University ortheastern

School of Graduate Studies and Research

of Philippines
Iriga City

MASTER OF ARTS in EDUCATION – MAJOR IN ADMINISTRATION AND SUPERVISION

Date :

Reporters : JASON V. DELOS SANTOS

JENNIFFER F. BARBIN
CRISTINA P. PAR
ANTONIETA P. CASTRO
LUNINGNING V. SALCEDO
ALMA C. LANCISO
LEONARDO LANCISO
FRANCE V. MAMPO
JOY E. MANTES
REY D. MANTES

Name of Professor : DR. DANDY A. NAGRAMPA

Examination : MIDTERM

Subject : PHYSICAL FACILITIES AND MANAGEMENT

SCHOOL YEAR 2020-2021
(FIRST SEMESTER)

1. What is Physical Facilities? Enumerate the different facilities that a school must have.
Physical facilities means the structure and interior surfaces of a Food or Eating Establishment,
including accessories, such as soap and towel dispensers, and attachments such as light fixtures and
heating or air conditioning system vents.
The physical plant is so important in education that if it does not meet certain standards or if its quality or
condition deteriorates, it may have some negative consequences on the teaching and learning
process, as well as on the staff and students.
List of School Facilities
 Dedicated Science Laboratories.
 Information and Communication Technology Labs – ICT labs.
 Classrooms with interactive Promethean Boards.
 Outdoor football field, basketball court.
 Separate covered outdoor play areas.
 Indoor Multipurpose Hall.
 3 Libraries.
 Specialist Art & Music Rooms.
2. Differentiate between maintenance and operation of school plant.
The difference between operations and maintenance is operations is the activities you perform to reach
business objectives, whereas maintenance is everything you do to keep equipment in running
order.

Maintenance means making repairs when assets break down, performing preventive maintenance tasks,
and monitoring equipment health. Business Dictionary states that “operations transform resource
or data inputs into desired goods, services, or results.” Essentially, that means running the
equipment, performing quality control, and so on.

Think of it as owning a car. You drive the car (or operate it) to get from place to place, making you the
operator. Maintenance would consist of your local shop where you take it in for oil changes, tune
ups, and repairs. For operations departments, the main goal is to make sure their processes are
running as much as possible. The more consistently machines run, the higher their productivity,
and the higher the company’s profit overall. The primary objective is maintaining uptime as much
as possible, and they don’t like other factors getting in the way of that. Utilization is their main
metric for success.
Maintenance departments, on the other hand, are focused more on keeping their own costs down and
making sure equipment remains in working order. Often, this means taking assets offline to make
needed repairs. Their metrics for success are cost efficiency and reliability.

3. What are the objectives of a school plant development?

The school plant includes the school building, play-ground, furniture, class-room, library, hostel,
apparatus and equipment's, school offices, black-board, school record etc. Planned organisation of
these materials or physical resources in the school is known as school plant. The major reason for
building a school is to implement an educational programme. A smooth implementation of an
educational programme can only occur and the chances of actualizing its goals enhanced if the
school plant possesses some desirable qualities or standards. Ensuring that a school plant meets
these standards should be the major concerns of all efforts directed at planning, designing and
constructing school plants. In addition to facilitating the implementation of the educational
programme, some of the qualities are necessary for the all-round development of children and
youth and the well-being of the school staff The following objectives should be achieved when
planning and constructing school plants are party based his work.

1. Spatial Adequacy and Desirability. One very important objective of school plant planning that
is directly related to the implementation of the educational programme is the provision of adequate
and appropriately organised spaces to facilitate and support teaching and learning activities. There
should be enough space to accommodate the present school enrolment and any possible increase
in student population in foreseeable future. It is desirable that learning spaces be adequate for both
individual and group work. Adequacy of space is also sought for administrative and other offices
needed for rendering special services to students and staff and for storing materials and supplies
for the school.
Provision of adequate spaces for outdoor learning and recreation should also feature as one of the
objectives of school plant development.

2. Health and Safety. Ensuring the safety, security and good health of the learner as well as other
staff of the school is another objective that any school plant planner should accomplish. All
buildings should be structurally adequate and enough safety features, such as fire alarm systems,
fire fighting equipment, and emergency exits should be provided. Learning takes place effectively
in an environment in which the learner feels safe and secure. Toilet and other sanitation facilities
to meet the needs of the students and staff need to be provided.

