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A major task of the government is to improve the level of human development within the
community. Analysis of the Social Sector can, among others, pave the way for the local government
to achieve this intention, with the support and assistance of the community and other stakeholders.

The pursuit of desirable outcomes is set within the context of determining and
understanding the underlying causes and effects of existing conditions. This will generate proposals
or interventions that will support and influence the desired level of delivery of services to the
community. Individuals enjoy some level of well being as influenced by the state of health and
education, leisure or recreation, safety and comfort. While there are other dimensions of well being,
it is important to recognize the effects or benefits of interventions on the overall development of
individuals.

The broad framework for analyzing the social sector is provided by the following guideposts:

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

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

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

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

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

 What environmental concerns/issues need to be addressed?

The step-by-step guide to a more detailed analysis of the component sub-sectors,

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

A. Generate the following data/information and present in table format:

1. Schools by Level, Type, Facilities and Condition

2. Student - Teacher and Student - Classroom Ratio by Level
3. Tertiary and Vocational/Technical Schools by Type and Total Enrolment,
4. Historical Enrollment by Level for the last Three School Years
5. Projected Classroom, Teacher Requirement in Public Schools, by Level,
6. Historical Enrollment Participation Rate for the Last Five (5) Years

B. Determine the felt needs, aspirations and issues of the community relative to education
through consultations such as general assembly, focus group discussion, barangay
consultation or other consultative meetings with identified stakeholders.

Gathering of information on felt needs and aspirations of the population

maybe facilitated by designing /structuring questions as follows:

1. What issues and concerns related to education would you want to be

addressed? (Note: Stakeholders should arrive at common
issues/concerns thru consensus building).
2. In what ways can you (as a resident/community member, stakeholder)
address/resolve these issues and concerns?
3. In what ways can the government address/resolve these issues and concerns?
4. What are your aspirations to improve the level of education services?

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

meetings conducted.

II. Data Analysis

Analyze the information gathered and discuss the education sector situation in the locality in
terms of the following:

1. Availability, location and condition of educational facilities.

2. Adequacy of facilities and manpower based on existing national standards and mandatory
requirements per existing laws/policies, e.g. space standards

3. Accessibility of the educational facilities to the school-going age population in relation to the
location and distribution of schools, presence and condition of access roads, and students’ safety.

4. Discuss trends and present a comparative analysis of the following for at least two (2)
reference periods (current and previous years):

• Enrollment participation rate

• Drop-out rate
• Literacy rate

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

III. Current and Projected Needs

A. Determine the current need for teachers and classrooms based on the above findings
and on the prescribed national standards.

The DepEd target of 1:35 student-teacher and student-classroom

ratio by 2010 in the elementary level and 1:40 for the high school
level, is recommended.

Current classroom need:

Current Current Standard Current No. No. of

Classroom = Enrollment x Classroom --- of Classroom - Damaged
Need Ratio Classroom

Current teacher need:

Current Current Standard Current No.

Teacher = Enrollment x Classroom --- of Teachers
Need Ratio

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

Projected Projected Standard Current No. of

Classroom = School - Classroom --- Classrooms
Requirement Enrollment Student Ratio

Use the same formula for projecting teacher need

Projected enrollment is the product of the targeted enrollment participation rate multiplied by
the projected school- going age population.

Projected Projected
School = Targetted Ex nrollment School Going
x Age Population
Enrollment Participation Rate, (TEPR)
(SGA)

C. Project spatial/land allocation requirements using the Standards and Guideline.

The need for spatial expansion of educational facilities and services may be
addressed by:
• New schools/classrooms
• Vertical expansion
• Scheduling classes into 2 or more shifts
• Other applicable techniques/strategies
IV. Sector Analysis Matrix

