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Educational Facility

Submitted By:
Marquez, Karen G.
Sedilla, Sygrid Joy C.
Quindoza, Ebenezer John G.
Moscoso, John David S.G.
BS- Architecture 5-3

Chapter 1. The School Site

Section 1. Requirements
1.1 Location/Environment. The ideal location may be a site that provides an
environment conducive to learning, as much as possible far from cockpits, malls,
gambling dens, cinema houses, beer and videoke joints, jails, industrial
establishments, military quarters, public markets, slaughterhouses, or garbage

1.2 Accessibility. A school site must be easily accessible to the greatest

number of pupils/students.

1.3 Topography. The contour of the land should be level and should have no
irregular boundaries.

1.4 Soil Condition. An agricultural land with sandy loan soil is best for school
sites, as the topsoil is properly balanced to support vegetation and permit surface
drainage without erosion. The subsoil provides a proper base for economical and
substantial foundation of the buildings to be constructed on the site.

1.5 Size. The minimum size of the school site is as follows:

1.5.1 Elementary School
a.) non-central school with one (1) or two (2) classes only and no
Grade IV – 0.5 hectare
b.) central school with six (6) classes and non central school with three
to four (3-4) classes – 1.0 hectare
c.) schools with seven to nine (7-9) classes – 2.0 hectares
d.) schools with ten to twelve classes – 3.0 hectares
e.) schools with more than twelve (12) classes – 4.0 hectares

In cases where there is difficult in meeting the above standards, the lowing
alternatives may be allowed:

For Rural Areas

a.) central school with six (6) classes and non central school with three
to four (3-4) classes – 0.5 hectares
b.) schools with seven to ten (7-10) classes – 1.5 hectares
c.) schools with more than ten (10) classes – 2.0 hectares

For Urban Areas

a.) central schools with six (6) classes and non central school with six
to ten (6-10) classes – 0.5 hectare
b.) schools with eleven to twenty (11-20) classes – 0.75 hectare
c.) schools with more than 20 classes – 1.0 hectare

1.5.2 Secondary Schools

 500 students or less 0.5
 501 to 1,000 pupils 1.0
 1,001 to 2,000 pupils 2.0
 2,001 to 3,000 pupils 3.0


General/Vocational 4.0 hectares

Agricultural 5.0 hectares
Fishery, add for projects 2.0 hectares fresh-water fishponds &
0 hectares brackish water fishponds

1.6 Miscellaneous Provisions

Due to the high cost and increasing price of real property of prime lots
in both rural and urban areas, contingency arrangements should be made to
comply with the minimum requirements for location and size of school site.

Section 4. Administrative and Instructional Spaces

4.1 Minimum Standard Size. The minimum requirement for administrative

space is five (5) square meters per person and an air space requirement of 12.00
cubic meters per person.

4.2 Allocation. The administrative space should include the following

Scholl administrator’s office
Working area for the office staff
Supply storeroom
Conference room
Teacher’s room
Production room
Toilet and bath
4.3 The different spaces or components of the administrative area should 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, mimeographing machines, bulletin boards, computer units
etc. should be carefully and systematically planned to achieve maximum

4.4 Minimum standards recommended for elementary school:

Classroom (elementary) - 1.40 sq. m. per place

School Shop - 5.00 sq. m. per place
Administrative Office - 2.40 sq. m. per place
(10% of the enrollment)
Library/LRC - 2.10 sq. m. per place
School Library - 28.00 sq. m. gross
Medical/Dental Clinic - 28.00 sq. m. gross
Corridor - above ground level, the minimum
Clear width is 2.00 m.
Computer Room - 1.4 sq. m. per place
Gymnasium - 5.00 sq. m. per place
Speech Laboratory - 1.4 sq. m. per place

4.5 Minimum standards recommended for secondary school:

Classroom (secondary) - 1.40 sq. m. per place
Library - 2.40 sq. m. per place
Science Laboratory - 2.10 sq. m. per place
Secondary School Shops:
Practical Arts - 5.00 sq. m. per place
Technology and Home Economics - 7.00 sq. m. per place
Girls Trades/Homemaking - 4.00 sq. m. per place
Wood Trades - 2.50 sq. m. per place
Metal Trades - 5.00 sq. m. per place
Mechanical Trades - 6.50 sq. m. per place
Electrical Trades - 2.50 sq. m. per place
Audio-Visual Trades - 2.50 sq. m. per place

Section 5. Classroom Standards (D.O. No. 19, s. 1994)

5.1 The minimum classroom size shall be seven (7) maters wide by eight (8)
meters long, which is considered adequate for a class of 56 pupils. Desks or
chairs may be arranged in eight (8) rows with seven (7) desks in each row.

5.2 The design requirement prescribed in the National Building Code of school
building are the following:
5.2.1 Window opening shall be at least ten percent of the floor area of the
room, provided that such opening shall not be less than one (1) square
meter, except those in toilets and baths which should be not less than one-
twentieth of the floor area of such rooms, or not less than 240 square

The windows shall be located on both of the longer side of the

classrooms, provided with glass, steel, or wood jalousies. The window
openings shall be at least 1.5 meters high, and from column to column in
width. For classrooms with valuable equipment inside, the addition of iron
grills would be advisable. In any case, at least one (1) classroom for any
school shall be fitted out with iron grills for safety purposes and with door
locks as well.