3. Adaptability. School buildings are expensive to construct and are usually intended for long-term
use. While in use, there may be some changes in the educational programme; new subjects may be
introduced requiring new methods of teaching or equipment that may require special storage
facilities; there may be unexpected increase in school enrolments and any unforeseen development
that may hasten the obsolescence of the buildings.
 In order to cope with such unforeseen circumstances, it is a desirable objective of school plant
planning and construction to make the buildings adaptable.

4. Aesthetics. Providing a school plant with beautiful surroundings is another of school plant
planning. Attractive school environment with well designed buildings and other structures may not
only stimulate pupils’ interest in schooling and appreciation of creative arts but it may also
engender a sense of belonging and pride for their school. Such attractive-looking school and
beautiful surroundings are also a source of pride to the members of the local community of the
school.

5. Durability. Owing to the expected long life span of school buildings and high construction
costs, durability is one of the objectives to be sought when planning and constructing them.

Durability in this case should not imply rigidity of the structures. This is because of some
inevitable changes that often occur and call for flexible structures. Rather, it calls for the use of
high quality building materials and competent workmanship so that the completed school plant
can be put into good use for a long time and at the same time be easily adaptable as the need
arises.
The use of high quality building materials may be initially expensive but it may eventually pay off
in terms of relatively low cost of maintenance. It should be noted that many writers refer to these
objectives as attributes or characteristics..
4. What are the different modes of acquiring of a school sites? Discuss it briefly.
Modes of Acquisition of School Sites
1. Donation (Section 3 of FA 897 4; Section 4 of the IRR)

DepEd may explore, as its first option, the donation of the needed portion or whole of the affected
properties by their respective owners (i e. lots with or without improvements).

Procedure:

