Social Sector

  A major task of the government is to improve the level of human development within the community. Analysis of the Social Sector can, among others, pave the way for the local government to achieve this intention, with the support and assistance of the community and other stakeholders. The pursuit of desirable outcomes is set within the context of determining and understanding the underlying causes and effects of existing conditions. This will generate proposals or interventions that will support and influence the desired level of delivery of services to the community. Individuals enjoy some level of well being as influenced by the state of health and education, leisure or recreation, safety and comfort. While there are other dimensions of well being, it is important to recognize the effects or benefits of interventions on the overall development of individuals. The broad framework for analyzing the social sector is provided by the following guideposts: 

What is the health situation in the locality measured in terms of mortality, morbidity, incidence of diseases and such other indicators?



What is the state of education measured in terms of literacy rate, ratio of enrollment to school- going population and other indicators?



What is the housing situation in the locality measured in terms of housing needs?



What is the poverty incidence in the locality? How do this relate to the provincial or national level? What factors brought about the locality’s level of poverty?



What amenities, facilities, and services are present in terms of physical, mental and social development of an individual and the community at large? Are these enough? Are these accessible and equitably distributed in the locality? Are these services also being availed by neighboring towns?



What environmental concerns/issues need to be addressed?

The step-by-step guide to a more detailed analysis of the component sub-sectors, namely: EDUCATION, HEALTH, HOUSING, SOCIAL WELFARE SERVICES, PROTECTIVE SERVICES, and SPORTS AND RECREATION, are found in the succeeding pages. It must be noted, however, that the analysis of sub-sectors shall be centered on providing the details of the above framework. Moreover, each sub-sector study shall be presented in a sector analysis matrix containing the technical findings/observations, implications, and proposals. These matrices, together with the results of the sub-sector analysis shall be crosschecked and validated to come up with an integrated social sector analysis. A participatory process of conducting integrated sector analysis is likewise presented following the last sub-sector study.

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        Steps I.

Data Gathering and Processing

A. Generate the following data/information and present in table format: 1. 2. 3. 4. 5. 6. B.

Schools by Level, Type, Facilities and Condition Student - Teacher and Student - Classroom Ratio by Level Tertiary and Vocational/Technical Schools by Type and Total Enrolment, Historical Enrollment by Level for the last Three School Years Projected Classroom, Teacher Requirement in Public Schools, by Level, Historical Enrollment Participation Rate for the Last Five (5) Years Determine the felt needs, aspirations and issues of the community relative to education through consultations such as general assembly, focus group discussion, barangay consultation or other consultative meetings with identified stakeholders. Gathering of information on felt needs and aspirations of the population maybe facilitated by designing /structuring questions as follows: 1. What issues and concerns related to education would you want to be addressed? (Note: Stakeholders should arrive at common issues/concerns thru consensus building). 2. In what ways can you (as a resident/community member, stakeholder) address/resolve these issues and concerns? 3. In what ways can the government address/resolve these issues and concerns? 4. What are your aspirations to improve the level of education services?

C.

Gather additional data/information if warranted by the results of the consultations/ meetings conducted.

II. Data Analysis Analyze the information gathered and discuss the education sector situation in the locality in terms of the following: 1. Availability, location and condition of educational facilities. 2. Adequacy of facilities and manpower based on existing national standards and mandatory requirements per existing laws/policies, e.g. space standards 3. Accessibility of the educational facilities to the school-going age population in relation to the location and distribution of schools, presence and condition of access roads, and students’ safety. 4. Discuss trends and present a comparative analysis of the following for at least two (2) reference periods (current and previous years): • • •

Enrollment participation rate Drop-out rate Literacy rate

5. Discuss identified environment-related concerns/problems affecting the sector.

III. Current and Projected Needs A.

Determine the current need for teachers and classrooms based on the above findings and on the prescribed national standards. The DepEd target of 1:35 student-teacher and student-classroom ratio by 2010 in the elementary level and 1:40 for the high school level, is recommended.

Current classroom need: Current Classroom = Need

Current Standard Enrollment x Classroom Ratio

---

Current No. of Classroom

---

Current No. of Teachers

-

No. of Damaged Classroom

Current teacher need: Current Teacher = Need

Current Standard Enrollment x Classroom Ratio

B.

Project the future needs for teachers, classrooms, and spatial/land requirements based on city/municipal vision, projected school-going age population, and other considerations unique to the locality. Projected Classroom Requirement

=

Projected School Enrollment

-

Standard Classroom Student

---

Current No. of Classrooms Ratio

Use the same formula for projecting teacher need Projected enrollment is the product of the targeted enrollment participation rate multiplied by the projected school- going age population. Projected School Enrollment

C.