5.2.2 The ceiling height of rooms with natural ventilation shall not be less
than 2.70 meters measured from the floor to the ceiling; ceiling height
not less than 2.40 meters.

The ceiling shall be a dropped ceiling. The ceiling height of rooms

with natural ventilation shall not be less than 2.85 meters measured from
the floor the ceiling; rooms provided with artificial ventilation shall have
ceiling heights less than 2.40 meters.

The floor construction shall be so framed and secured into the

framework and supporting walls so as to form an integral part pf the whole
building, and the type of floor construction used shall provide means to keep
the beam and girders from lateral buckling. The floor of the classrooms shall
be at least .075 meter thick concrete slab of integrally poured cement, on a
2” gravel fill, preferably with dark red or dark green cement finish.

5.2.3 All roofs shall be framed and tied into framework and supporting
walls to form an integral part of the whole building; dark stops, roof drains,
flushing, etc., shall be provided.

The roof shall be cathedral type, with a slope of not less than 1.5
over 3.5, of galvanized iron gauze #26, and painted with dark green roof
paint. The roof overhang shall not be less than 1.50 meters where exit doors
are located, and not less than 1.20 meters along the rear of the classroom.
The roof construction shall be framed and tied into the framework and
supporting walls so as to form an integral part of the building. The roof
frame shall preferably be at least 20 mm. thick steel frame, or alternatively 5
cm. x 1.25 cm. (2” x 5”) thick wood frames.

5.2.4 The doors to the classrooms shall be at least two (2), located on
opposite ends on the same side of the of the classroom, or flush type swing
out, and with a minimum opening of .90 meters by 2.10 meters. The door
shutters shall swing in the direction of the exit travel and be capable of
opening at least 90 degrees, so that the clear width of the exit way out is not
less than 700 millimeters. No door shutter exceed 1.20 m. in width.

5.2.5 Every corridor shall not be less than 1.10 meters wide and should be

5.2.6 Stairways serving an occupant load of 50 or less must be 1.10

meters wide; those serving more than 5 shall not be less than 1.50 meters.
The rise of every step shall not exceed 200 millimeters and the tread shall
not be less than 250 millimeters. Handrails should be provided on each side
of every stairway having more than four steps.

5.2.7 The exterior walls shall be of 1.5 meter (6”) wide concrete hollow
blocks, with 12 mm. (1/2”) reinforcing bars with .60 meters spacing. The
finish may either tooled finish or plastered finish. The interior wall partitions
shall be of at least 10 cm. (4”) concrete hollow blocks with reinforcing bars.

5.2.8 The columns shall be at least .06 sq. meters (96 sq. inches)
reinforced concrete, preferably .20 meters x .30 meters with four (4) 16 mm.
vertical bars and 10 mm. lateral ties with -0.15 outside centers.

Section 6. Sanitary Facilities

6.1 Provisions should be given for toilets, safe drinking, washing and cleaning
as well as the abundant water supply and water waste disposal systems.
6.2 There should be one (1) urinal, one (1) lavatory, one (1) toilet seat per
classroom for elementary and secondary schools.
6.3 There should be one (1) male and one (1) female facility per classroom for
elementary and secondary schools.

Section 7
Priorities in the Acquisition of New School Buildings (D.O. No. 19, s. 1994)

7.1 Construction of new school building shall be based on the following

a.) Elementary school buildings in barangays without elementary
public school;
b.) Secondary school buildings in municipalities without secondary
c.) Incomplete schools;
d.) Replacement of school buildings destroyed by natural calamities
and fortuitous events;
e.) Replacement of old and dilapidated school buildings which have
been condemned;
f.) New school buildings to accommodate the increase in school
population or to decongest existing once;
g.) Replacement of makeshift and temporary school buildings;
h.) New school buildings to accommodate classes currently housed
in rented buildings;
i.) School buildings in fast growing areas such as a resettlement
sites; and
j.) School buildings in areas which serve the need of cultural
communities and indigenous people.

Section 8. Construction of School Building

8.1 Requirements. Before actual work on the construction of a school building

is authorized and commenced, the following conditions must be met:

8.1.1 The school site on which the building is to be erected is titled and
registered in the name of DECS. (D.O. No. 6, s. 1989)

8.1.2 In case the property is registered in the name of a municipality/city,

DECS should acquire a perpetual right of use through a gratuitous
(without consideration) Contract of Lease with the municipality or
Memorandum of Agreement defining in clear terms the conditions
relative to its use, the control and supervision of the school site,
particularly the ownership of the building or facility so constructed.

8.1.3 The contract of lease must be registered with the Registry of Deeds
and duly annotated as a memorandum on the certificate of title.

8.1.4 If the proposed school site is presently used for school purposes
without any adverse party-claimant, appropriate steps to ascertain
the probable basis of DECS’ title should first be taken before any
construction in undertaken. The result of the verification together with
the complete records regarding the site should be forwarded to the
Office of the Undersecretary for Legal Affairs or to whoever is
assigned to take charge, for appropriate legal attention and action.