A. Consolidate and validate the findings of the above steps with the result of the consultation.

1. List the key issues, problems, and concerns.

2. Determine the possible implications/impacts of the above issues, problems, and concerns.

B. Recommend interventions as follows:

1. Realistic policy options and appropriate strategies.

2. Programs and projects for implementation.

C. Prioritize, tabulate and present the results in matrix form as follows:

(Sample) Education Analysis Matrix

Technical Implications Policy Options/
Findings/ (Effects) Interventions
Observations
• Inadequate school • Poor quality education. • Construction of
buildings and over new school
- crowded buildings/
classrooms classrooms
• Poor quality education
• Schools easily due to frequent • Possible relocation
flooded or situated disruption of classes of school sites
in flood-prone
• Increasing number of
areas
Out- of-School Youths • Provide
• High drop-out (OSYs) comprehensive
rate due to: program for OSYs
including livelihood
a. Financial opportunities.
constraint
• Continuous
b. Sickly school implementation of
children due to feeding program in
malnutrition schools.
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STANDARDS AND GUIDELINES FOR EDUCATION

Categories of School Buildings

In line with the classification enunciated by the National Building Code of the Philippines school
buildings are categorized as follows:

Type I Wood Construction

Type II Wood construction with protective fire resistant materials and one-hour fire resistive
throughout.

Type III Masonry and wood construction with exterior walls of incombustible fire resistive
construction, and one-hour fire-resistive throughout.

Type IV Steel, iron, concrete or masonry construction with walls, ceilings and permanent
partitions of incombustible fire-resistive construction except permanent non-bearing
partitions which shall be one-hour fire resistive.

Type V Structural elements of steel, iron, concrete or masonry with walls, ceilings and
permanent partitions of incombustible fire-resistive construction.

Permanent standard school buildings fall under Types III, IV and V while semi-permanent
standard type buildings are under Types I and II.

I. Space Standards

A. Pre-School (Kindergarten Level)

1. School site must have a minimum lot area of 500 square meters. The area may be divided
into a minimum of 140 square meters for the playground. This area is only good for not more
than 4 classes.

2. Space for playground must be provided, otherwise, easy and safe access to the nearest part of
open space not more than 200 meters walking distance from school site may be presented as
an alternative.

3. Classroom size should be 1 ½ square meter

per child.

B. Elementary School Sites

Size. The size of the site must meet the requirements of the enrollment and kind of schools as
well as the recreational needs of the pupils. It shall be wide enough to make adequate
provisions for an athletic field playground, lawns, agricultural activities and future building
expansions.
The standard requirements of school site for elementary schools are as follows:

a. One-half hectare (1/2 ha.) for a non-central school which has only one or two classes and no
grade above Grade IV.

b. One hectare (1 ha.) for a central school which has six classes or for non-Central School which has
from three to four classes.

c. Two hectares (2 has.) for schools which have from seven to nine classes. d. Three hectares (3

has.) for schools which have from ten to twelve classes. e. Four hectares (4 has.) for schools which

have more than twelve classes.

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

One-half hectare (1/2 ha.) for a central school which has six classes, for a non-central school which
has from three to four classes. One and one half hectare (1 1/2 ha.) for schools which have from
seven to ten classes. Two hectares (2 has.) for schools which have more than 10 classes.

b. For Urban Areas

One-half hectare (1/2 ha.) for central school with 6 classes and non-central schools with 7-10 classes.
Three fourth of a hectare (3/4 ha.) for eleven to twenty classes. One hectare (1 ha.) for twenty one or
more classes.

Elementary School Buildings - Standard Requirements

Adequacy. There should be sufficient number of standard classrooms to accommodate the school
enrollment, as well as enough internal spaces for other basic curricular and administrative needs of
the school. A standard classroom should provide at least 1.4 sq. meters of space per pupil, and on
that basis the standard dimensions of elementary classrooms have been prescribed.

In a complete elementary school, there should be a separate building for Industrial

Arts/home economics classes with a minimum standard area of 5.0 square meters per place,
or a total of approximately 126 square meters.

Internal space should also be provided for such basic needs as an administrative office, a library
(and/or learning resource center), a healt

h clinic (first aid), a guidance and counseling room, toilets, storeroom, lunch counter or room etc. At
least 2 electrical outlets should be provided in front of each classroom, for the implementation of any
feasible educational technology which requires electricity.
The minimum standards for instructional and administrative spaces are as follows:
1. Classroom (elementary) 1.40 sq.m. per place

2. Elementary school shop 5.0 sq.m. per place

3. Administrative Office 5.00 sq.m. per place

4. Library/LRC 2.40 sq.m. per place

(10% of total enrollment)
Provided that it is not smaller than
the size of a classroom