= x

Targetted Ex nrollment Participation Rate, (TEPR)

Projected School Going Age Population (SGA)

Project spatial/land allocation requirements using the Standards and Guideline. The need for spatial expansion of educational facilities and services may be addressed by: • New schools/classrooms • Vertical expansion • Scheduling classes into 2 or more shifts • Other applicable techniques/strategies

IV. Sector Analysis Matrix A. Consolidate and validate the findings of the above steps with the result of the consultation. 1. List the key issues, problems, and concerns. 2. Determine the possible implications/impacts of the above issues, problems, and concerns. B. Recommend interventions as follows: 1. Realistic policy options and appropriate strategies. 2. Programs and projects for implementation. C. Prioritize, tabulate and present the results in matrix form as follows: (Sample) Education Analysis Matrix Technical Implications Policy Options/ Findings/ (Effects) Interventions Observations • Inadequate school • Poor quality education. • Construction of buildings and over new school - crowded buildings/ classrooms classrooms • Poor quality education due to frequent • Schools easily • Possible relocation disruption of classes flooded or situated of school sites in flood-prone areas • High drop-out rate due to: a. Financial constraint b. Sickly school children due to malnutrition

• Increasing number of Out- of-School Youths (OSYs)

• Provide comprehensive program for OSYs including livelihood opportunities. • Continuous implementation of feeding program in schools.

  STANDARDS AND GUIDELINES FOR EDUCATION Categories of School Buildings In line with the classification enunciated by the National Building Code of the Philippines school buildings are categorized as follows: Type I

Wood Construction

Type II Wood construction with protective fire resistant materials and one-hour fire resistive throughout. Type III Masonry and wood construction with exterior walls of incombustible fire resistive construction, and one-hour fire-resistive throughout. Type IV Steel, iron, concrete or masonry construction with walls, ceilings and permanent partitions of incombustible fire-resistive construction except permanent non-bearing partitions which shall be one-hour fire resistive. Type V Structural elements of steel, iron, concrete or masonry with walls, ceilings and permanent partitions of incombustible fire-resistive construction. Permanent standard school buildings fall under Types III, IV and V while semi-permanent standard type buildings are under Types I and II. I. Space Standards A. Pre-School (Kindergarten Level) 1. School site must have a minimum lot area of 500 square meters. The area may be divided into a minimum of 140 square meters for the playground. This area is only good for not more than 4 classes. 2. Space for playground must be provided, otherwise, easy and safe access to the nearest part of open space not more than 200 meters walking distance from school site may be presented as an alternative. 3. Classroom size should be 1 ½ square meter per child. B. Elementary School Sites Size. The size of the site must meet the requirements of the enrollment and kind of schools as well as the recreational needs of the pupils. It shall be wide enough to make adequate provisions for an athletic field playground, lawns, agricultural activities and future building expansions. The standard requirements of school site for elementary schools are as follows: a. One-half hectare (1/2 ha.) for a non-central school which has only one or two classes and no grade above Grade IV. b. One hectare (1 ha.) for a central school which has six classes or for non-Central School which has from three to four classes. c. Two hectares (2 has.) for schools which have from seven to nine classes. d. Three hectares (3 has.) for schools which have from ten to twelve classes. e. Four hectares (4 has.) for schools which have more than twelve classes.

However, for special cases or where there is difficulty in meeting the above standards, the following may be allowed:

a. For Rural Areas One-half hectare (1/2 ha.) for a central school which has six classes, for a non-central school which has from three to four classes. One and one half hectare (1 1/2 ha.) for schools which have from seven to ten classes. Two hectares (2 has.) for schools which have more than 10 classes. b. For Urban Areas One-half hectare (1/2 ha.) for central school with 6 classes and non-central schools with 7-10 classes. Three fourth of a hectare (3/4 ha.) for eleven to twenty classes. One hectare (1 ha.) for twenty one or more classes. Elementary School Buildings - Standard Requirements Adequacy. There should be sufficient number of standard classrooms to accommodate the school enrollment, as well as enough internal spaces for other basic curricular and administrative needs of the school. A standard classroom should provide at least 1.4 sq. meters of space per pupil, and on that basis the standard dimensions of elementary classrooms have been prescribed. In a complete elementary school, there should be a separate building for Industrial Arts/home economics classes with a minimum standard area of 5.0 square meters per place, or a total of approximately 126 square meters. Internal space should also be provided for such basic needs as an administrative office, a library (and/or learning resource center), a healt h clinic (first aid), a guidance and counseling room, toilets, storeroom, lunch counter or room etc. At least 2 electrical outlets should be provided in front of each classroom, for the implementation of any feasible educational technology which requires electricity. The minimum standards for instructional and administrative spaces are as follows: 1. Classroom (elementary)

1.40 sq.m. per place

2. Elementary school shop

5.0 sq.m. per place

3. Administrative Office

5.00 sq.m. per place

4. Library/LRC

2.40 sq.m. per place (10% of total enrollment) Provided that it is not smaller than the size of a classroom

5. Medical/Dental Clinic

28.00 sq.m. gross

6. Guidance Room

28.00 sq.m. gross

7. Corridor

Above ground level, the minimum clear width is 2.0 m. provided that the provisions of the National Building Code & Fire Code of the Philippines and other relevant rules and regulations are observed.