8.1.5 If the proposed site is privately owned, the appropriate

documentation attesting to any inchoate right of DECS on the
proposed site should be firmly established, and until the transfer
documents are available, no construction shall be initiated unless
clearance is first secured from the Office of the Undersecretary for
Legal Affairs. For this purpose, the pertinent transfer documents, if
any, including proof of ownership should be forwarded together with
the request for clearance. Any transfer document should at least bear
proof of registration with the Registry of Deeds of the province or city
where the land is located and appropriate memorandum thereof is
annotated on the back of the certificate of title.

8.1.6 In the case the proposed site has been acquired by DECS
through sale but the transfer title in favor of DECS has not been
issued, the Deed of Absolute Sale, evidencing sale should be
registered with the Registry of Deeds of the province or city where
the land is located, and appropriate memorandum thereof is
annotated on the back of the certificate of title if the reason for non-
transfer is due to lack of the subdivision plan segregating the
conveyed area from the main portion of the property, steps to have a
subdivision-survey should be taken. Expenses for this purpose
authorized to be disbursed from the funds of the region.

8.1.7 As regards transfer by reason of a Deed of Donation, this

must be duly accepted either on the donation paper or in a separate
document by the Department Secretary or his representative,
provided the same does not impose any onerous condition or burden
on the Department, and must be duly registered with the Registry of
Deeds and appropriate memorandum, thereof is annotated on the
back of the certificate of title.

8.1.8 The plans and specifications for the building to be

constructed, as well as the program of work, have been duly
approved by the Secretary of Education, Culture ad Sports and the
Secretary of Public Works and Highways, copies of which have been
furnished the principal or school administrator.

8.1.9 The method of construction (whether by contract, negotiated

contract, or local administrator) has been decided and approved by
proper authorities.

8.1.10 The location plan for the building to be constructed which

should be in accordance with the approved school site development
plan has been approved by the schools division superintendent.

8.1.11 The funds for the construction of the building has been
appropriate and certified available.
8.1.12 The site has been officially assigned as a public plaza.

Section 9. Methods of Construction

The construction of school buildings is undertaken according to any of the

following methods:
9.1 By contract. The construction of school buildings allocated by the national
government is usually undertaken by the contract and executed under the
supervision of the committee of three (3) members including its chairman (district
DPWH engineer). The winning bidder submits his performance bond and signs
the contract. The contract is submitted for approval by higher authorities.

9.2 By negotiated contract. Upon proper justification, the construction of a

school building may be undertaken by negotiated contract. A negotiated contract
does not require public bidding. However, it has to be approved first by the Office
of the President of the Philippines.

9.2.1 Construction made through negotiated contract or by local

administration is an exceptional activity in cases where time id the essence,
where there is a conclusive evidence that greater economy and efficiency
could be achieved through this arrangement. This, however, should be in
accordance with provisions of laws and acts on the matter, subject to the
approval of the Secretary, Public Works and Highways if the project cost is
less than P1 million and of the President of the Philippines upon
recommendation of the Secretary if the project cost is P1 million or more
(P.D. 1594).

9.2.2 A small construction project may be carried out by local

administration, either by the district supervisor /principal / or he municipal
mayor, through the “pakyaw” system.

The wages to be paid under the “pakyaw” system should be made

through payrolls or vouchers which should be pre-audited before payments
are made.

9.2.3 The duration or period of the construction should be specified in a

contract between the school and the hired workers to avoid unnecessary
delay in the delivery of the building materials needed.

9.2.4 At any stage in the construction of a school building where

unauthorized alterations and deviations in the approved standard plans and
specifications are noticed, the school principal should notify the city/district
engineer and the schools division superintendent about such alterations and
deviations and recommended temporary suspension of work until such
alterations and deviations are corrected.

9.3 Construction by other Government Agencies. Construction by Local

Government Units (provincial, city, and municipal) using pork barrel allocations
from Congressman, Senators, or certain NGO’s may be done provided that the
foregoing guidelines are followed.
Section 10. Repair

10.1 Repair involves remedial work done on any damaged or deteriorated

portion of a building to restore its original condition. Prompt attention on repair
jobs will cit down the maintenance cost. (D.O. No. 47, s. 1999)

10.2 Minor repairs involving not more that P500,000 may be undertaken by the
school head through the school administration, utilizing the Industrial Arts classes
teachers and/or community labor. Upon the completion of the repair work, the
school head should submit to the district/city engineer a project accomplishment
and expenditure report with pictures.

10.3 A school building which has been blown down by a typhoon or destroyed
by an earthquake or flood may be rehabilitated if the estimated cost of
rehabilitation is considered economically practical by the Department of Public
Works and Highways.

10.4 Renovation is applied to old school buildings which have weathered he

years, and remained sturdy, but need some facelifting to restore their original

10.5 Old Spanish school buildings of historical heritage should be

repaired/maintained. Old posts, floors, etc. may be replaced, keeping them close
to their architectural design.

