (56 classrooms)
An overall of 56 classroom:
Plus 1 staff parking per department = 20 departments
1 car slot per 5 classrooms:
(56 classrooms / 5) + 20 = 32 vehicular parking slots

Jeepney Parking:
As per NBC a provision for a minimum 2 queued jeepney/shuttle slots is needed = 2 Jeepney Parking

Bus Parking:
As per NBC the requirement for bus parking is 1 bus parking for 200 students. Since the site cannot
accommodate the amount of bus parking the school shall rent on the existing bus terminal on Catarman.
But there is a provision of on site bus parking that would based on the initial population of target students
within the educational community:
1,121 students / 200 =6-7 on site bus parking

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Dormitory Demand for the proposed project:
Schools within the Catarman Distance from the existing Site Average number of Graduates
Vicinity per year (2013-2018)
Bangkerohan NHS 7.4 kilometers 274

Raul Daza NHS 3.8 kilometers 225

Talisay NHS 6.1 kilometers 296

EusebioMangada NHS 3 kilometers 247

Polangi NHS 4.4 kilometers 264

Libjo III NHS 3,5 kilometers 37

TOTAL: 1,342 students

Base on the data above there are an annual graduates of 1,342 students (based on average graduate from
2013-2018 students) are having limited access and a far distance from the existing which leaves as a
constraint for them to reach the site which the proposed project site is proposed because the
transportation system of the municipality is yet underdeveloped which leaves the student to only have few
choice when it comes to transportation. A demand for dormitory shall be provided for this project to solve
the existing constraints.

Demand Capacity of the proposal:

TOTAL PROPOSED DORMITORY CAPACITY = 450
1 bed spaces = 32 beds capacity = 32 BED ROOMS
2 bed spaces = 128 beds capacity = 64 BED ROOMS
3 bed spaces = 58 beds capacity = 20 BED ROOMS
4 bed spaces = 52 beds capacity = 10 BED ROOMS
5 bed spaces = 180 beds = 36 BED ROOMS
TOTAL PROPOSED DORMITORY CAPACITY = 450
Base on the data above there are an annual graduates of 1,342 students (based on average graduate from
2013-2018 students) are having limited access and a far distance from the existing which leaves as a

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constraint for them to reach the site. The assumed 30% of those of students out of 1342 students are 450
student demand capacity.

Parking Slot Requirement:

1 pa

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110
Facility Bubble Space Diagram:
Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:

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 Academic Affairs Spaces:

Tellering Department Spaces:

Student’s Affair Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:
Library Spaces:

Maintenance Department Spaces:

Admission Department 1 Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:
Admission Department 2 Spaces:

Finance and Accounting Spaces:

Executive Head Department Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:
Auditorium Spaces:

Canteen Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:
College of Medicine Laboratory Spaces:

College of Nursing Laboratory Spaces:

Lecture Room Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:

College of Law and arts Lecture and Laboratory Spaces:

College of Law for Juris Doctor Degree Spaces:

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Legends:
Directly Accessible: ___________________________
Semi-Accessible: ___________________
Not Accessible:

College of Architecture and Design Laboratory Spaces:

College of Architecture and Design Lecture Spaces:

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Space Adjacency Matrix Diagram:
Legends:
: Not Accessible
: Directly Accessible
: Semi- Accessible

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 4.1.3 User Analysis
1. Administrator- Commander of the school policies
2.Board Of Regents- A Committee Of University Officers Who Have General Supervision Over The Welfare
And Conduct Of Students
3. Cahsier- Collector Of Money
4. Chef And Canteen Staff- Performs The Task Of Cooking And Canteen Services
5. Dean- Taking Care Of The Department
6.Dentist- Taking Care Oral Problems
7. Librarian- Manager Of The Library
8. School Doctor- Students And Staff Doctor Existing On Univeristy
9.Employee- Act As The Private Officer Of The Campus
10. Instructor- Person Who Educates And Give Knowledge To The Student
11. Janitor Maintenance- Maintain The Cleanliness Of The University
12. Utility Of Machine Maintenance- Maintain The Utility Of The University
13. Security- Securing The Whole University
14. Student- Target User Of The School, Person Actively Learning
15.Staff- Employees Of School
16.Teller- Handles The Financial Acount Of The School

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17.President- Act As The Chairperson Of The Univeristy
18. Vice President- Second To The President Who Also Facilitates The Whole Administration

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Case Study:

FOREIGN:

Peking University, Beijing China

Peking University is a major Chinese research university located in Beijing.

