A.

Standard requirements

Principles

a. Maximize collaboration in school planning design through consultative planning, design and
project implementation,
involving a wide spectrum of representatives from the community, e.g., administrative decision-
makers, parents, business
and community leaders, technical people, teachers, school administrators, and pupils/students;

b. Build a proactive facility management program which anticipates facility problems during the
planning phase like maintenance and operations of the educational facilities.

c. Plan schools as neighborhood-scaled community learning centers considering the following

 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;

 c.3 Create an environment that draws the community to the school and that increase
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.

B. 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.

C. DISASTER RISK REDUCTION

(3) Educators and Professionals

The loss of life, injury, and disruption of education and normal child and adolescent development caused
by both natural and human-induced hazards, are indications that more professionals and educators
should seek out more direct and rapid ways to assist in raising the level of awareness of parents, policy
makers, community leaders, and the children and youth on how to respond properly to hazards (natural
and human-induced), impart knowledge which are important to sustainable human development,
peace, justice and safety.

(4) Communities and Schools

Communities and schools have the most important roles in ensuring safety of every individual. Each
entity can influence to a certain extent even beyond traditional forms of regional development from
cultural to economical, informational and environmental. Recognizing these roles, each entity needs to
strive to improve the quality of educational facilities. Capacity building of human resources and securing
financial basis to provide adequate education and facilities must be considered in the process of
formulating education policy.

Experiences in developing countries like the Philippines indicated that the basic problems related to
disaster mitigation and preparedness can be attributed to lack of capacity, awareness, education, and
self-reliance within the communities. Educated and self-trained communities are much more capable of
coping successfully and reducing impacts of natural disasters. In view of this reality, disaster risk
reduction measures shall promote culture of resilience through community participation and the
empowerment process of residents in high risk areas in order to complement, enlarge, and sustain these
efforts. Other important support to these efforts would be the prioritization of mainstreaming disaster
risk reduction in the school system and implementation of related programs and projects.

(5) Parents

Parents can influence decision making of school administrators in keeping schools safe through the
Parent- Teachers and Community Association (PTCA). Parents are very active in providing their time,
resources and efforts to make schools ready for the opening of classes on a voluntary basis. During PTCA
meetings, youth learn about safety and hazards. Discussions focus on awareness of hazards and how the
children and schools may be protected.

(6) Children

Child participation is a very significant factor in disaster risk reduction. First, the activities being
undertaken will directly benefit them through the realization of their basic rights. This is also based on
the premise that today’s children are tomorrow’s adult citizens. What they learn about safety today
significantly contributes towards development of “disaster risk resilient” communities.

D. LABORATORY

SCIENCE LABORATORY

In designing/constructing a Science Laboratory, the building must have the following features:

(1) The science laboratory should be designed as a wide space (7 x 18m) to allow mobility inside the
room.

(2) There should be at least two (2) entry/exit doors for easy access and egress. The doors should be
swing out to facilitate exit of students in case of emergency.

(3) The science laboratory should have provisions for laboratory counter, control room and storage
room.

(4) Chemical solutions should be located or kept on the base cabinets of the storage/stockroom. The
storage room and control room should be equipped with built-in cabinets not higher than 1.90 meters.
Bolt storage cabinets to the wall and install strong latches so that doors will remain closed as contents of
cabinets can shift during an earthquake.

(5) Stock/storage room should be provided with security grills on the windows to ensure the safekeeping
of chemicals and other apparatus of the science laboratory.

(6) Science laboratory buildings should provide with neutralization tank/drain pit for proper disposal of
chemical waste.

(7) The working tables inside the science laboratory should be fixed on the floor. It should be made of
reinforced concrete with mosaic tiles topping and should be acid resistant. Each working table should be
provided with a laboratory sink and faucet.

(8) Waste pipes should be also acid resistant.

(9) Laboratory working areas should be well lighted and have a bilateral fenestration for ventilation and
fume extraction.

(10) The Science Laboratory should have a 24-hour clean water supply.

(11) Every Science Laboratory room should have a notice/reminder posted on conspicuous side of the
room for students’ awareness and shall be provided with a First Aid Kit.