Section 11. Turnover and Acceptance of School Buildings and Other


11.1 All completed projects implemented by the DPWH funded out of the DECS
School Building Program shall be accepted in accordance with the scope of work
as appearing in the approved contract and acceptance guidelines.

11.2 The School Head/Principal shall seek the concurrence of concerned

DECS officials upon project completion prior to acceptance.

11.3 All building construction projects undertaken through local initiative/foreign

assistance should be properly documented/booked up and be part of the school
Property Inventory Record (D.O. No. 58, s 1997)

11.4 In cases where the construction of the building has been stopped or
suspended for lack of funds, the schools division superintendent, with proper
authority fro the Regional Office, may accept the building provided that, after a
careful examination, it is found to have been constructed in accordance with the
plans and specifications and that the cost data have been checked and found
11.5 In case plans and specifications have been altered without informing the
proper authorities, the schools division superintendent or his authorized
representative should bt sign the certificate of completion and the certificate of

Section 12. Insurance of School Buildings

12.1 All government school buildings which are permanent in structure shall be
insured with the General Insurance Fund, under the administration of the
Government Service Insurance System, against fires, floods, typhoons, and other
natural calamities at a package rate of one percent (1%) of their appraised
values (D.O. No. 76, s 1994)

12.2 The Physical Facilities coordinator shall take charge of making the
necessary arrangements for the insurance coverage of all government buildings.
The General Insurance Fund should be furnished with a report on all insurable
school buildings, containing the following data for each building:

• Location of building (name of school , sitio/barrio, municipality, province

or city)
• Kind of building (academic, home economics, shop, office, etc.)
• Type of construction (concrete, semi-concrete, steel, wooden, etc.)
• Size of building and number of storeys
• Number of rooms
• Total floor area
• Date and cost of construction
• Latest appraised value for building
• Other pertinent data

12.3 In order that claims for damages or losses to school properties could be
maximized, school heads shall submit all necessary documents to GSIS-PRF,
giving attention to the provision of 90-day period (from day of occurrence of loss
or damage) for the NOTICE OF CLAIM to be received at the GSIS Headquarters
(D.O. No. 76, s 1997)

12.4 All schools shall submit a duly accomplished Property Inventory Form to
the GSIS ( D.O. No. 76, s 1994)

Section 13. Maintenance of School Buildings

13.1 A school building is the most important component among the physical
facilities of the school. Accordingly, it should be given priority attention in a
school’s physical facilities maintenance program.
13.1.1 The following parts of the school building should be inspected
regularly before and after a typhoon and necessary repair and
replacement should be made:

• Roofs, for loose nails in caps on roof sheet, side lapse, ridge rolls,
• Ceiling, for plywood warps and loose nails etc.
• Windows, for loose jalousie clips and jamb joints
• Doors, for broken door lock and hinges
• Wall and partition, for water seepage
• Flooring and floor framing, for deteriorating joist, broken floors,
crack in concrete slabs, etc.
• Porch and corridors, for holes, cracks in concrete slabs
• Stairways, for rusty and slippery portions
• Kitchen/Toilets for clogged plumbing fixtures and septic tanks
• Electrical installations or electrical wirings

13.1.2 Other Maintenance Jobs. a.) Wooden components of the building

should be regularly inspected for the presence of termites and wood-boring
insects. b.) Deteriorated ones and less damaged parts should be treated with
chemicals, c.) Hard wood in door and windows jambs should be used. d.)
Buildings should be painted a least once a year. e.) The inside part of overhead
water tank should be clean and water content replaced regularly. f.) Full septic
tank should be dredged, as necessary, g.) Proper care should be taken of all
electrical appliances and equipment on the basis of the Manual of Instruction
(D.O. No. 103, s 1992).

Section 14. Naming and Renaming of School and Buildings

14.1 Public elementary and secondary schools may be named after their
location or donor of the school – if apart from donating the lot the donor has also
reached a level of public achievement and recognition. Naming of school after a
living person is prohibited by republic Act No. 1059, except when there is a
special provision to name it so, as when provided in the deed of donation.

14.2 Sec. 99(d) of R.A. 7160 otherwise known as the Local Government Code,
provides that the Local Sanggunian has the power to change the name of the
school through an ordinance and upon the recommendation of the School Board.
Approval of the Secretary of Education is no longer necessary.

14.3 In consideration of the contents of DECS Order No. 108, s 1991

“Discouraging the Indiscrimination Renaming of Public Schools and Colleges” : a
rationale for said change of name stating public achievement and recognition of
the individual apart from donating a school site should be submitted. No name of
royalty or nobility or titles connotating social status, e.g. Don, Doña, Datu, etc,
should be affixed to the name of a school. A documentary proof of donation if
school site/campus was donated by honoree should likewise be submitted.