Founded as the Imperial University of Peking in 1898 as a successor and
replacement of Guozijian (Imperial College), it is the first modern national
university established in China. It also served as the highest administration
for education in China at the beginning of its founding. The university had
played an important role in the birth of China's New Culture Movement.

History:

When it was established on July 3, 1898, the school was known as the Imperial University of
Peking. The university was authorised to administrate and supervise all provincial schools. In 1900,
the university was paralyzed by the Boxer Rebellion, later in the year, the "Eight-Power Allied Forces",
a school established by the Qing court in 1862 for foreign language learning was incorporated into the
Imperial University of Peking. In 1904, the university sent 47 students to study abroad, which marked
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 the first time for Chinese higher education institution to send students to foreign countries. After the
outbreak of the Second Sino-Japanese War in 1937, Peking University moved to Changsha and
formed the Changsha Temporary University along with Tsinghua University and Nankai University. In
1938, the three schools moved again, this time to Kunming, and formed the National Southwestern
Associated University. In 1946, after World War II, Peking University moved back to Beijing. At that
time, the university comprised six schools (Arts, Science, Law, Medicine, Engineering, and Agriculture),
and a research institute for humanities. The total student enrollment grew up to 3,000.

Campus Buildings and Designs:

The campus of Peking University was originally located northeast of the Forbidden City in the
center of Beijing, and was later moved to the former campus of Yenching University in 1952. The main
campus is in northwest Beijing, in Haidian district, near the Summer Palace and the Old Summer
Palace; the area is traditionally where many of Beijing's most renowned gardens and palaces were
built.

The university campus is in the former site of the Qing Dynasty imperial gardens and it retains
much traditional Chinese-style landscaping, including traditional houses, gardens, pagodas, as well as
many notable historical buildings and structures.The landscape in campus gives a presentation of
combined western styles with traditional Chinese aesthetic standards.

The College of Architecture Building The College of Humanities Building

Stone Bridge Inside the Campus

Peking University Main Library

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 Building of Arts and Archeology Peking Engineering Building

Peking University consists of 30 colleges and 12 departments, with 93 specialties for undergraduates,
2 specialties for the second Bachelor's degree, 199 specialties for Master's degree candidates and 173
specialties for doctoral candidates. A leader in basic sciences research and teaching, the university has
successfully developed applied sciences research and teaching as well. At present, Peking university has
216 research institutions and research centres, including 2 national engineering research centers, 81 key
national disciplines, 12 national key laboratories. With 11 million holdings, the university library is the
largest of its kind in Asia. The university has made an effort to combine the research on fundamental
scientific issues with the training of personnel with high level specialized knowledge and professional skill
as demanded by the country's modernization.

Source: https://en.wikipedia.org/wiki/Peking_University
http://english.pku.edu.cn/intro_PKUhistory.shtml

University of Indonesia
History:
The roots of UI (University of Indonesia) date back to 1851. At that time, the
colonial government of the Dutch East Indies established a school to train medical
assistants. Training lasted for two years, and the graduates were certified to
provide basic medical treatments. The degree conferred was Javanese Doctor, as
the graduates were certified only to open their practice in the Dutch East Indies,
especially Java. The program became more comprehensive; by 1864 it was
expanded to three years. By 1875, the program of study had reached seven years and the graduates were
entitled to the degree of Medical Doctor.
In 1924, the government of Indonesia decided to open a new tertiary-level educational facility, the
RHS (RechtsHogeschool), to train civilian officers and servants. The
RHS would later evolve into the Faculty of Law. In 1927, STOVIA's

