Physical Plant and School

Facilities
ISABELA STATE UNIVERSITY
CITY OF ILAGAN CAMPUS

COLLEGE OF EDUCATION
MASTER OF ARTS IN INDUSTRIAL EDUCATION
1ST SEMESTER 2O22 -2023

Prepared by:
Arnold L
Alburo
Physical Plant and School Facilities
Chapter 1: EDUCATIONAL FACILITIES FOR BASIC EDUCATION
A. Educational Facilities Defined
B. Importance of Educational Facilities
C. Basic Principles on Educational Facilities
D. The Educational Facilities Program
E. school mapping

1. School Mapping Process

2. Basic Data Needed for the Conduct of School
Mapping
3. Expected Results of School Mapping
4. Methodological Stages in the Preparation of the
Detailed Local School Map
5. Specific Outputs of School Mapping

6. The School Mapping Exercise (SME) of DepED

F. School-Community Relations

G. Ergonomics
Chapter 2: SCHOOL SITES
A. Standard Requirement F. School Site Development

B. Minimum Standard G. Site Development Planning

Requirements for School
H. External Areas in the
Sites
School
C. Modes of Acquisition of
I. School Site Beautification
School Sites
J. Evacuation Areas
D. Perfection of Title
K. Special Projects
E. School Site Card
Chapter 3: SCHOOL BUILDINGS
A. TYPES OF SCHOOL BUILDINGS
B. MINIMUM STANDARDS FOR INSTRUCTIONAL AND ADMINISTRATIVE
SPACES FOR ELEMENTARY, SECONDARY, PRESCHOOL, TECHNICAL
VOCATIONAL SCHOOLS
C. THE DESIGN OF SCHOOL BUILDINGS
D. BUILDING RISK REDUCTION REQUIREMENTS
E. ACQUISITION OF NEW SCHOOL BUILDING
Chapter 4: SCHOOL FURNITURE. EQUIPMENT
AND OTHER FACILITIES
A. School seats G. Regular classroom facilities
B. School tables H. Home economics facilities
C. Storage and display I. Industrial arts facility
D. School equipment
E. Fittings, fixtures and
furnishings
F. Instructional devices
J. Agricultural arts facilities
K. Library facilities
L. Sanitary facilities
M. Playground facilities
N. Athletic activities
O. Administrative facilities
P. Facilities for anciliary services
Q. Special education facilities
R. School lunch counter (school canteen)
S. Meeting standards for school facilities
Chapter 5: Educational Facilities Management
A. MANAGEMENT AND ADMINISTRATIVE CONTROL
B. GUIDELINES ON THE ESTABLISHMENT , SEPARATION OF
ANNEXES, INTEGRATION, CONVERSION AND
NAMING/RENAMING OF PUBLIC AND SECONDARY
SCHOOLS
C. PROPER UTILIZATION OF EDUCATIONAL FACILITIES IN
SCHOOLS
D. ILLEGAL UTILIZATION OF SCHOOL FACILITIES
E. PROPERTY RESPONSIBILITY
F. BASIC INFORMATION SYSTEM
G. FINANCING EDUCATIONAL FACILITY
H. PROCUREMENT OF INFRASTRUCTURE
PROJECT, GOODS AND SERVICES
I. ACCOUNTING AND RECORDING OF SCHOOL
PROPERTY
J. DISPOSAL OF EDUCATIONAL FACILITIES
Chapter 6: Monitoring and Evaluation of Educational
Facilities
Types of Evaluation
 EVALUATIVE INSTRUMENT

 EVALUATION OF EDUCATIONAL FACILITIES

 WHAT IS TO BE EVALUATED

 USING THE EVALUATION DATA

PHYSICAL PLANT - (or known as physical facilities) for education
comprises lands, buildings and furniture. it includes physical
facilities in teaching spaces and ancillary rooms.

REFERENCE: EDUCATIONAL FACILITIEES MANUAL

Revised edition of the 2007 handbook
on educational facilities-integrating
Disaster risk reduction in school construction.
2010 edition department of education
Chapter 1: Educational Facilities for Basic Education
A. EDUCATIONAL FACILITIES DEFINED
EDUCATIONAL FACILITIES refers to all the physical properties of
a school, consisting of grounds, buildings, and the various
facilities within the school grounds and inside the school buildings.
Also known as the school plant or the physical facilities that
constitute of a school; thus, the term educational school facilities,
school plant, and physical facilities may be used interchangeably.

SCHOOL FACILITIES refer to the school plant, that is, the school
buildings, classrooms, library, laboratories, toilet facilities, offices
and other materials and infrastructures that would likely motivate
students towards learning.