a. The DepEd Schools Division Superintendent (SDS) determines acutely congested schools within their
respective areas and identifies the areas where new school sites are needed.
b. Upon determination of the congested schools and identification of areas needing new school sites, the
SDS shall accomplish Acquisition and Assessment forms for the scanned private properties viable
tor acquisition. The SDS shall also post calls for donation in the areas where new school sites are
needed (e.g. Division Office bulletin boards, city/ municipal nails, social media sites etc.). The
SDS shall submit the forms to the Regional Office (RO) for review and approval.
c. When interested parties respond to the call for donations, the SDS shall meet the potential donors and
conduct an ocular inspection of the property. An ocular inspection report shall be submitted by the
SDS to the RO for review. The RO shall approve the inspection report as to the suitability of the
property as a school site and recommend its approval for site acquisition
d. Upon approval of the property’s suitability as a school site, the SDS shall prepare the Deed of Donation
and all pertinent documents for submission to the Central Office (CO) for review and approval A
request for the issuance of a Special Power of Attorney (SPA) authorizing the. Regional Director
(RD) or the Schools Division Superintendent (SDS) to accept the donation in favor of DepEd shall
also be submitted shall sign the Deed of Donation. Upon signing of the Deed of Donation, the
property owner shaft issue to DepEd a permit to enter the property
f. The SDS shall then process the registration of the donation in the proper Register of Deeds, its
annotation in the property’s Transfer Certificate of Title (TCT) and the transfer of the property in
the name of DepEd.
g. If there are no persons interested to donate their properties, the SDS shall make a written report and
submit the report to the RO together with the Acquisition and Assessment Forms. The RO shall
submit the report and the forms to the CO tor evaluation.
h. The CO shall prioritize the properties that shall be acquired and the priority list shall then be
transmitted to the RO and SDS concerned.
i. Upon receipt of the priority list, the SDS shall request the property owners included in the list to donate
their properties to DepEd.
j. If the property owner agrees, proceed to step (d). If the property owner does not intend *o donate his
 property, he shall write a letter to the SDS expressing his intention. Upon knowledge of the
property owner’s intention, the SDS and the property owner shall consider the possibility of a
negotiated sale for the acquisition of the property. (See Annex 2)
2. Negotiated Sale or Purchase (Section 5 and 7 of RA 10752; Section 6 and 12 of the IRR)
If the owner of the property is not willing to donate his property, DepEd shall negotiate with the owner
for the purchase of the property.
Procedure:
a. If the property owner and the SDS agree on a negotiated sale, the SDS shall prepare an offer of the
purchase price of the property based on the current zonal valuation of the BIR in the said area. The
offer shall be submitted to the RO for review and upon approval, the SDS shall offer the purchase
price to the property owner.
b. If the property owner accepts the purchase price offered by the SDS, the SDS shall prepare the Deed of
Sale and other pertinent documents of the property and submit it to the RO for review. The SDS
shall also submit a request for an SPA in favor of the RD or SDS to sign the Deed of Sale for and
in behalf of DepEd and request for the budget for the acquisition of school sites to the RO for
recommendation to the CO. The RO shall forward the Deed of Sale and its attachments, together
with the request for SPA and budget to the CO, with its comments and recommendations.
c. The CO shall review the Deed of Sale and recommend its approval to the Office of the Secretary
(OSEC). The requisite SPA shall be issued by the OSEC upon approval of the Deed of Sale. The
CO shall likewise request from the Department of Budget and Management (DBM) the release of
the budget for the payment of the purchase price of the property of Sale and the requisite SPA to
the RD or SDS for the execution of the sale.
d. Upon receipt of the approved Deed of Sale and SPA, the RD or SDS shall sign and enter into the sale
for and in behalf of DepEd. Upon execution and signing of the Deed of Sale, the property owner
shall issue DepEd a permit to enter the property. Likewise, the CO shall request the downloading
of the budget to the RO/SDS concerned and the property owner shall be paid the purchase price of
the property.
e. The SDS shall process the registration of the sale in the proper Register of Deeds, the annotation of the
sale in the property’s TCI and the transfer of title in the name of DepEd.
f. Upon registration of the sale and the transfer of the property in the name of DepEd, the SDS shall
inform the RO and the CO and provide copies of the pertinent documents pertaining to the transfer
of property.
g. If the property owner does not agree to the offered purchase price, the SDS will request the property
owner to submit his/her offered selling price, signed and sworn to by the owner or his/her
authorized representative
h. The SDS may then engage the services of a government financial institution (GH) with adequate
experience in property appraisal, or an independent property appraiser (IPA) accredited by the
Bangko Sentral ng Pilipinas (BSP) or a professional association of appraisers recognized by the
BSP to be procured by the implementing office under the provisions of Republic Act No. 91B4,
otherwise known as the “Government Procurement Reform Act” and its implementing rules and
regulations pertaining to consulting services.
The GFI appraiser or the Independent Property Appraiser shall assess the land and -improvements in
accordance with RA No. 10752 and its IRR and shall submit its appraisal report to the SDS.
if the offered selling price is greater than the appraised value of the property, the SDS shall reject the offer
and shall determine the negotiated purchase mode of acquisition to have failed. It the offered
selling price is less than or equal to the appraised value of the property, the SDS may accept the
offer, subject to review and approval of the Regional Office and the Central Office
The SDS shall transmit a recommendation report to accept the negotiated purchase price of the property
to be acquired to the RO for review and the RD shall recommend its approval to the CO. The CO
shah review the RO’s recommendations on the resolution and submit it for the approval of the
Department Secretary.
i. If the offer is accepted by the Department Secretary, the CO shall direct the SDS to make an offer in
waiting to the property owner The property owner is given 15 days within which to decide
whether co accept the offer as payment for his property or not.
j. If the property owner rejects the offer or does not respond within 15 days, the SDS shall inform the RO
in writing and submit copies of the documents pertaining to the negotiations with the property
owner. The SDS shall finally recommend that expropriation proceedings be initiated against the
property owner. The RO shall review the documents submitted by the SDS and approve the
recommendation of the SDS. (See Annex 5)
Ex- Parte Motion for Issuance of Writ of Possession with the RTC. The CAF and the signed voucher shall
 be made necessary attachments in the Civil Case
k. The court shall issue a Writ of Possession to the plaintiff (DepEd represented by the SDS) ordering the
sheriff or the proper officer to place the plaintiff in possession of the property.
l. When the decision of the court becomes final and executory, the SDS shall request for budget to pay the
difference between the amount the property owner has received and the just compensation due the
property owner as decided by the court in the expropriation case, the request shall be forwarded to
the RO for recommendation and approval.
m. The RO shall review the request and recommend its approval to the CO. The CO shall approve the
request and forward the same to the DBM, together with the certified true copy of the court’s
decision in the expropriation case.
n. Upon release of the budget, DepEd shall pay the property owner the difference between the amount
already paid and the just compensation as determined by the court.
o. Upon payment to the property owner, the SDS shall proceed to the Register of Deeds of the place
where the property is located and present a certified true copy of the judgment tor proper
recording and processing. The SDS shall likewise process the transfer of the title of the property in
the name of the DepEd.
4. Other Judicial Proceedings
The SDO concerned shall forward to the Central Office through the Regional Office, the final decision of
the court awarding to the Department the land occupied by a public elementary and secondary
school or directing the Department to either vacate or pay the amount of the land occupied by a
public elementary or secondary school.
Funding Source
For acquisition of existing school sites pursuant to final and executory decisions of the courts, the funds to
be utilized for such acquisition shall be taken from the Php65,000,000.00 Capital Outlay under
GAA 2018.The acquisition of existing school sites by final and executory decision of the court is
pursuant to DepEd Order No. 49, s. 2000.