Section 15. Miscellaneous Guidelines

15.1 Non-school activities. The use of public school buildings and grounds for
other public or semi-public purposes other than the conduct of school activities
must be sanctioned by the schools division superintendent or his authorized

15.2 Civil Service Commission and PRC Examinations. The schools division
superintendent shall permit the use of public school buildings for the holding of
Civil Service Board Examinations, and Professional Regulatory Commission
Board Examinations, and arrange for the use of suitable rooms, furnishings and

15.3 Literacy Classes. The use, free of charge, of public school buildings for
the instruction of illiterate or non-formal education/skills training courses is
authorized by law.

15.4 Polling Place. The use of school buildings for the meetings of election
inspectors and as polling places for the local and national elections shall be
authorized by the schools division superintendent.

15.5 Political Meetings. The use of public school buildings or school grounds
for political mass meetings or for other political-related activities is prohibited.

15.6 Religious Services. The use of school buildings and/or grounds for the
holding of religious services for the benefit of pupils/students on Saturdays and
Sundays/holidays may be allowed; provided, however, that a formal request is
submitted to the schools division superintendent who may approve it with specific
conditions. The same privilege and conditions may be extended to civic
organizations and non-government agencies when proposed activities therein
are supportive of the educational programs and projects (Opinion # 92 / Circular
No. 8, s 1950 p.6).

15.7 Non-student sectarian groups use. School authorities may, in the exercise
of their discretion, allow non-student sectarian groups to make sure of the public
school buildings and facilities for he civic and educational affairs/activities.

15.8 Community Use. The use of the school buildings, grounds and facilities in
community-school programs may be allowed. Out-of-School agencies, including
the barangays, may be allowed to use the school buildings grounds and facilities
for civic and educational purposes. Provided, however, that advance request in
writing shall be submitted to the school authorities who may approve such
request with reasonable conditions. In cases of natural calamities and
emergency situations, schools may serve as temporary evacuation centers.

15.9 Illegal use. The utilization of school property or facilities is, and should
always be, under the strict authority of the school administrator. Any illegal act or
activity resulting from or related to, the utilization of the school property or
facilities, shall be taken as the accountability per se of the school head.

15.10 Squatters. As a national policy no squatters shall be allowed on the school

site. In case where there are squatters within the school site, the following may
be undertaken:

a. Conduct a dialogue with the squatters in the presence of the PTA/PTCA and
barangays officials.

b. If the dialogue fails, the DECS shall refer the matter to the Government’s
Legal Officer/Prosecutor re: appropriate action against the squatters.

Chapter 3. Equipment and Furniture

Equipment include tools, utensils, apparatus, teaching aids and materials,

furnishing, instruments, machines and similar properties needed for the
successful implementation of circular, co-curricular and administrative functions
and processes. Furniture refers to the material fixtures and furnishings that make
up the physical environment for learning.

School equipment and furniture should be planned in relation to the

instructional program. The plan shall be flexible to anticipate educational as well
as social and technological changes and innovations.

Section 1. School Equipments

1.1 The basic kinds of school equipments commonly used or needed in the
public schools may be categorized as follows:

A. Office and Services B. Instructional Tools and Devices

• Office Equipment Science Apparatuses
• Health Equipment Playground Equipment
• Medical Equipment Shop/Industrial Arts Tools
• Dental Equipment Home Economics Utensils
• Clinic Equipment Garden Tools

Section 2. School Furniture

School furniture include desks, chairs, benches, stools, tables, cabinets,
shelves, chalk and bulletin boards, stands, racks and similar items required in
instructional spaces.

2.1 School Seats. Good Seating is necessary for comfort and good posture and
is crucial to the proper physical development of the child.

2.1.1 Seat Dimensions

a.) Seat height is equal, more or less, to the lower leg height;
b.) Seat depth should be 50 mm. short of the upper leg measurement;
c.) Seat width should be reasonably wider than hip width;
d.) Backrest height should be as high as the last number vertebra;
e.) Seat inclination may be from three (3) to five(5) degrees; and
f.) Backrest to seat angle may be from the 95 to 115 degrees.

2.2 School tables, such as pupil’s table, teacher’s table, library table,
demonstration table, dining table, are designed according to their use or function.

2.2.1 Table height is determined in relation to the following requirements:

a) There should be sufficient clearance between the underside of

the tabletop and the seat of the chair to allow comfortable space
for the thighs of the seated person;

b) The tabletop should be level with elbows of the seated person;


c) For part-body measurements, elbow height, thigh and eye

height should be used.

Section 3. Regular Classroom Facilities

3.1 Standard Facilities. The minimum facilities and equipment requirements for a
regular classroom in the elementary grades for a class of 40 pupils are (MECS
Memorandum No. 315, s 1982):

a. Furniture

• Tables with chairs, 6-seater, • Chalkboard, framed, wall

wood/metal, for Grades I-II type, with chalk ledge
• Tablet chairs, wood/metal, for • Teacher’s cabinet
Grades IV-VI • Hand washing facility, with
• Teacher’s desk, with chair receptable
• Teacher’s table
• Water pail • Stand table/Demonstration
• Divan (with storage space for table
cleaning materials) • Filing cabinet
• Trash can • Storage cabinet
• Bulletin board, with rollers

b. Equipment

DECS form rack • Microscope

• Utility box, with caster • Planetarium
• Chart Stand, with caster • Globe (map), 10” diameter
• Laboratory science • Map, Republic of the
Equipment kit Philippines
• Lens hand (magnifying) • World Map
• Printing outfit