PLANT FACILITY means the equipment and any adjoining plant,

equipment, buildings, fixtures, owned and/or operated by
owner/user.
B. Importance of Educational Facilities
EDUCATIONAL FACILITIES
Are considered indispensable to a school; they do not only
provide housing for the school but also serve as facilitating
agents for all educational activities that take place in a school
the availability of safe , secured and satisfactory educational
facilities is one of the prerequisites for the opening of a new
school.
C. BASIC PRINCIPLES ON EDUCATIONAL
FACILITIES
The primary function of educational facilities” is to provide the
proper school environment that is most conducive to effective
teaching and learning. it shall be responsive to changes in
teaching methods and school organization taking into
consideration the change in educational process which has
become more active, interrelated, and has become an integral
part of the wider community.”
D. THE EDUCATIONAL FACILITIES PROGRAM
 Aneducational facilities program is basically a comprehensive planned set
of decisions for action which are directed at the achievement of specific
goals within specified time frame . it shall be integral part of the total
educational program of the school
 The program shall be planned within the framework of well defined
educational objectives. teachers, supervisors, architects, engineers, etc.,
under the leadership and coordination of the school adminstrator, shall
cooperatively undertake it. this is to draw out the best knowledge and
thinking of many groups and individuals who can contribute valuably the
formulation of a comprehensive and sound educational facilities program.
E. School Mapping
SCHOOL MAPPING – is a dynamic process of planning the
distribution, size and spacing of schools and physical facilities
requirements for optimum utilization and benefit. it is a
process of identifying current inadequacies in distribution and
of providing appropriate types and patterns of school plant. it
is a continuous process involving the uninterrupted recording
of basic information required for analysis of the school map at
any given point in time.
School areas for expansion
The process of school mapping covers the following specific areas
and improvement of facilities.
1.Rationalization of existing facilities by:
A. Locating existing schools and determining its vulnerability various
geological and hydro meteorological hazards;
B. New schools must be located outside areas already identified be
within hazard zones (pag-asa);
C. Shifting, closure, or amalgamation/integration of institutions; and

D. Optimum utilization of buildings , equipment, furniture, etc.

2. PROVISION OF NEW OR ADDITIONAL
FACILITIES BY:
 Opening of new schools or upgrading of existing ones;

 Providing additional teaching and non-teaching staff, and;

 Providing new or additional buildings, furniture and

equipment in institutions etc.
F. INITIAL STEPS IN SCHOOL MAPPING
 DIAGNOSIS OF THE EXISTING SITUATION
 PROJECTION OF FUTURE REQUIREMENTS
 DRAWING PERSPECTIVE SCHOOL MAP
3.BASIC DATA NEEDED FOR THE ONDUCT OF
SCHOOL MAPPING
A. EDUCATIONAL DATA
1. ANNUAL STATISTICAL REPORT
2. GEOGRAPHICAL DISTRIBUTION OF SCHOOLS
3. SITE AND CATCHMENT AREA CONDITIONS
4. SIZE OF THE EXISTING SCHOOL PLANT
FOR INDIVIDUAL SCHOOL

EXACT LOCATION OR VERBAL DESCRIPTION OF LOCATION

NATURE OF CATCHMENT AREA (RELIEF/LAND ELEVATION,

BARRIERS TO MOVEMENT, PREDOMINANT ECONOMIC ACTIVITY,
AREA OF IMMIGRATION OR POPULATION DECLINE)

NUMBER OF STUDENT SPACES AVAILABLE TO EACH YEAR,

INDICATION OF THE STATE OF THE BUILDINGS.
4. Expected Results of School Mapping
(1) School buildings requiring repairs
(2) Schools requiring additional classrooms
(3) Opening of New Schools
(4) Phasing out of existing schools
(5) Resource allocation
(6) Environmental Mapping
4. Methodological Stages in the Preparation of the
Detailed Local School Map
5. Specific Outputs of School Mapping
A. Prioritization of schools based on defined set of criteria, e.g.
selection of place to open a school taking note of available
resources, as well as vulnerability of location to both natural and
man-made hazards (PAGASA).
B. Identifying the location of new schools based on a defined radial
distance from existing schools or barangays(attention in range, i.e.
walking distance from nearest schooling facilities)
C. Grouping of entries based on a defined set of attributes. (e.g.
availability of land, local contributions)
6. The School Mapping Exercise (SME) of DepED
The SME is a tool which marked the departure
from the normal way of doing things at the DepED.
SME is a demand-driven approach for educational
planning as well as the tool for decision-making of
school development in a rational and efficient
manner.
a. The components of SME are:

• Database planning

• Geographic Information System-Based School Profiling System

• Capacity building of regional/division offices, and local government units (LGUs)

The SME shall be able to describe the community situation (identify the
population centers, and point out the demands for the schools based on
population trend).

SME has evolved as an information system building through Geographic

Information System Technology (GIST) and has become part of the Management
Information System (MIS) which contains the Basic Education Information System
(BEIS) of the Department of Education (DepED). It is now considered as a tool for
supporting decision-making in the formulation of policies, standards and
guidelines.

To cite a specific case, once the specific outputs were made available, we can
plot in an existing hazard map, which schools located along coastal areas need to
have sustainable preparedness plans specific to tsunami.
b. Questions addressed by SME
• Where is the nearest area with more than 10 meter-elevation to
be designated as possible evacuation site?
• What is the shortest route to the site?
• For existing schools along the coastline, when will tsunami drills
be conducted?
• Is the chosen site vulnerable to landslides? Mudslides?
A specific discussion for this specific hazard scenario is very
necessary. Site location must consider all possible hazards and
must be readily considered using a multi-hazard approach.
In the institutionalization of SME, there are five levels that will
sustain the exercise: national level,regional, division, school and
local government units’ levels.
c. Levels of Responsibility
F. SCHOOL-COMMUNITY RELATIONS
In the light of the community school concept and the Alternative Learning System of the Department,
public schools have broadened the scope of their educational activities and services to include the out-of-
school youths and adults in the community where the school is situated. These educational developments
point out the following implications for the school facilities program:
1. The educational facilities program shall be planned to provide
equipment, furniture and other physical resources required for
both school and community educational programs.
2. School facilities shall be designed satisfactorily for joint school
and community use by considering both child and adult needs.
G. ERGONOMICS
Ergonomics pertains to the laws or theories of energy
expenditure. It involves the study of the efficiency of persons in
their working environment, which is most conducive to the efficient
performance of teaching-learning tasks.
The ergonomics of the educational facilities involves such factors
as anthropometry, thermal comfort, visual comfort,acoustical
comfort, color, and safety.