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status was changed to that of a full tertiary-level institution and its name was changed to GHS
(GeneeskundigeHogeschool). The GHS occupied the same main building and used the same teaching
hospital as the current Faculty of Medicine. Many GHS alumni would later play roles in establishing
Universitas Indonesia.
After Indonesia gained independence, the Indonesian Institute for Higher Education (BPTRI) was
established in Jakarta consisting of three faculties: Medicine and Pharmacy, Letters, and Law. The institute
produced its first 90 graduate students as medical doctors in the same year. When the Dutch colonial army
occupied Jakarta in late 1945, the BPTRI moved to Klaten, Surakarta, Yogyakarta, Surabaya and Malang.
In 1946, the Dutch colonial government established the NoodUniversiteit or Emergency University at
Jakarta. In 1947, the name was changed to Universiteit van Indonesië (UVI) or Universitas Indonesia.
Following the Indonesian National Revolution, the government established a state university in Jakarta in
February 1950. The name was Universiteit Indonesia, comprising the BPTRI units and the former UVI,
which was later changed into Universitas Indonesia (UI).

Campuses:

 Salemba

The Salemba campus, located in Central Jakarta, is dedicated mostly to the faculties of Medicine
and Dentistry. It adjoins with CiptoMangunkusumo National Hospital (RSCM) as well as the
University Dental Hospital. It houses parts of the postgraduate program, the Faculty of Law (Master
of Law Science and Law Science Doctoral Program), Faculty of Economics (Extension and Master
of Management programs) and the Faculty of Engineering (laboratories).

 Depok

The Depok campus, in Depok, just south of Jakarta, was built

during the mid-1980s to accommodate the modernization of the
university. It is now the main campus. Most of the faculties
(Mathematics and Natural Sciences, Humanities, Pharmacy,
Engineering, Psychology, Letters, Economics, Social Politics, Law,
Computing, Nursing and Public Health) have been relocated here.
The Depok campus is alongside the Jakarta-Bogor commuter
railway, offering students easy access to transport by rail.
Students also benefit from the frequent commuter bus services
connecting many parts of Jakarta to Depok. It was planned to
relocate the undergraduate training of the medical and dental faculties to Depok in 2010. The main

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 library of the university is on the campus, along with other facilities such as the Student Services
Center, Student Activities Center, gymnasium, stadium, hockey field, hotel (WismaMakara), travel
agent and the dormitory.

Facilities:

 Health Center

The polyclinic provides free health services for all UI students. Students should obtain a free
card and medical record before getting treatments. The available health services are general
health service and dental service (including orthodonty).

 Sports
 Stadium
1.) Football stadium
2.) Pole vault
3.) Athletic track

 Indoor Gymnasium/Facilities
1.) Badminton Court
2.) Volleyball Court

 Outdoor Facilities
1.) Hockey Field
2.) Tennis Court (3 lines)
3.) Basketball Courts (4 lines)
4.) Volleyball Courts (3 lines)

 Student hall
Salemba Student Hall is one of the facilities under the management of the Students Affairs and
Alumni Relationship Deputy. The building is often used for events such as seminars, meetings, etc.
With a capacity of 300 people, it can be used by UI students and personnel, as well as rented for
public use.

 Library
The library at the Depok campus was launched on May 13,
2011.Built on a 33,000 meter square area, this library is considered
as the largest library in Southeast Asia. Designed according to a

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 sustainable building concept, the library powers itself with solar energy. It is smoke-free, green,
and economical in terms of electricity, water and paper usage. Universitas Indonesia Library has
the capacity to accommodate about 20,000 visitors per day and have collection of 1,500,000
books.

 Dormitory

Universitas Indonesia has two student dormitories, one in Depok and one in Wismarini. The first
dormitory is located on the Depok campus and has 480 men’s rooms and 615 women’s rooms,
with each accommodating one to three persons. The Wismarini dormitory is located at Jl. Otto
Iskandar no. 38 Jakarta Timur and has 72 men’s rooms and 111 women’s rooms. The Wismarini
dormitory is only for students who take lectures at the Medicine or Dental faculties and any
program held at Salemba campus.

 WismaMakara

The WismaMakara ("Makara Lodge")is located on

Universitas Indonesia’s Depok campus and considered to be
amongst the finest accommodation in Depok. The lodge is
well suited for public activities such as seminars, trainings,
and workshops. Surrounded by natural forest and blue lakes,
the atmosphere is tranquil.