5. Medical/Dental Clinic 28.00 sq.m. gross

6. Guidance Room 28.00 sq.m. gross

7. Corridor Above ground level, the minimum

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

8. Computer Room 1.4 sq.m. per place

9. Gymnasium/Auditotium 5.0 sq.m. per place

10. Speech Laboratory 1.4 sq.m. per place

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

C. Secondary Schools

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

Minimum standards for instructional and administrative spaces:

Classroom 1.40 sq.m. per place
Science Laboratory 2.10 sq.m. per place

Secondary School Shops:

Practical Arts 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 5.00 sq.m. per place
Metal Trades 5.00 sq.m. per place
Mechanical Trades 7.00 sq.m. per place
Electrical Trades 4.00 sq.m. per place
Drafting/Drawing 2.50 sq.m. per place
Farm Mechanics 5.00 sq.m. per place
Farm Machinery 6.50 sq.m. per place
Fish Capture/Culture/Preservation 2.50 sq.m. per place

Administrative and Services Spaces:

Administrative Office 5.00 sq.m. per
place Medical/Dental Clinics 28.00 sq.m. gross
Guidance Room 28.00 sq.m. gross

Library/Learning Resources Center

Capacity of 10% of the enrollment at 2.40 sq.m. per place, provided that the total area is not less than
that of a standard classroom. In schools with more than one shift, the basis for computing the area
is the shift with the largest enrollment.

Corridors

Not required at ground level if appropriate direct access to enclosed spaces is provided. Above
ground level, the minimum clear width is 2.0 meters provided that the provisions of the National
Building and Fire Codes of the Philippines and other relevant rules and regulations are observed.

Reference: Manual of Information on Secondary Education (DECS – 1993) DECS Service

Manual 2000

D. Colleges and Universities

1. The area of school site as a general rule will be as follows:

500 or less students 0.50 ha.

501 to 1,000 1.00 ha.
1,001 to 2,000 2.00 has.
2,001 to 3,000 3.00 has.

As a general rule, the same ratio should be maintained for enrollment in excess of 3,000.

2. For largest colleges and universities the campus should be at least 7 hectares for the minimum
number of students which is 10,000.

3. There should be space on the campus for holding class programs and sports activities.

4. The shape of a college site is not important as its total site, since landscape architects and
college administrators can adapt a campus plan to a variety of shapes with relatively little less
in efficiency. A rectangular plot of ground with length not more than one and one-half times
the width heads itself most readily to the proper location of the various college units.
Reference: Guidelines & Standards for Physical Plant & Facilities of Colleges & Universities.
II. Standard Classroom Dimension

FLOOR FLOOR GROSS AREA

TYPE OF BUILDING DIMENSION (m) AREA PER PLACE @
(sq.m.) 40 PUPILS/
ROOM (sq.m.)

Gabaldon Type 7x9 63 1.575

Army Type 6x7 42 1.05
Magsaysay Type 6x7 42 1.05
Marcos Type 7.3 x 6 43.8 1.095
Bagong Lipunan 1 6x8 48 1.2
Bagong Lipunan 2 8x6 48 1.2
Bagong Lipunan 3 6x8 48 1.2
RP-US Bayanihan 7.35 x 6 47.7 1.192
ESF Building 6x8 48 1.2
Imelda Type 8x6 48 1.2
Pagcor Bldg. 6x8 48 1.2
JICA-EFIP Bldg. 8x7 56 1.4
JICA-TRSBP Bldg. 8 x 6.25 52 1.35
Multi-Purpose 7 x 16 112 2.80
Workshop
DECS one-room 6x8 48 1.2
Bldg.
FVR 2000 School Building 7x8 56 1.4
Royal Building System 7x8 56 1.4
EVG 3D Panel System 7x8 56 1.4
Federation of Filipino 7x6 42 1.05
Chinese Chamber of
Commerce and Industry Inc.
(FFCCCII) 7x8 56 1.4
Little Red School House 7x9 63 1.575
One storey, one classroom
building – SEMP 7x9 63 1.575
One storey one classroom
Building SEDIP 7x9 63 1.575
One storey one classroom
Building TEEP

Reference: Handbook on Educational Facilities

Revised Edition of Handbook on School Plant, DECS 1993, DECS Service Manual 2000