5. What is school mapping and its process? How does it help to attain the educational goal of a school?
 School mapping is a dynamic process of planning the distribution, size and spacing of the schools physical
facilities requirements for optimum utilization and benefit. It is a process of providing appropriate types
and patterns of school plan. It is continuous process involving the uninterrupted of basic information
required for analysis of the school map at a given point in time.
 School Mapping Process
1. Specific Areas for Expansion
The process of school mapping covers the following specific areas for expansion and improvement of
facilities:
a. Rationalism of existing facilities
 Locating existing schools and determining its vulnerability to various geological and hydro meteorological
hazards.
 New school must be located outside areas already identified to be within hazard zones.
 Shifting, closure or amalgamation/ integration of institutions
 Optimum utilization of buildings, equipment, furniture, etc.
b. Provision of New Additional Facilities
 Opening of new schools or upgrading existing ones.
 Providing additional teaching and non – teaching staff
 Providing new or additional buildings, furniture and equipment in institutions, etc.
2. Initial steps in school mapping
a. Diagnosis of the Existing Situation
The initial step in school mapping is to make a survey in order to obtain all information about the network of
schools and their physical resources and means considering the following factors:
 Environment/ geographic Factors
 Demographic Factors
 Economic Factors
 Educational Factors
 Manpower Factors
b. Projection of Future Requirements
 Estimating the number of children to be enrolled
 Determining the capacity of existing schools and defining their catchment areas
3. Drawing up Perspective
School Map
 The school map shall not be regarded as final unless it has been considered and discussed by central
administration, local authorities, teachers, parents, etc.
 Continuous monitoring and evaluation of these school mapping data/outputs are very important
 Geological and hydro – meteorological hazard maps generated by mandated national government agencies

6. What are the authorize documents covered by the MOOE?

The Maintenance and Other Operating Expenses (MOOE) is the allocated funds for public elementary
and secondary schools that can be spent on activities and necessities (i.e. electricity and water) that
support learning programs and help maintain a safe and healthy environment in schools. School
MOOE, as defined under the Definition of Terms per Section IV.4 of this DO, shall also be used
for the following, among others, subject to availability of funds and prioritization of mandatory
expense items; and must be in accordance with the existing budgeting, accounting, procurement
and auditing rules and regulations:
1) To fund activities as identified in the approved School Improvement Plan (SIP) for implementation in
the current year and as specifically determined in the Annual Implementation Plan (AIP) which
shall follow the calendar year format (Annex 1) of the school;
2) To finance expenses pertaining to graduation rites, moving up or closing ceremonies and recognition
activities;
3) To fund supplies, rental and minor repair of tools and equipment and other consumables for teachers
and students deemed necessary in the conduct of classes and learning activities;
4) To fund minor repairs of facilities, building and grounds maintenance necessary for the upkeep of the
school (as defined in DepEd Order No. 1, s. 2017 entitled Guidelines on the National Inventory of
DepEd Public School Buildings for School Year 2016-2017);
5) To procure semi-expendable property items worth less than Phpl5,000.00 (including Technical-
Vocational-Livelihood and science classes consumables) as provided in the Government
Accounting Manual (GAM) issued by the Commission on Audit; and
6) In no case shall the school MOOE be used for the procurement of:
6.1. School seats, and teacher’s tables and chairs except for school furniture which are not
procured/provided by the Central, Regional or School Division Offices. These may include
laboratory and workshop furniture;
6.2. Textbooks; and
6.3. Other supplementary learning resources (SLRs) which include publications, periodicals and review
materials.