 Masjid UkhuwahIslamiyah and Salemba

This mosque is on the Depok campus, surrounded

by a natural environment and the UI (University of
Indonesia) lake. Its construction began on January
28, 1987, and it was used for the first time on
September 4, 1987, for Friday prayer.

Construction of this mosque, located inside the

Salemba campus, was started in 1966 based on a
UI rector’s decree. ARH mosque’s vision is to
become the center of Islam on the campus, to produce modern Muslims who have both faith and
scientific thought, capable of practicing religion and solving religious problems.
Source: https://en.wikipedia.org/wiki/University_of_Indonesia
http://www.ui.ac.id/en/

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1.7.2 LOCAL:
Polytechnic University of the Philippines
The Polytechnic University of the Philippines (PUP) is a government
educational institution governed by Republic Act Number 8292 known as the
Higher Education Modernization Act of 1997, and its Implementing Rules and
Regulations contained in the Commission on Higher Education Memorandum
Circular No. 4, series 1997. PUP is one of the country's highly competent
educational institutions. The PUP Community is composed of the Board of
Regents, University Officials, Administrative and Academic Personnel,
Students, various Organizations, and the Alumni. Governance of PUP is vested upon the Board of
Regents, which exercises policy-making functions to carry out the mission and programs of the University
by virtue of RA 8292 granted by the Commission on Higher Education. The University is administered by an
appointed President by virtue of RA 8292 and is assisted by an Executive Vice President and the Vice
Presidents for Academic Affairs, Student Services, Administration, Research, Extension and Development,
and Finance.

Campus Buildings and Facilities:

PUP is broadly organized into 14 colleges, two high school
departments (the Laboratory High School and the Senior High
School), the Open University System and a Graduate School. It
offers an extensive selection of more than 90 undergraduate and
graduate programs. The Graduate School and the College of
Education confers doctoral and master's degrees. The PUP Open
University System, which offers its distance learning education
programs, is the first institution of distance learning education in
the Philippines and is located inside the Ninoy Aquino Library and Learning Resources Center.
The oldest college in PUP is the College of Education, tracing its roots back as a course in business
education in 1904. From the entrepreneurship courses offered in 1904 began the College of Business
Administration, while the College of Accountancy and Finance started in 1960 as a bachelor program in
Commerce with major in Accounting. The College of Computer and Information Sciences started in 1969 as
an Electronic Data Process course offered by the College of Accountancy. To develop the culture of sports
and athleticism, the present-day College of Human Kinetics was established in 1978 as the College of
Physical Education and Sports.
The College of Engineering was established in 1986 as the College of
Engineering and Architecture.[51] In 2001, several collegiate departments
were elevated into its own college which resulted in the establishment of
the College of Architecture and Fine Arts, College of Communication,

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College of Law, and the College of Tourism, Hospitality, and Transportation Management. Its newest
academic units are the College of Arts and Letters, College of Political Science and Public Administration
and the College of Social Sciences and Development, all of which are founded through an organizational
restructuring in 2012.

The PUP Laboratory High School, which is one of few high

schools in the country offering a commercial curriculum, is
regarded as one of the best high schools in the country and
serves as the laboratory school of the College of Education
where students practice-teach. In 2015, the PUP Senior High
School was created as a separate department from the
Laboratory High School and currently offers all the tracks in the
K-12 curriculum. PUP's bachelor's program in Filipinology and
Journalism were recognized by the Commission on Higher Education as Centers of Development.[53][54]
Its Bachelor of Science in Information Technology program was recognized as a Center of Development for
Excellence by the Commission on Higher Education from 2000 up to 2006.

