educational facilities and mapping.ppt

7/24/2019 EDUCATIONAL FACILITIES AND MAPPING.ppt

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IMPORTANCE OF

EDUCATIONAL FACILITIES



BASIC PRINCIPLES ON


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 oper!ted !nd m!n!"ed on the

basis of a comprehensive plan of action of the

school, prepared by all stakeholders ineducation in the community.



BASIC PRINCIPLES ON


3. It shall include so#nd ed#c!tion!l $!cilit% pl!nnin"

!nd desi"n process principles to:

!&M!'imi(e coll!)or!tion in school planning design.

a.uild a pro!ctive $!cilit% m!n!"ement pro"r!m.

c. !lan schools !s nei"h)orhood*sc!led comm#nit%

le!rnin" centers considering the follo"ing steps:



c.1 Loc!te the school in ! +ell*de$ined nei"h)orhood

as this "ill provide opportunities for children and parents

to "alk to the school and provide an identity for that

community#

c.2 Provide ! v!riet% o$ services at fle$ible schedulesand make the same accessible to end%users of different

backgrounds especially d#rin" c!l!mities,dis!sters

"herein the school buildings are being used as

ev!c#!tion centers and tempor!r% shelters to affectedcommunity members#

BASIC PRINCIPLES ON EDUCATIONAL

FACILITIES



c.3 &reate an environment that dra"s the community to

the school and that incre!ses inter!ction in compliance

"ith the principles of the Schools First Initi!tive '(FI)

and the School*B!sed M!n!"ement '(*)#

c.+ The school shall provide $!cilities !ccessi)le to theentire comm#nit% creating an increased involvement

and a"areness of the educational process# and

c. (chool facilities that act as true comm#nit% centersto serve the broader society goals of providing the setting

for meaningful civic participation and engagement at the

local level.


FACILITIES



- variety of social and economic factors have

created an environment "hich educators can tap as a

learning resource be these in urban, suburban or rural

settings.

This "ill establish partnership "ith museums,oos, other public institutions as "ell as local business or

industrial "orkplace settings in compliance "ith /epublic

Act No& -./. other"ise kno"n as the 0Adopt*A*School

Pro"r!m1 involving e$ternal stakeholders in education.


FACILITIES



School M!ppin" is a dynamic process of planning thedistribution, sie and spacing of schools and physical

facilities re0uirements for optimum utiliation and benefit.

It is a process of identifying current inade0uacies in

distribution and of providing appropriate types and

patterns of school plant.

It is a continuous process involving the uninterrupted

recording of basic information re0uired for analysis of the

school map at any given point in time.

SC2OOL MAPPIN3



!& 4/6 provision o$ ne+ or !ddition!l $!cilities )%7

opening of ne" schools or upgrading e$isting ones#

providing additional teaching and non%teaching staff# and

providing ne" or additional buildings, furniture and

e0uipment in institutions, etc.

efore starting the e$ercise of school mapping, it is

essential that the norms and standards for provision

and maintenance of educational services are clearly laiddo"n by the higher authorities.

5& SC2OOL MAPPIN3 PROCESS



)& Initi!l Steps in School M!ppin"

456 Di!"nosis o$ the E'istin" Sit#!tionThe initial step in school mapping is to make a survey

of the e$isting situation in order to obtain all information

about the net"ork of schools and their physical resources

and means considering the follo"ing factors:

Environment!l,"eo"r!phic $!ctors include both natural

'rivers, mountains, etc.) and man%made 'source of

electricity, roads, rail"ays, communication net"ork, etc.)

features.




Demo"r!phic $!ctors pertain to such characteristics of

population as sie, gro"th, density, social structure,migratory trends, school drop%outs and retention rates, etc.

Economic $!ctors refer to per capita income, commercial

establishments, mass media, sie of schools5

classes, etc.

Ed#c!tion!l $!ctors include the number of study hours

per "eek and their distribution by sub6ects, the number of

pupils5students per class, normal length of time for "hichpremises shall be used and the possibility of introducing

double shift, teachers7 "orking hours, etc.




Politic!l $!ctors cover those political and policy prioritiesand constraints, "hich usually, dictate the

creation or e$pansion of specific types of educational

institutions.

8 M!npo+er $!ctors refer to the present and futurestructures of employment "hich generally affect the

relative "eights in educational contents and diversification.




4/6 Pro9ection o$ $#t#re re:#irements

-fter a comprehensive diagnosis, it is necessary tomake pro6ections to identify the potential demands.

(imultaneously, it is necessary to dra" up perspective

school maps involving the follo"ing steps:

8stimating the number of children to be enrolled# and

9etermining the capacity of e$isting schools and defining

their catchment areas.