7. What are the factors to be considered in the selection of new school sites?
The school location is an essential factor, however the site should be characterized by a lot more desirable
features, such as: ‡ The site should be easily accessible to present or future school
populations to be served, and should allow the public to use this property for educational or
recreational purposes. Selecting an appropriate site for a school or for the extension of an existing
school is an important consideration for school administrators and community citizens. It is,
however, doubtful whether many communities are ready to give up their pieces of land readily
nowadays especially in urban centres, the present land use policy of the federal government
notwithstanding There seems to be no doubt that as time goes on, school sites will be more
difficult to acquire in the country

Whether or not school sites are readily available in any country or community, however, there is
always the need for long-range projection of school site needs and that these projections should be
regularly revised and updated. If such a revision reveals the need for the acquisition of another site
or if the need for a new school arises, there are two basic questions that must be addressed: (1)
Who will be responsible for selecting the site? (2) What criteria will be used in selecting the site?

Responsibility for Site Selection

Selecting and developing a school site should be an organised and rational process that is based on
adequate and accurate information about the school programme and the local community of the
school under consideration. Good practice requires that site selection be done by a committee of
competent people. The task requires the coordinated effort and special skills of a team made up of
school administrators, teachers, community members, public officials, architects, engineers,
landscape architects, town planners, and legal consultants. All these people and their leader should
be reporting directly to a local educational administrator or to an official of the Ministry of
Education appointed for the purpose.

Criteria for Site Selection

After the committee has been constituted, it will be good for the members to develop some criteria
on which to base the selection of the potential site. They should familiarize themselves with the
nature of the educational programme for the site. They should note the types of the outdoor
learning experiences and recreational activities that will take place at the potential site. Note
should also be taken of the interests of the community members in regard to recreational and other
social activities.

They should also prepare a list of some technical requirements or general criteria in respect of the
desirable features and characteristics of good school sites. These criteria together with the noted
features of the educational programme for the site constitute a set of standards or desirable
characteristics against which the potential sites will be evaluated. The general criteria on which
any potential site should be evaluated should include the following: safety and security, size,
accessibility, noise level, location, topography, soil conditions, shape, utilities, and, if the site is to
be purchased, the cost.

It may be necessary to spell out the details regarding some of these criteria to all members of the
team in order to enhance objectivity in evaluation. Some of the critical ones include but not
limited to:

Safety and Health

Safety and health are undoubtedly the most important consideration in the selection process. In
regard to this, the committee should be familiar with any existing health and safety codes in the
state, region or country.
In all, the potential site should not be near any airport, high tension transmission lines, railroads,
busy motorways, high pressure natural gas and water pipe lines, noisy places like markets and
industrial establishments, facilities with hazardous air emissions and places with bad odour, toxic
substances and other health hazards.

Size

The sufficiency of the potential site for the proposed programme and buildings, including the
outdoor and recreational activities, is also a critical consideration. The site should also have scope
for expansion in order to accommodate future programmes and possible increases in school
enrolment. The size of a suitable site should be determined solely by the nature of the present and
anticipated future programmes and this size should be met with the initial site acquisition. This is
necessary in order to avoid early obsolescence of the buildings and also to ensure that expansion
of the school facilities will not be obstructed by the buildings and other structures that may be
constructed close to the school by members of the community.