Activism:
PUP is known for its student activism. PUP has many
student groups focused on political reform. The militant
national democratic partisan groups are the cause of
frequent protest and rallies in the campus. PUP's variety of
partisan groups includes liberal, socialist, social democratic,
and several political organizations. In March 2013, some
activist students burned chairs in a protest regarding an
alleged tuition hike. The incident came in the wake of the
suicide of a University of the Philippines Manila freshman who allegedly could not afford to pay her tuition.
The students involved in the violent protest faced sanctions from the university. Student activist, however,
have already destroyed school properties way back in 2010, where hundreds of agitated students walked
out of the room and began throwing dilapidated chairs, tables, and examination papers from the Main
Building to denounce an allegedly 2,000% tuition hike. PUP is also known for holding one of the first pride
marches in Asia, with the first one organized in the 1990s. Since 2016, its LGBT organization Kasarianlan
annually holds the PUP Pride March. Pride events are held on March in the university to spread awareness
on LGBT rights and push for passage of policies including the Anti-discrimination bill.
Source: https://www.pup.edu.ph/gs/
https://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines

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Design Constraints
NATURAL HAZARDS
Storm and rainy season is most common in Northern Samar during the months of July and September this
constraint can somehow bother the construction of the project.
INSUFICIENT SYSTEM AND TECHNOLOGY
Since the site is located at the province of Northern Samar. It is not yet developed and not updated to the
latest technologies compared to the City of Manila.

Initial Design Translation

Design Concept.
Filipino Architecture + Concrete Architecture: “Based on the Indegenous and Vernacular Features of the
Waray Culture”

Design Form Concept.

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“Pirate Hook”- The form concept is inspired from the form of a pirate hook. The form concept is applied
through the form of the campus buildings and facilities

Site Planning Concept:

Clustered Form- clustered organizational groups according to functional requirements of size, shape or
proximity, and other functional purposes that will suite the design project and will solve the existing
demands

Building Planning Concept:

Linear form Concept- Linear Form Concept is the allocation of spaces in a linear manner. By the use of this
concept you can make the spaces more functional, neat and organized. And also by this concept you can
save spaces. And create spaces for other demands

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Design Philosophy
“Culture is the product of people’s history. But it also reflects that history, embodies a whole set of values
by which a people view themselves and their place in time and space”
- WaThion’oNgugi
Design Considerations
1.) Flexibility 10.) Culture 19.) Orientation
2.) Interaction 11.) Environment 20.) Function
3.) Economical 12.) Utilities
4.) Security 13.) PWD
5.) Convinience 14.) Existing Demands
6.) Transport 15.) Quality of Life
7.) Aesthetics 16.) Open Space
8.) Sustainability 17.) Future Developments
9.) Parking 18.) Future Calamities

Design Features
Architectural Character
UnibersidadngHilagang Samar is a university composed of variety of program for student choices. But at
the first pace of the development the main focus is to cater the existing demands which are the College of
Design and Architecture, College of Arts and Law, College of Science and Medicine because this program
branches is what is lacking on the existing municipality of Catarman Northern Samar. The Unibersidad of

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Hilagang Samar offers an cultural type of architecture approach which adopt on the Waray culture which is
the culture of the whole Northern Samar the feature of this architectural stype shall be adopt on the
architectural design of the building that shall be construct on all over the development of the campus. The
main challenge was to indentifying on how to make the buildings to adopt on the existing culture of the
waray people. But the most common goal is to create an environment that features an ambience of the
waray culture and also to provide comfort, green spaces, and multi-functional approach of the spaces
allocated on the whole development of the project.
Mainly the building design would be application of indigenous and vernacular features of the waray
culture. By combining the use of rough textured concrete and the existing design elements of Filipino waray
culture this shall promote the economical aspect of the design which equals to the beauty of the existing
building because of the Filipino Style elements that the whole development shall adopt.
Structures for different programs that the university offers mainly includes different department faculty
offices, a convenient classroom for students from different program courses. Interior painting of rooms
would be white in color in order to promote the illussion of space all over the lecture sessions. Since the
whole development is have a large area the designer provided a pedicab terminal to provide an ease for
the students to roam around the development. And since the Catarman is known for it’s number of pedicab
drivers. The designer come up with an idea to use them as a transport system to access the buildings of
the whole development.
The TanghalanngUnibersisdad (Multi-purposed Assembly Building) will include foldable seating approach
in order to be used on other purposes like concerts, events, seminars to be conducted on the university.
And also the assembly building promotes the essence of multi-functional use so the designer provided
retail/commercial spaces to be used inside the building.
The Library includes reading area that could cater several students, storages, computer stations, offices,
book storage area, etc, Another application of the multi-functional purpose of the building is to provide
student organization rooms/ student meeting rooms on the existing building to promote the accessibility of
the students directly to the existing books.
The Multi-purposed open fielf will promote multi-functional use through organization events, Booth
making, Intramurals events, Sport feast, concerts, study sessions, and picnic area for the students and
other users of the whole development.
The Dormitory Building will provide an ease to the students when it comes to the accessibility of the
project since the dormitory is directly accessible at all the buildings of the proposed development. The
separation of male and female building is considered and also the grouping system of the bedrooms.
Because group of students promotes positive surrounding and lessen the treat of anxiety and depression.
The chapel of the university is the main worship hall of the whole development. The designer provided
trees all around the area and make it as quiet as possible because the chapel is considered as the
sanctuary of the whole project development.

