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IMPORTANCE OF EDUCATIONAL FACILITIES

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES


1. The primary function of educational facilities is to provide the proper school environment that is most conducive to effective teaching and learning. 2. Functional and effective educational facilities are developed, operated and managed on the basis of a comprehensive plan of action of the school, prepared by all stakeholders in education in the community.

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES


3. It shall include sound educational facility planning and design process principles to: a.Maximize collaboration in school planning design. a.Build a proactive facility management program. c. Plan schools as neighborhood-scaled community learning centers considering the following steps:

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES


c.1 Locate the school in a well-defined neighborhood as this will provide opportunities for children and parents to walk to the school and provide an identity for that community; c.2 Provide a variety of services at flexible schedules and make the same accessible to end-users of different backgrounds especially during calamities/disasters wherein the school buildings are being used as evacuation centers and temporary shelters to affected community members;

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES


c.3 Create an environment that draws the community to the school and that increases interaction in compliance with the principles of the Schools First Initiative (SFI) and the School-Based Management (SBM); c.4 The school shall provide facilities accessible to the entire community, creating an increased involvement and awareness of the educational process; and c.5 School facilities that act as true community centers to serve the broader society goals of providing the setting for meaningful civic participation and engagement at the local level.

BASIC PRINCIPLES ON EDUCATIONAL FACILITIES


A variety of social and economic factors have created an environment which educators can tap as a learning resource be these in urban, suburban or rural settings. This will establish partnership with museums, zoos, other public institutions as well as local business or industrial workplace settings in compliance with Republic Act No. 8525 otherwise known as the Adopt-A-School Program, involving external stakeholders in education.

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.

1. SCHOOL MAPPING PROCESS


a. Specific Areas for Expansion The process of school mapping covers the following specific areas for expansion and improvement of facilities (1)Rationalization of existing facilities by: locating existing schools and determining its vulnerability to various geological and hydro meteorological hazards; new schools must be located outside areas already identified to be within hazard zones (Nio Relox, PAGASA); shifting, closure, or amalgamation/ integration of institutions; and optimum utilization of buildings, equipments, furniture, etc.

1. SCHOOL MAPPING PROCESS


a. (2) provision of new or additional facilities by: opening of new schools or upgrading existing ones; providing additional teaching and non-teaching staff; and providing new or additional buildings, furniture and equipment in institutions, etc. Before starting the exercise of school mapping, it is essential that the norms and standards for provision and maintenance of educational services are clearly laid down by the higher authorities.

1. SCHOOL MAPPING PROCESS


b. Initial Steps in School Mapping (1) Diagnosis of the Existing Situation The initial step in school mapping is to make a survey of the existing situation in order to obtain all information about the network of schools and their physical resources and means considering the following factors: Environmental/geographic factors include both natural (rivers, mountains, etc.) and man-made (source of electricity, roads, railways, communication network, etc.) features.

1. SCHOOL MAPPING PROCESS


Demographic factors pertain to such characteristics of population as size, growth, density, social structure, migratory trends, school drop-outs and retention rates, etc. Economic factors refer to per capita income, commercial establishments, mass media, size of schools/ classes, etc. Educational factors include the number of study hours per week and their distribution by subjects, the number of pupils/students per class, normal length of time for which premises shall be used and the possibility of introducing double shift, teachers working hours, etc.

1. SCHOOL MAPPING PROCESS


Political factors cover those political and policy priorities and constraints, which usually, dictate the creation or expansion of specific types of educational institutions. Manpower factors refer to the present and future structures of employment which generally affect the relative weights in educational contents and diversification.

1. SCHOOL MAPPING PROCESS


(2) Projection of future requirements After a comprehensive diagnosis, it is necessary to make projections to identify the potential demands. Simultaneously, it is necessary to draw up perspective school maps involving the following steps: Estimating the number of children to be enrolled; and Determining the capacity of existing schools and defining their catchment areas. Catchment area refers to a specific territory, which is served by a school based on the environmental, demographic and economic factors. These areas together with their respective schools are plotted on a map.

1. SCHOOL MAPPING PROCESS


(3) Drawing up of perspective school map The school map produced shall not be regarded as final unless it has been considered and discussed by central administrators, local authorities, teachers, parents, etc.

2. BASIC DATA NEEDED FOR SCHOOL MAPPING a. Education 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 schools (1) exact location or verbal description of location (2) nature of catchment area (relief/land elevation, barriers to movement, predominant economic activity, area of immigration or population decline) (3) number of student spaces available in each year, indication of the state of buildings

2. BASIC DATA NEEDED FOR SCHOOL MAPPING b. Population Data (analysis of the census) c. Other Planning Data (1)general rural and urban development policies (2) social facilities (school health, recreational centers, etc.) to encourage nucleation of population at the central points.

3. 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

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

MODE OF ACQUISITION OF SCHOOL SITES A school site may be acquired through any of the following methods: 1.Purchase 2.Donation 3.Contract of Usufruct 4.Expropriation 5.Barter 6.Presidential Proclamation 7.Gratuitous Conveyance

MODE OF ACQUISITION OF SCHOOL SITES Purchase. This is the most reliable, stable and noncontroversial mode of acquisition. A school site may be acquired by direct purchase from the legal owner who voluntarily sells it on an agreed price. Donation. May either be simple, conditional, inter vivos or mortis causa. Contract of Usufruct. In case the property is registered in the name of an individual, province, city, municipality or barangay, but is not allowed to be donated, but DepED/school is allowed full use or perpetual right of use through gratuitous act (without consideration).

MODE OF ACQUISITION OF SCHOOL SITES

Expropriation. Private land desired for school purposes may be acquired through expropriation proceedings. Presidential Proclamation. Public lands declared as reservation areas (including ancestral lands) through Presidential Proclamation are sometimes targeted as sites for educational purposes. Gratuitous Conveyance. Real property belonging to the government, when needed for school purposes, may be conveyed by way of gift, sale, lease, exchange.

SCHOOLS IN URBAN AREAS

ST. ANNE COLLEGLUCENA INC.

MARYHILL COLLEGE

ENVERGA UNIVERSITY (MSEUF)

UNIVERSIDAD DE MANILA

UNIVERSITY OF THE PHILIPPINES (Cebu)

SILIMAN UNIVERSITY

UNIVERSITY OF THE PHILIPPINES

ATENEO DE ZAMBOANGA UNIVERSITY

UNIVERSITY OF MAKATI

SCHOOLS IN URBAN AREAS

Gardening as activity in EPP.

Reading and Writing Activities

Classrooms in Remote Areas

REFERENCES

http://deped pfsed.wikispaces.com/School+Mapping https://docs.google.com/present/view?fs=true&revision=_late http://www.oppapers.com/subjects/lack-of-school-facilities-inhttp://www.rccdm.net/index.php?option=com_docman&task=

Ms. Jennifer L. Magboo (MaEdMgt.)