(12) Single storey, science laboratory building should be located far from academic classrooms.

(13) In case of multi-storey building, the science laboratory should be located on the highest floor
possible for proper ventilation.
COMPUTER LABORATORY

a. Recommended Security and Safety Measures

(1) Hiring of security guard

(2) Engaging the assistance of barangay tanods

(3) Fastening of each PC unit to the computer table (optional)

(4) Installing fire alarms/fire extinguishers

b. Public-Private Assistance

To sustain the package and services of the PCs, public-private assistance is encouraged, such as:

(1) Local Adopt-A-School Program through the Local School Board, PTCA Alumni Association,

(2) Teachers Coop Store/School Canteen

(3) Community e-center

(4) Internet Café inside the School, etc.

Funds provided will cover internet connection, electricity, supplies, and repair and maintenance. (See

DepED Memorandum Nos. 247, s. 2006 and 473, s.2009).

c. Maintenance of Computers and Devices at Work

With the emergence of Information and Communications Technology (ICT), computers and mobile
devices are now the most widely used devices at work. Every day, these are being used to work on files,
connect with people, and access resources. Keeping them running smoothly is important to working
efficiently and effectively.

Library/Learning Resource Center (LRC)

– 2.40 sq. m. per place

The library/LRC shall have a capacity of 10% of the enrolment 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 enrolment

The basic features of the Library Hub are as follows:

• a main area with steel shelves to hold book bundles

• a conference/training room

• book repair and bindery section

• check-out counters
• print shop

• loading and sorting bay with steel curtain

• reference filing system

Among the basic equipment are:

• shelving

• furniture

• plastic bins and roll-away carts

• at least 2 computers

• bar code scanners

• bindery equipment

• photo copier

• multi-media equipment

Administrative and Service Spaces

Administrative Office - 5.00 sq. m. per place

Medical/Dental Clinic - 28.00 sq. m. gross

Guidance Room - 28.00 sq. m. gross

E. Preschools

Preschool education is recognized as a stage where early childhood development has long been felt. The
present standards for preschool education consider the child, the teacher and the school with the
support of the family in maximizing the child’s potentials and his capacity for learning. The stimulating
and meaningful experiences provided in all aspects that will make him a socially sensitive, independent,
spiritual and rational individual. The teacher is therefore expected to come up with a class program
suited to the needs of the children in a particular school.

Hereunder are the standards for the physical environment (minimum requirements for the school site,
the physical facilities and the learning equipment for a preschool).

a. Nursery (Pre Kindergarten)

Nursery is the level of education below kindergarten, the admission age for which is at least three (3)
years but not more than four (4) years old. As stated in MEC Order No. 24, s. 1978 dated July 26, 1978
the following standards for the organization and operation of Nursery classes are required:

Class Size – maximum of 15 children to a class

Physical Structure – floor area of at least 7m x 9m in a 500 to 1,000 square meters lot

a. Toilet and washing facilities must be adequate enough to serve the number of enrollees.

b. Hazards to safety of small children must be looked into such as wells, diggings, stairways, pools,
electric installations, etc. to minimize or eliminate accidents

c. Activity Centers

 Listening/Speaking and Acting area

b. School Site (for Kindergarten only)

DECS Order No. 107 s., 1989 dated November 10, 1989 stated the Standards for the Organization and
Operation

of Preschools (Kindergarten Level). These are:

1. Minimum lot area 500 square meters (sq. m.)

(for not more than 4 classes)

classroom 140 sq. m. (minimum)

playground 360 sq. m.

1. Alternative space for playground – nearest park or open space not more than 200 meters from
walking distance from the school. This arrangement must be approved in writing by the authorized
representative of the park or open space.

2. School site must be used for educational purposes only, must not serve as residence of the owner and
should not be a “convertible school” (during day time is used as school and after class hours is a
residence or used for commercial purposes)

3. Provision for office, teachers’ room, music and library room or rooms combining any two of these
must be considered.

Classroom size should be 1.5 square meters per child

c. Equipment

a. Playground and Garden

Playground apparatuses must be installed in the school ground (jungle gym, sandbox, slide, balance
beams, simple obstacles – tires and tunnels)
b. Classroom Equipment and Fixtures

• Furniture (tables,chairs, shelves, lockers and cabinets must conform to the standards based on an

anthropometric measurement of preschool age children, both in standing and sitting positions.