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 The site includes an environmental approach which contains landscapes for a presence of natural beauty
and addition to aesthetics.
Innovations:
Permeable pavements:
Permeable paving is a method of paving vehicle and pedestrian pathways that allows for infiltration of
fluids. In pavement design the base is the top portion of the roadway that pedestrians or vehicles come into
contact with. The media used for the base of permeable paving may be porous, to allow for fluids to flow
through it, or nonporous media that are spaced so that fluid may flow in between the gaps. In addition to
reducing surface runoff, permeable paving can trap suspended solids therefore filtering pollutants from
stormwater. This filtered rainwater can be used as reserved water to be used for sanitation, toilet, fire
protection, etc.
Recycled Tire Pads Base Isolation:
Base isolation is one of the most powerful tools of earthquake engineering pertaining to the passive
structural vibration control technologies. It is meant to enable a building or non-building structure to survive
a potentially devastating seismic impact through a proper initial design or subsequent modifications. In
some cases, application of base isolation can raise both a structure's seismic performance and its seismic
sustainability considerably. The economic purpose of the recycled tire pads base isolation is to promote
economical way to protect buildings on earthquakes because tires have an elastic capacity which a normal
base isolation have.

Highlights
The main highlights of the building when it comes to design purposes is the passive cooling approach on
the building structures by the provision of interior courtyard to cool the air within the building and to
maximize the oxygen amount that will lessen stress on the students. Another thing is applying the concept
of decreasing the warm and increasing the cool air within the building by providing open spaces with in the
succeeding storeys of the building.

Materials:
Coconut Lumber:
The use of coconut lumber would be used as a material because it is one
of the most common material Northern Samar to be used and this will
provide an ease to the construction of the project since it is an indigenous
material of Northern Samar

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Powder Coated Tubular Steel:
Powder coating adds to the steel’s durability, helping the frame to withstand
damages better and last longer.Moisture and humidity can cause metal frames
to rust. When applied to steel, powder coating provides a protective barrier that
helps prevent corrosion.Powder coating provides a hard finish that is tougher
than conventional paint. Because of this, colors stay brighter and vibrant longer
than other methods.Because of its durability and resistance to abrasion and
corrosion, powder coated steel require little to no maintenance.

Powder Coated Modular Louvers

Modular Louvers have become recognized as a sustainable way to cut down
heating and cooling costs and are an effective system for controlling the climate
in a building and guiding fresh air in while ushering stale air out.

Textured Concrete Finish

The use of concrete is the standard in construction with application of providing
texture as design of a building. Its displays strong and rigid properties in its
character of the proposed project.

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PROJECT COST ANALYSIS:
A.Construction Cost
1.) Building Cost (Total Building Floor Area X Cost Per sqm)
TBFA= 45,717.29 SQM
COST PER SQM(Economic Profile Project with indigenous use of materials)
Php 10,000.00-14,000.00(excluding M&E Services) for primary and secondary
Assumed Php 13,000 for tertiary

BUILDING COST (excluding M & E services): Php594,324,770.00

2.) Equipment Cost (8% to 12% of Line 1)
BUILDING COST = Php 594,323,770.00 x 9%
EQUIPMENT COST = Php 53,489,229.30
3.) Premium Cost (3% of Line 1)
BUILDING COST = Php 594,323,770.00 x 3%
PREMIUM COST = Php 17,829,743.10
4.) Contingencies (3% to 5% of Line 1)