Section 4. Classroom Structuring

The regular elementary grade classroom may be ideally structured in the

following manner:

4.1 At the entrance to the room, a signboard is posted, showing the following

(Grade and section occupying the room)

(Name of teacher handling the class)

4.2 A framed copy of the class program is displayed on the door at adult eye-

4.3 At the front wall (that is, the wall facing the class), the classroom
chalkboards, properly framed and provide with chalkledge and curtains, are
installed at a height which is in accordance with the maximum comfortable reach
of the children to the top of the board. (The proper height of the chalkboard from
the floor to its top-edge is determined by multiplying the mean standing height of
the class by the constant 1.2)

Section 5. Audio Visual Room

5.1 The following guidelines should be observed in structuring the audio visual

5.1.1 The projection screen should be placed so that its bottom edge is
approximately at the eye-level of the seated pupils/students to provide the
best vision.
5.1.2 The seat should be arranged within the recommend viewing area,
which is a 60-degre angle from the center of the screen.

5.1.3 The distance of the front seats should not be less than twice the width
of the screen; that of the last or back row of seats should not exceed a
maximum distance equivalent to six (6) times the width of the screen.

5.1.4 The projector should be placed at such level that it will project over the
heads of the pupils.

5.1.5 The speaker should be placed near the screen at ear-level of the
seated pupils and directed at the center of the class.

Section 6. Home Economics Facilities

6.1 As the laboratory for Home Economics classes, the Home Economics
building is designed as a self-contained Filipino home. It shall consist of the
following sections or components:

a) Front porch leading to the entry door;

b) Sala or Living room furnished with standard sala set, curtains, drapes
appropriate decors, etc;

c) Bedroom, furnished with standard bedroom furniture, beddings,

curtains, lamps, etc;

d) Dining room, furnished with standard dining room furniture set, cabinet,

e) At least two (2) or three (3) kitchen units with stove, sink, working
table(s), shelves, cabinets, etc.;

f) Toilet and bath, provide with standard fixtures and furnishings;

g) Storeroom/pantry, provide with shelves, cabinets, etc.;

h) Classroom area, provided with standard classroom facilities and

demonstration mirror; and

i) Back porch, serving as exit from the kitchen.

6.2 The minimum furniture and equipment requirements for a Home economics
class in the elementary grades are found in M.M. No. 315, s 1982.
Section 7. Industrial Arts Facilities

7.1 As the laboratory for Industrial Arts classes, the Industrial Arts building is
designed as a self-contained shop. It should contain the following:

a) A classroom area with standard classroom facilities;

b) A work area with work benches, stools, fixtures, etc.;

c) A tool room with cabinets, shelves, racks, etc. for systematic

safekeeping of shop tools;

d) A storeroom for supplies, materials, finished projects, etc.;

e) A display area for exhibiting selected finished projects, announcements,


f) A toilet and bath with standards fixtures and facilities, including lavatory;

g) An office for the shop teacher.

7.2 Minimum and maximum equipment requirements for industrial arts classes as
specified in M. M. No. 315, s. 1982 and D.M. No. 179. s. 1992

7.3 A modified design of the Industrial Arts building is the multipurpose building,
a combination of the Home economics an the shop building which can be
converted into classrooms, an assembly or social hall, a play area or a dormitory
for a big school delegation or any other allied purpose. It is provided with toilets,
storage area, an area for agricultural demonstrations, etc.

Section 8. School Garden Facilities

8.1 The school garden should be provided with a garden house and an adequate
water supply.

8.1.1 The garden house should be designed to include the following


a) A classroom area with standard classroom facilities;

b) A tool room with cabinets, shelves, racks, etc., for the
safekeeping of garden tools;
c) A storeroom for supplies, materials, seeds, products, etc.;
d) A display area for exhibits, announcements, etc;
e) A toilet and bath with standard fixtures and facilities, including
f) An office for garden teacher, etc;
g) Plant nursery with seed boxes, pots, cans, etc.

8.2 Recommended Utilization Ratio

1. Rural school with an area of One (1) set per 100 students 6,000 sq. m. and
above .
2. Urban schools with inadequate One (1) set per 300 to 500 student garden

Section Library Facilities (D.O. No. 6, s. 1998)

Every elementary/secondary school should have a Functional Learning

Resource Center/ school library, primarily for the use of pupils and teachers, and
possibly by the community. It should be situated in a quiet and pleasant
surrounding and should be accessible to primary and intermediate classes which
are expected to make greater use of it. it must be manned by a teacher trained in
modern school library method.