• Beds and/or mats may be provided for rest periods.

d. Health Facilities and Provisions for Safety

• At least one (1) toilet seat for every 25 children at one time, preferably with separate bath room for

boys and girls

• First aid kits must be available

• A rest area may be provided for children. (free from hazards such as diggings, stairways, pools, open
electric wires and unsafe outlets)

• Proper and adequate lighting and ventilation

– there should be natural and electric lighting

– for a 7 x 9 classroom, at least two (2) 40 watt fluorescent lamps and one (1)wide window

* Electric fans to allow cross ventilation.

e. Activity Centers or areas which may contain the following or their equivalent:

* Personal Care and Grooming

– mirror, comb, towel, toothbrush, soap, toiletries, etc.

* House and Garden Care

– garden tools (shovel, spade, pails, sprinklers, sandtable, cleaning tools, etc.)

* Communication Skills Corner

– books (two books per child) – story books, science/nature books, Filipiniana, etc.

* Sensory-Perceptual and Numeracy Skills Corner

– Science and Mathematics Corner

(counters, beads, number cards, nature tables, etc.)

f. Motor and Creative Development Corner

– percussion instruments (bamboo castanets, coconut maracas), tambourine, tape recorder or

phonograph

– DepED Order No. 93, S. 2009 (September 10, 2009) – PreSchool Building Program, prescribes the
Classroom and Furniture Design for Pre-school (including floor plan and furniture designs).

F. Design Guidelines

The following general guidelines shall be observed in the design of school buildings:

a. A school building shall be designed in accordance with its functions, needs of its user, and the nature
of the environment.

b. In view of scarce resources, a school building shall be conceived for economy in construction,
utilization and maintenance.

c. The design approach shall be straight forward, relying upon simplicity of concept in the context of
innovation to reflect order and dignity, ensure flexibility in anticipation of educational change, and
achieve structural stability.

d. Human dimensions, static and dynamic, specifically with reference to Filipino children and youth, shall
be the basis for establishing scale.

e. Aesthetic elements shall be integral to the overall design and even given contemporary treatment,
shall derive from historical, traditional or native themes.

f. The use of indigenous or locally produced materials shall be maximized in conjunction with the
application of appropriate construction technology.

g. Provision for mobility of handicapped/disabled persons shall be given due consideration in the design
and construction of school buildings and other facilities in accordance with Batas Pambansa Bilang 344.
(Accessibility Law).

G. TYPES OF SCHOOL BUILDINGS FOR SPECIAL CASES

The Millennium School Building Design

The Office of Civil Defense in cooperation with the Department of Education, My Shelter Foundation,
Department of Public Works and Highways, Habitat for Humanity, and the United Architects of the
Philippines came up with a

Millennium School Design as a result of the school building design competition all over the world. The
winning design is made of bamboo, while the second prize is made of used plastic bags, and the third
prize is made of concrete conventional type.

The design competition served as a means of exchange and ensured the widest dissemination of new
technologies in the area of learning environment, sustainable, disaster resilient and cost effective school
building design.

The Department of Education, through the ABS-CBN Foundation, will construct a prototype of the
winning entries and at the same time make a study of the three technologies used in each design and
adopt the best design that will be hazard resilient.
5. NGO Constructed School Buildings

The construction of school buildings was also opened/made available to Non-Government Organizations
(NGOs) which have the capability and proven track record in the construction of school buildings. One of
these is the Federation of Filipino Chinese Chamber of Commerce and Industry, Inc. (FFCCCII) under the
“Operation Barrio School Program”. FFCCCII constructs a 7m x 7m classroom design at a much lower
cost per classroom through the “Bayanihan System”. Materials such as sand and gravel are obtained
through donations from members, and from the LGU counterpart. FFCCCII builds classrooms in lowland
or accessible sites and in areas where there are local chapters of FFCCCII.