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BUILDING COST = Php 594,323,770.00 x 4%
CONTINGENCIES= Php 23,772,950.80
5.) Construction Cost (Sum of Line 1 to 4)
CONSTRUCTION COST = Php 689,416,693.20
6.) Escalation Cost (1% to 5% of Line 5)
CONSTRUCTION COST = Php689,416,693.20x 3%
ESCALATION COST= Php 20,682,500.80

7.) Total Construction Cost (sum of Line 1 to 6)

TOTAL CONSTRUCTION COST= Php 710,099,194.00

B. Capital & Other Cost

8.) Professional Fees (3% to 12% of Line 1, varies)

CONSTRUCTION COST = Php594,324,770.00x 3%
ESCALATION COST= Php17,829,743.10
9.) Site Cost Acquisition (Lot Area x Land Market Value per square meter)
As per Tax Declaration= Assessed Value= Php 152,960.00
Market Value total= Php382,378.00
SITE COST ACQUISITION = Php382,278.00
10.) Land Development and Site Improvement Cost (Net Area for Development = Total Lot area – Building
Footprint)x Cost per sqm
Net Area= 89,571-15,978.6317
Net Area= 73,592.3683
73,592.3683 x Php 1000/sqm
LAND DEVELOPMENT AND SITE IMPROVEMENT COST = Php 73,592,368.30
11.) Fixed Equipment Cost Including Outside Utilities (8% of Line 10)

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73,592,368.30 x 8%
FIXED EQUIPMENT COST INCLUDING OUTSIDE UTILITIES= Php 5,887,389.464
12.) Miscellaneous (5% of Line 11)
594,324,770 x 5%
FIXED EQUIPMENT COST INCLUDING OUTSIDE UTILITIES= Php29,716,238.50
13.) Contingencies on other cost (5% of Line 8 to 11)
CONTINGENCIES ON OTHER COST= Php 4,884,588.943
14.) Total Capital & other cost (5% of Line 8 to 12)
TOTAL CAPITAL & OTHER COST= Php 346,600,827.44
C.Project Development Cost

15.) Project Cost (sum of Line 7 and Line 14)

PROJECT COST= Php 1,056,700,021

16.) Owner’s Contingencies (5% of Line 1)

TOTAL CAPITAL & OTHER COST= Php 29,716,238.50
17.) Total Project Development (sum of Lines 15 and 16)
TOTAL PROJECT DEVELOPMENT= Php 1,086,416,260.00

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CHAPTER 5: ARCHITECTURAL DESIGN TRANSLATIONS (See Design Portfolio)

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 CHAPTER 6: SUMMARY, CONCLUSTION AND RECOMMENDATIONS

Summary
Education is an essential tool for a brighter future for all by helping us achieve anything great in our life.
Higher level of education helps people in earning social and family respect, also unique recognition.
Acquiring higher level of education involves choosing a good and affordable university and at the same
time securing the quality of education that makes it part the crucial stage in our life. Not only it provides a
person a unique standard in the life and feeling of well-being, education provides ability to solve any big
issues regarding the social and family and even national and international level problems.
The proposed project UnibersidadngHilagang Samar shall cater the demands of Catarman Northern
Samar when it comes the education inefficiency of the whole municipality. The project also aims toprovide
affordable education that will enable the financially challenged families especially the residents of Catarman
Northern Samar to provide their children good education.Let the rural residents of Northern Samar to have
an easy access to the school premises without the thought for them to migrate on urban areas just to get a
formal education.

Conclusion

The main goal of UnibersidadngHilagang Samar is to provide a good quality of educational

community that shall cater the existing demands of the Municipality of Catarman when it

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comes to education inefficiency. In order to achieve this goal the designer should follow certain
standards as a basis of a good educational community and create new ideas aligned to the
certain standards connect all those ideas in order to achieve the certain goal which is to serve
the common good of the students and the user within the whole educational community

Recommendations

The researcher recommends to consider this as a solution for the existing educational cases, by
using this project as a basis of study for the future educational facilities. The researcher
recommend this to the students who’ll seek further data for the similar project.

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