9.1 There are five (5) components of a Functional Library.

9.1.1 Physical Facilities consisting of building or room properly

constructed for a school library. It should be well lighted, ventilated, free
from noise, centrally located an accessible. It should be a modified open-
shelf system, and which can accommodate at least fifty (50) pupils for
library lessons once a week. The total number of books required is
recommended at a minimum of five (5) books per pupils/students.

a) Physical set-up, room area for an enrolment of 500-72 sq. m. and an

additional 1.22 sq. m. per place for 8% of enrolment in excess if 500.

b) The space requirement for an elementary school library may be

determined on the basis of a minimum standard of 2.40 square meter per
place. The school library should contain books and other reading

c) An adequate number of sets of supplementary readers in Filipino and

English for each grade, and in the vernacular for grade II and above, if
available, including readers in English and Filipino which may be may be
utilized for remediation, reinforcement, or enrichment of skills development
using the basic textbooks.

d) an adequate number of general references books, including:

• Standard elementary/secondary dictionary
• Collegiate dictionary
• Merriam series or its equivalent for the entire school
• Standard atlas, children’s encyclopedia or encyclopedia
• Almanac, globes, maps

And for the secondary schools:

• Book of Knowledge
• Thesaurus
• Philippine Yearbook, Book of Facts
• Handbook, manuals, literary classics
• Books of etiquette, world record and fiction books.

e) For teacher’s references, adequate subscriptions for professional

magazines or journals, and professional books of recent edition in the
different areas.

• All current news periodicals

• Magazines in Filipino and in the vernacular
• Magazines from abroad

f) Information Technology like computers, etc.

g) The library shelves should be scaled in height and depth to the

children’s part-body measurements. Total height of shelves should not
exceed 5-1/2 feet in elementary school libraries; in the primary grades
classroom library, the shelves should not be more than three to four feet
high. The usual dimensions of a shelf itself are 7/8 inch thick, eight inches
deep and three feet long; however, some shelves 10 to 12 inches wide are
needed for large illustrated books.

h) Shelves may be built-in or free standing. They should be designed so

as to prevent tipping. They should be adjustable. Bottom shelf may be
titled back to allow easier location of book titles.

9.1.2 The basic equipment requirements for an elementary/secondary

school library are: library tables, library chairs, bookshelves, bookcases,
newspaper racks, magazine racks, librarian’s table and chair. It should also
be furnished with the following special equipment: librarian’s charging desk,
card catalog cabinets, large cabinets for charts, diagrams, photographs, and
pictures, storage cabinets for rolled maps, curriculum files and picture files.

9.2 The Teachers-School Librarian enrolment ratio shall be 500 or less-one (1)
teacher-librarian, 501 to 1,000 – one full-time librarian and one (1) part time
teacher-librarian, 1,001 to 2,000 – one full-time librarian and one (1) part time
teacher-librarian, 2,000 and above additional one (1) full-time librarian for every
1,000 additional enrollees.

9.2.1 Every complete elementary and secondary school must have teacher-
librarians and school librarians, the number of which depends on enrolment.

9.2.2 A teacher- librarian shall have one (1) teaching load: library orientation
and literature appreciation for pupils from Kinder to Grade IV, library lessons
Grades V-VI, and how to do research for High School.

9.3 Library Programs and Services: Library orientation should be conducted

during opening classes both for elementary and secondary levels. Library
lessons should be conducted once or twice a month and appropriate activities
undertaken observance of Book Week and Information Week.

9.4 Library Collection: General References include Encyclopedia, Dictionary,

Atlas, Almanac, Handbooks, Globe, and Map. General collection for different
subject areas includes references for basic learning and areas, additional books
and pamphlets for enrichment, recreational purposes and values education.
Supplementary materials other than textbooks and teacher’s manual such as
multimedia materials are also included.

9.5 The librarian’s tools are dewey decimals classification (DDC), Anglo-
American Catalog Rules (AACR II), Sear List of Subject Headings and others.
Teachers may recommend instructional materials for the library.

9.6 Sources of library funds. The Library fund is 5-10% of the school fund (based
proportionately) as released by the Division Office. Donations may come from
parents , civic organizations, alumni, other members of the community and
friends of the library. (DO. No. 6, s 1998)

9.7 Classroom Library. The classroom library, as an extension of the school

library, should supplement and stimulate further use of latter, but never to replace
it. the number of books in the classroom library collection may be minimum of 50
books and maximum of 100 books, to be replenished from time to time. It should
include collection of pictures, books, magazines, newspapers, and pictures files
in keeping with the needs of the class.

9.8 Teacher’s Professional Library. A teacher’s Professional Library may be

setup as a part of the school library with the space of it’s own. The main bulk of
the library collection should be funded by the school and further enriched through
donations from among the teacher's themselves on a corporative basis, as well
as from outside sources.

Section 10. Playground Facilities

10.1 Playground areas should be considered together with classrooms as on (1)
learning environment for educational growth. They should be developed and
planned extensively not only for the use of pupils and teachers in other
educational activities.

Recommended facilities and equipments are:

10.1.1 Space Programming. Playground areas should include any or all of

the following space components:

• Open grass areas for group games and other group activities;

• Paved areas for court games, circle games, hopscotch, dancing,

and other games as well as simple activities requiring marching.