H. AGRICULTURAL ARTS FACILITIES

The school garden shall be provided with a garden house and adequate water supply. The garden house
shall be

designed to include the following components:

a. Classroom area, furnished with standard classroom facilities

b. Tool room, provided with cabinets, shelves, racks, etc. for safekeeping of garden tools.

c. Storeroom for supplies, materials, seeds, products, etc.

d. Display area, for exhibits, announcements, etc.

e. Toilet and Bath provided with standard fixtures and facilities including lavatory.

f. Office, for garden teacher

g. Plant nursery, provided with seed boxes, pots, cans, etc.

I. School Library.

Every elementary/secondary school with enrolment of 500 pupils/students and above shall have a
school library, primarily for the use of pupils/students and teachers, and possibly by the community. It
shall be situated in a quiet and pleasant surrounding and shall be more accessible to intermediate and
secondary classes, which are expected to make greater use of it. It must be manned by a teacher trained
in modern school library methods.

A well-equipped and well-furnished library is an essential component of school learning facilities.

The space requirement for a school library shall be determined on the basis of a minimum standard of
2.40 square meters per place. The total number of books required is recommended at a minimum of five
(5) books per pupil/ student.
PLAYGROUND FACILITIES

1. Playground areas shall be considered together with classrooms as learning environment for
educational growth. They shall be developed and planned extensively not only for the sole purpose of an
improved physical education program but also for the use of pupils/students and teachers in all other
educational activities.

Basic Sports/Playground Facilities

1. Volleyball Court

2. Softball Diamond

3. Baseball Diamond

4. Jumping Pit

5. A standard track oval with a distance of 400 meters or less

6. Basketball Court

7. Gymnastics Floor Area

8. Football Field

9. Swimming Pool

10. Taekwondo

11. Archery

12. Boxing

13. Dart

14. Arnis

15. Sipa

16. Sepak Takraw

17. Badminton

18. Table tennis

1. Drawing Stick (Wand)

2. Rattan Hoop

3. Bean Bag

4. Bench

5. Rope

6. Whistles

7. Colored Chalk

8. Tape Measure

9. Hurdles

10. Dama Set

11. Jigsaw Puzzle

12. Chess Set

13. Tape recorder set and set of tapes of music of different time signature

14. Scrabble Set

15. Balance Beam

16. Sungkaan

17. Chinese Checker Set

18. Stop Watch

19. Horizontal Ladder

In planning and developing playground areas, provisions shall be considered for their use by the
community as well as for recreation purposes during off-school hours. Trends in physical education
programs require more space as well as greater variety of space designs for playground areas.
Spontaneous play shall be emphasized to a greater degree than the more formal exercise, such as
calisthenics, marching and other drills.

2. Space Components.

Playground areas shall include any or all of the following space components:

a. Open grass areas for group games and other group activities.

b. Paved areas for court games, circle games, hopscotch “piko”, dancing and other games as well as
simple activities requiring marching.
c. Equipment areas where the different types of playground apparatuses are provided for developing or
improving muscular coordination. Generally, it is desirable to provide separate areas and facilities for
the younger children to minimize conflict between their simple activities and those of the upper grade
levels. Suitable buffer zones shall be provided between the different space components.

3. Playground Equipments.

The equipment area shall be provided with the following playground apparatuses, among others;

Slides (8 ft. high)

Swings (10 ft. frame)

Seesaws (20 inch fulcrum)

Chinning bars

Climbing Structures

Horizontal Ladder (7 ft. high)

Others

Portable types of playground apparatuses may also be provided, such as outdoor blocks, wheel toys,
barrels and board, outdoor game materials, etc.

ATHLETIC FACILITIES

1. Educational Aspect. Physical training must be given a regular place in the school program. School
children in all levels shall be required to participate in organized games and athletics.

2. Basic Requirements. The following athletic equipment/supplies are recommended as basic

Baseball set (consisting of balls, bats, catcher’s mitt, catcher’s mask, catcher’s body protector,
basement’s mitts,

fielders’ gloves, base plates, etc.)

Softball set (consisting of balls, bats, mitts, masks, protectors, base plates, etc.)

Basketball set (consisting of balls, goal rings with nets, etc.)

Volleyball set (consisting of balls, nets, etc.)