C!tchment !re! refers to a specific territory, "hich is

served by a school based on the environmental,

demographic and economic factors. These areas together

"ith their respective schools are plotted on a map.


5 SC2OOL MAPPIN3 PROCESS



4;6 Dr!+in" #p o$ perspective school m!p

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.




!& Ed#c!tion D!t!

'1) -nnual (tatistical /eport

'2) 4eographical distribution of schools

'3) (ite and catchment area conditions

'+) (ie of the e$isting school plant

For individual schools'1) e$act location or verbal description of location

'2) nature of catchment area 'relief5land

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

/& BASIC DATA NEEDED FOR SC2OOL MAPPIN3



)& Pop#l!tion D!t! 4!n!l%sis o$ the cens#s6

c& Other Pl!nnin" D!t!

'1)general rural and urban development policies

'2) social facilities 'school health, recreationalcenters, etc.) to encourage nucleation of

population at the central points.

/& BASIC DATA NEEDED FOR SC2OOL MAPPIN3



'1) (chool buildings re0uiring repairs

'2) (chools re0uiring additional

classrooms

'3) pening of e" (chools'+) !hasing out of e$isting schools

') /esource allocation

';) 8nvironmental *apping

;& E<PECTED RESULTS

OF SC2OOL MAPPIN3



a. Prioriti(!tion o$ schools based on defined

set of criteria, e.g. selection of place to opena school taking note of available resources,

as "ell as vulnerability of location to both

natural and man%made haards '!-4-(-).

b. Identi$%in" the loc!tion o$ ne+ schoolsbased on a defined radial distance from

e$isting schools or barangays 'attention in

range, i.e. "alking distance from nearest

schooling facilities)

c. 3ro#pin" o$ entries based on a defined set of

attributes. 'e.g. availability of land, local

contributions)

.& SPECIFIC OUTPUTS OF SC2OOL MAPPIN3



=& T2E SC2OOL MAPPIN3 E<ERCISE 4SME6 OF DepEd



- school site may be ac0uired

through any of the follo"ing

methods:

1.!urchase

2.9onation

3.&ontract of <sufruct+.8$propriation

.arter

;.!residential !roclamation

=.4ratuitous &onveyance

MODE OF AC>UISITION OF SC2OOL SITES



P#rch!se& This is the most reliable, stable and non%

controversial mode of ac0uisition. - school site may be

ac0uired by direct purchase from the legal o"ner "ho

voluntarily sells it on an agreed price.

Don!tion& *ay either be simple, conditional, inter vivos ormortis causa.

Contr!ct o$ Us#$r#ct& In case the property is registered in

the name of an individual, province, city, municipality orbarangay, but is not allo"ed to be donated, but

9ep895school is allo"ed full use or perpetual right of use

through gratuitous act '"ithout consideration).




E'propri!tion& !rivate land desired for school purposesmay be ac0uired through e$propriation proceedings.

Presidenti!l Procl!m!tion& !ublic lands declared as

reservation areas 'including ancestral lands) through!residential !roclamation are sometimes targeted as sites

for educational purposes.

3r!t#ito#s Conve%!nce& /eal property belonging to the

government, "hen needed for school purposes, may beconveyed by "ay of gift, sale, lease, e$change.




SC2OOLS IN URBAN

AREAS



ST& ANNE COLLE3LUCENA INC&



MAR?2ILL COLLE3E



EN@ER3A UNI@ERSIT? 4MSEUF6



UNI@ERSIDAD DE MANILA



UNI@ERSIT? OF T2E

P2ILIPPINES 4Ce)#6



SILIMAN UNI@ERSIT?



UNI@ERSIT? OF T2E

P2ILIPPINES



ATENEO DE AMBOAN3A UNI@ERSIT?



UNI@ERSIT? OF MAATI



SC2OOLS IN URBAN

AREAS



3!rdenin" !s !ctivit% in EPP&



Re!din" !nd ritin" Activities



Cl!ssrooms in Remote Are!s



REFERENCEShttp:55deped

pfsed."ikispaces.com5(chool>*appinghttps:55docs.google.com5present5vie"?

fs@trueArevision@BlatestAstart@CAtheme@blankAski

pauth@trueApli@1Aid@dc=d2pvB2f0m0Dcs

http:55""".oppapers.com5sub6ects5lack%of%school%facilities%in%the%philippines%page1.htmlhttp:55""".rccdm.net5inde$.php?

option@comBdocmanAtask@docBvie"AItemid@21A

gid@=E



Ms. Edlyn Aprecio-

Nacional - MAED

educational facilities and mapping.ppt

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