• Equipment areas where the different types of playground apparatus

are provided for developing or improving muscular coordination;

• An oval track

10.1.2 Playground Facilities

• Volleyball court • Basketball court
• Softball diamond • Gymnastic floor
• Baseball area
diamond • Football field
• Jumping pit • Swimming pool
• A standard track • Sepak takraw
oval with a distance of
400 meters or less

10.1.3 Basic Equipment for Sports and Games Skills Development and

• ring • basketball set

• sack • discus
• coco stilts • softball set
• bamboo stilts
• baton
• arnis
• clapper
• sipa ball
• volleyball set
• chinning bar • soccer football set
• baseball bar • parallel bar
• shot put • gymnastic mats
• table tennis set • lawn tennis set
• javelin • vaulting box
• vaulting pole

10.1.4 Basic Equipments for Locomotor Skills

• Drawing Stick (wand) • Jigsaw puzzle

• Rattan hoop • Chess set
• Bean bag • Tape Recorder set and
• Bench set of music of different
• Rope time signature
• Whistles • Scrabble set
• Colored chalks • Balance beam
• Tape measure • Sungkaan
• Hurdle • Chinese checker set
• Dama set • Stop watch
• Horizontal ladder

10.1.5 Playground Equipment. The equipment area should be provided

with the following playground apparatuses, among others:
• Slides (8 ft. high)
• Swings (10 ft. high)
• Seesaws (20 inch. fulcrum)
• Chinning bars
• Climbing structures
• Horizontal ladder (7 ft. high)
• Others
Section 11. Athletic Equipment

11.1 The following athletic equipment and supplies are recommended as basic
requirements for the school athletic program:

•Baseball set (consisting of balls, bats catcher’s body protector, basement’s

mitts, fielders gloves, base plates, etc.)

•Softball set ( consisting of balls, bats, mitts, 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 balls, rackets, net, etc.)

•Javelin (for boys and girls)

•Discus (for boys and girls)

•Shot put(for boys and girls)

•Vaulting pole

•Sipa Balls

•Hurdles ( 10 units per lane)

•Stop watches

•Tape measure

•Spiked Shoes

11.2 Space Requirements. For athletic field requirements, the allocation for
external space should allow adequate provision foe the laying out of the following
basic components, among other:

• A Standard oval tract with a distance of 400 meters

• A baseball diamond with side measuring 27.4 meters (90 ft.) long
• A softball diamond with sides measuring 90-120 meters (100-130 yards)
long and 45-90 meters (50-100 yards)0 wide

• A Soccer field measuring 90-120 meters (100-130 yards) long and 45-90
meters (50-100 yards) wide

• A basketball court which should be flat, hard (not grass) surface measuring
26x14 meters (85x46 feet)

• A Volleyball court measuring 18 meters long and 9 meters wide (60x30 feet)

• A lawn tennis court measuring 23.77 meters long and 8.23 meters wide
(73x27 feet), which is the standard for singles, for doubles a wider court is
used, 10.97 meters ((36 feet wide)

• Perimeter space should also be provided for the construction of a

grandstand and bleachers

Section 12. School Health Clinic

The school health clinic should be furnished with the following basic

• Bed/cot (preferably the reclining • Eye-testing apparatus

type) • Mirror
• Weighing scale • Sink or Lavatory
• Apparatus for measuring height • First aid equipment and supplies
• Thermometer • Standard office equipment
• Medical supplies (tables, chairs, stool, trash can,
• Cabinet etc.)

Section 13. Guidance and Counseling

For the school guidance and counseling program, a guidance room should
be set aside and located, if possible, adjacent to the administrative area. The
guidance counselor center should include separate enclosed spaces for
conducting individual counseling, testing, storage of pupils’/students’ records,

13.1 Among the basic facilities that should be provided in the school guidance
center are instruments and devices or testing diagnosing, measuring aptitudes,
intelligence, etc., various literature, reference materials, instructions, etc., about
guidance and counseling are suggested.

Section 14. School Lunch Counter

14.1 School Lunch Counter. One of the important facilities hat should be
available in an elementary/secondary school is a decent school lunch counter,
also know as the school lunchroom, school canteen or nutrition center. This
serves as the center for feeding.

14.1.1 The basic component of a local school canteen may be as follows:

a) The dining space which should be clean, with adequate lighting,

proper ventilation and properly screened. The size of the dining
space is determined by the maximum number of pupils/students to
be served a one sitting on the basis of the minimum standard of 1.4
square meters per person.
b) The service counter which should include be properly located t
facilitate the systematic serving of food. It should be not be over 30
inches high.
c) The kitchen space which should include the following areas: food
preparation area, cooking area, cleaning area and storage area.

14.1.1 Snacks, lunch supplements and school lunch for sale should be
limited to food items, those that can be easily prepared and will best supplement
that children’s home diet

14.1.3 the sharing of the gross income derived from the operation of the
canteen shall be on a 90/10 basis, 90% for cooperative and 10% as the share of
the school. Provided, however, that the school principal and the cooperative may
agree on other percentage of sharing depending on the peculiar situation in the
school. 50% of the share of the school shall be used to finance the
supplementary feeding program and the remaining amount shall be utilized for
meeting the other expenses/needs of the school. Gross income shall be
understood as the difference between the gross revenues or total receipts and
the cost of good sold.