8. Computer Room

1.4 sq.m. per place

9. Gymnasium/Auditotium

5.0 sq.m. per place

10. Speech Laboratory

1.4 sq.m. per place

Reference: Handbook on Educational Facilities – DECS 1993 (Revised Edition of Handbook on School Plant) DECS Service Manual 2000

C. Secondary Schools Size. The size of the school site is largely determined by the level of education, the size of the enrollment, the type of curriculum offered and the location of the school, i.e., whether urban or rural. The ground area occupied by school buildings and other structures should not exceed 40% of the school site in order to provide adequate open spaces for assembly and co-curricular activities, as well as to conform with national and local regulations and standards pertaining to setbacks and

distances between buildings. Minimum standards for instructional and administrative spaces: Classroom 1.40 sq.m. per place Science Laboratory 2.10 sq.m. per place Secondary School Shops: Practical Arts Technology and Home Economics Girls Trades/Homemaking Wood Trades Metal Trades Mechanical Trades Electrical Trades Drafting/Drawing Farm Mechanics Farm Machinery Fish Capture/Culture/Preservation

5.00 sq.m. per place 7.00 sq.m. per place 4.00 sq.m. per place 5.00 sq.m. per place 5.00 sq.m. per place 7.00 sq.m. per place 4.00 sq.m. per place 2.50 sq.m. per place 5.00 sq.m. per place 6.50 sq.m. per place 2.50 sq.m. per place

Administrative and Services Spaces: Administrative Office 5.00 sq.m. per place Medical/Dental Clinics 28.00 sq.m. gross Guidance Room 28.00 sq.m. gross Library/Learning Resources Center Capacity of 10% of the enrollment at 2.40 sq.m. per place, provided that the total area is not less than that of a standard classroom. In schools with more than one shift, the basis for computing the area is the shift with the largest enrollment. Corridors Not required at ground level if appropriate direct access to enclosed spaces is provided. Above ground level, the minimum clear width is 2.0 meters provided that the provisions of the National Building and Fire Codes of the Philippines and other relevant rules and regulations are observed. Reference: Manual of Information on Secondary Education (DECS – 1993) DECS Service Manual 2000 D. Colleges and Universities 1. The area of school site as a general rule will be as follows: 500 or less students 501 to 1,000 1,001 to 2,000 2,001 to 3,000

0.50 ha. 1.00 ha. 2.00 has. 3.00 has.

As a general rule, the same ratio should be maintained for enrollment in excess of 3,000. 2. For largest 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. Reference: Guidelines & Standards for Physical Plant & Facilities of Colleges & Universities.

II. Standard Classroom Dimension

TYPE OF BUILDING

Gabaldon Type Army Type Magsaysay Type Marcos Type Bagong Lipunan 1 Bagong Lipunan 2 Bagong Lipunan 3 RP-US Bayanihan ESF Building Imelda Type Pagcor Bldg. JICA-EFIP Bldg. JICA-TRSBP Bldg. Multi-Purpose Workshop DECS one-room Bldg. FVR 2000 School Building Royal Building System EVG 3D Panel System Federation of Filipino Chinese Chamber of Commerce and Industry Inc. (FFCCCII) Little Red School House One storey, one classroom building – SEMP One storey one classroom Building SEDIP One storey one classroom Building TEEP

FLOOR DIMENSION (m)

FLOOR AREA (sq.m.)

GROSS AREA PER PLACE @ 40 PUPILS/ ROOM (sq.m.)

7x9 6x7 6x7 7.3 x 6 6x8 8x6 6x8 7.35 x 6 6x8 8x6 6x8 8x7 8 x 6.25 7 x 16

63 42 42 43.8 48 48 48 47.7 48 48 48 56 52 112

1.575 1.05 1.05 1.095 1.2 1.2 1.2 1.192 1.2 1.2 1.2 1.4 1.35 2.80

6x8

48

1.2

7x8 7x8 7x8 7x6

56 56 56 42

1.4 1.4 1.4 1.05

7x8 7x9

56 63

1.4 1.575

7x9

63

1.575

7x9

63

1.575

Reference: Handbook on Educational Facilities Revised Edition of Handbook on School Plant, DECS 1993, DECS Service Manual 2000