Location and Accessibility

These are other important considerations in school site selection especially in regard to schools for
young children. The school on a potential site should be easy to be reached by all children.
Children must not descend valleys, walk through a stream or climb some hills before reaching
 their school for obvious reasons. The site location should not be a difficult terrain like a hill, a
valley or swampy place. The limitations imposed on the educational programme by such locations
are obvious. The adequacy of the potential site will be enhanced if it is located where water sewers
and other utilities can be provided easily.

Other location considerations are equally important. The potential site should be located and
developed in proper relationship with the existing and proposed physical facilities, such as
libraries, parks roads and hospitals among others in the community.

Cost

In those areas where school sites are usually purchased, the cost factor is also a serious
consideration. It should be borne in mind that in such places the school must compete with
commercial, industrial and other establishments for land. So, the cost of land will always be on the
increase. It will, therefore, pay off to purchase early before the need becomes critical. The
committee should bear in mind that the cost of landscaping and developing the site adds to the cost
of acquisition. Purchase of places that will attract high landscaping costs should be avoided if
possible. In sum, members if the committee should understand the rationale behind why some
sites should be selected or rejected based on the established criteria,In real life, no site will have
all the desirable characteristics or meet all the established criteria. If there are many sites to select
from, it may be necessary to prioritise them in order of the desired attributes. This task will be
facilitated by making use of a worksheet to score the alternatives sites. The use of such an
instrument enhances objectivity in arriving at the final choice to be made and recommended to the
appropriate Ministry officials.
8. Why is maintenance of a school important?
Maintenance is a continuous operation to keep the school building, furniture, and equipment in the best
form for normal use, and to ensure the use of the school building as a shelter in case of an
emergency caused by natural hazard events. Learning does not occur in a vacuum. Students and
staff thrive in an orderly, clean, and safe environment. Classrooms that are well ventilated,
suitably lighted, and properly maintained actually facilitate learning. Poor air quality, on the other
hand, negatively affects alertness and results in increased student and teacher absences, which can
have a corresponding impact on student achievement. Moreover, appropriate facilities
maintenance extends the life span of older facilities and maximizes the useful life of newer
facilities. Thus, a facilities maintenance plan contributes to both the instructional and financial
well-being of an education organization and its community.
9. Give the compositions and functions of a BAC.
The BAC shall compose the following:
 Chairperson
 Co-Chair
 a regular member
 two probationary members
 two private sector representatives shall act as observers
 three members will constitute a quorum

The BAC shall have the following functions:

a. Advertise and/or post the invitation to bid/request for expressions of interest;
b. Conduct pre-procurement and pre-bid conferences;
c. Determine the eligibility or prospective bidders;
d. Receive bids;
e. Conduct the evaluation of bids;
f. Undertake post qualification proceedings;
g. Resolve motions for reconsiderations;
h. Recommend award of contracts to the Head of the Procuring Entity or his duly
authorized representative;
i. Recommend the imposition of sanctions in accordance with Rule XXIII of R.A. 9184;
j. Recommend to the Head of the Procuring Entity the use of Alternative Methods of
Procurement as provided in Rule XVI; and
k. Perform such other related functions as may be necessary, including the creation of a
Technical Working Group (TWG) from a pool of technical, financial and/or legal experts
 to assist in the procurement process, particularly in the eligibility screening, evaluation
of bids, and post qualification.

10. What are the basic standard requirements for school sites?
School site selection is affected by many factors, including health and safety, location, size, and cost.
Those persons responsible for the school site selection will have to evaluate both the present
characteristics and the possible future characteristics of a site and its surrounding property.
Because the site selection team often is unable to locate a site that meets all the criteria agreed on,
it should set priorities and be prepared to make certain compromises. In addition, the team must
weigh those site characteristics that may adversely affect the choice. Careful assessment takes
time, but the importance of each decision justifies the attention. A public comment period should
be incorporated into the process to receive information and support from the broader community
for both the primary alternatives and the recommended site or sites.

Screening and Ranking Criteria

To help focus and manage the site selection process, the Department developed screening and ranking
procedures. The procedures were created on the basis of the following criteria, which are listed in
the general order of importance:

Safety
Location
Environment
Soils
Topography
Size and Shape
Accessibility
Public Services
Utilities
Cost
Availability
Public Acceptance