Soccer football set (consisting of balls, nets, etc.)

Table tennis set (consisting of table, net, balls, rackets, etc.)

Lawn tennis set (consisting of table, net, balls, rackets, etc.)

Javelin (for boys and girls)

Shot Put (for boys and girls)

Vaulting pole

Vaulting Box

Hurdles (10 units per lane)

Stop watches

Tape measure

Spiked Shoes

Badminton set (consisting of rackets, shuttlecocks, nets)

Sepak Takraw (Sipa balls)

Rings

Sack

Coco Stilts

Bamboo Stilts

Baton

Arnis

Clapper

Parallel Bars

Gymnastics Mats

For athletic field requirements, the allocations for external space shall allow adequate provision for the
laying out of the following basic components, among others:

a. A standard oval track with a distance of 400 meters

b. A baseball diamond with sides measuring 27.4 meters (90 feet long)

c. A softball diamond with sides measuring 18.2 meters (60 feet long)

d. A soccer football field measuring 90-120 meters (100-130 yards) long and 45-90 meters (50-120
meters (100-

130 yards) long and 45-90 meters (50-100 yards) wide.

e. A basketball court, which shall be a flat, hard (not grass) surface measuring 26 x 14 meters (85 x 46
feet).
f. A volleyball court measuring 23.77 meters long and 8.23 meters wide (73 x 27 feet), which is standard
for singles. For doubles, a wider court is used, 10.97 meters (36 feet) wide.

g. Perimeter space shall also be provided for the construction of a grandstand and bleachers.

ADMINISTRATIVE FACILITIES

The fundamental function of the administrative office is to serve. It shall be planned to feature openness
and ease of access for teachers, school children and the public. The administrative office shall be
pleasant and attractive in design reflecting the spirit of a friendly and helpful atmosphere. The operation
of the administrative office shall provide school children, teachers, and parents opportunities for active
participation in the democratic processes.

The size and dimension of administrative space requirements may be determined on the basis of a
minimum standard of 5 square meters per person and an air space requirement of 12.00 cubic meters
per occupant person.

The allocation of administrative space shall include the following components:

School administrator’s office

Receiving area

Working area for the office staff

Supply storeroom

Conference room

Teacher’s room

Production room (mimeographing, graphics, etc.)

Toilet and bath

The different spaces or components of the administrative area shall be laid out in proper operational
relationship

with each other. Arrangement and placement of office furniture and equipment such as tables, chairs,
cabinets, shelves,

typewriters/computers, photocopying machines, bulletin boards, etc. shall be carefully and

achieve maximum efficiency. The following information/EMIS records and materials shall constitute part
of structuring

the office.

Hazard Map of the Philippines

Map of the Locality (where the school is situated)

Consolidated Calendar of Activities

Master Program (all classes, all teachers)

Organizational Chart

Graphs regarding performance indicators

Files of circulars, memoranda, bulletins, etc.

Pictorials of activities

Locator Board

SCHOOL LUNCH COUNTER (SCHOOL CANTEEN)

One of the important facilities that shall be available in school is a very decent school lunch counter, also
known as the school lunchroom, school canteen or nutrition center. This serves as the center for
feeding. For details on the management and maintenance of school canteen, refer to DepED Order Nos.
8, s.2007.

1. The basic components of a school canteen may be as follows:

a. Dining space – The dining space shall be a clean, quiet 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
determined by the maximum number of pupils/students to be served at one sitting on the basis on the
minimum standard of 1.4 square meters per person. It shall be furnished with the necessary tables and
chairs. Hand washing facilities shall be provided at the entrance of the dining space.

b. Service counter – The service counter shall be properly located to facilitate the systematic serving of
food. It shall not be over 30 inches high. The counter shall have ventilation to assure rapid dissipation of
odors. Health regulations require that a glass plate shall be installed in front of each serving counter to
protect food from the breaths of those lining up for food serving. The glass plate may be placed several
inches above the top of the counter so that there will be space under the glass for passing plates of
food. The design of the service counter shall provide space for storage of dishes under the counter.

c. Kitchen – The kitchen space shall include the following areas: food preparation area, cooking area,
cleaning area, and storage area.