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campus not just to nurture its historical significance but also continue its purpose as a
learning institution for agriculture in the municipality.
With a 16-hectare area, the campus are composed of more than 60 classrooms
for junior & senior high school and college, an administration building where it
houses the school administrator, administrative officer, accountant, cashiers, and
guidance counselor, faculty rooms for teachers, canteen, multi-purpose hall, special
farm shop and tech-vocational buildings for TVL programs, livestock & poultry
building, etc., greenhouses and garden for planting crops, an open field for farming,
an oval dedicated for football and softball, a gymnasium, and a tennis court.
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1.1.1 Location
The project is situated in Barangay Centro Guyong, Sta. Maria, Bulacan. It is
32 kilometers away from Manila, and approximately 1.5 kilometers away from the
heart of the town proper. (FFHNAS, 2010)
Primary Users:
• Junior High School Students (Grade 7, 8, 9 & 10);
• Senior High School Students (Grade 11 & 12);
• College Students (Students from BS in Agriculture, Agricultural Technology and
Secondary Education);
Secondary Users:
• Faculty members (Faculty Chairman, Department Heads, Junior & Senior High
School and College Teachers);
• School Administration Staff (School Administrator, Administrative Officer IV,
Accountant, Cashier, Supply Officer, School Librarian, Guidance Coordinator,
School Nurse, Admin. Aide, Clerk and Farm Aide);
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• Utility and Service Staff (Janitors, Property Custodian, Canteen Vendor, and
Security Guards)
Tertiary Users:
• PTA Members (Parents/Guardians of the Students)
• Visitors (Students, Teachers, Athletes, and School Officials from other schools
and Locals of Sta. Maria, Bulacan)
• LGU officials (Mayor, Secretary of the Mayor, Vice Mayor, Councilors, Head
Councilor for Education);
• Barangay Officials (Barangay Captain, Kagawad, and other staffs of Barangay
Guyong)
• DepEd officials (Secretary and Undersecretary of DepEd, DepEd Bulacan division
heads);
• CHED officials;
• TESDA officials;
1.1.3 Proponent
The project is owned by the Local Government Unit of Santa Maria, Bulacan
under Mayor Russel G. Pleyto with partnership of Department of Education (DepEd)
headed by Secretary Leonor Briones.
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“DepEd’s standard construction cost for a classroom is around Php 11,587 per
square meters. Construction of a single-storey classroom with toilet, furniture and
fixtures costs Php 730, 000 while a two-storey classroom with toilet, furniture and
fixtures costs Php 1.25 million.” (Umali, 2012)
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1.4.1.1 Reference
Godilano, E. C., Rudinas, J. S., and Ilaga, A. G., (2013, May 2).
IMPLEMENTING CLIMATE SMART AGRICULTURE Ridge - River - Reef: The
Philippine Adaptation and Mitigation Initiative for Agriculture. Climate-Smart
Agriculture, pp. 4-5.
1.4.1.2 Synopsis
Climate-Smart Agriculture gives attention to landscape approaches, for
example, integrated planning of agriculture, land, forest, fisheries, and water to ensure
synergies were captured.
The approach is proven practical techniques that can help achieve a food
security, adaptation and mitigation. With a better forecasting for climate, more
resilient food crops, and risk insurance to cover losses of weather strike, this can be
applied with a Climate-Smart Agriculture.
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1.4.1.3 Critique/Application
The application of Climate-Smart Agriculture in the Philippines will help
farmers to increase their resiliency in farming. I think with the application of this
method it will increase the yielding of the farmers, with a more stable farming
method, thus will result to an improved farmer income. With the help of the DA,
farmers can produce healthy and smart food security for the country and will help
mitigate them to increase their agricultural productivity to ensure a stable food
security and enhance the adaptive capacity of the farmers. The applicability of CSA in
the project is workable in the campus.
1.4.2.1 Reference
Maghirang, R. G., De La Cruz, R., and Villareal, R. L. (2011). Trans. Nat.
Acad. Sci. & Tech. (Philippines) Vol. 33 (No. 2). How Sustainable Is Organic
Agriculture In The Philippines? Organic Livestock, pp. 298-301. ISSN 0115-8848
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1.4.2.2 Synopsis
Organic production of livestock is still stagnant; hence the supply is not
reliable and not sustainable. 50% of the total chicken inventory in the country is of the
native type. However, they are raised by smallholders for their own consumption and
additional income. The Philippines is a great prospect of developing an organic
production of chicken meats and eggs. Through large tract of fertile land that can be
used for production of feeds.
Free-range system is also another way of doing natural pig farming. It helps to
eliminate the cost for facilities and food consumption but requires a bigger land area.
One critical point for this system is the sustainable supply of nutritious-safe food for
the herd.
1.4.2.3 Critique/Application
The application of organic livestock is a good concept in breeding and
producing livestock products in the campus. For instance, natural farming in the
school will help lessen the construction of facility for livestock because of the
availability of land of the school. This method will also further improve the
knowledge of the agriculture students in developing theories and principles in
livestocks, from the activities of pigs, and chickens to their growing periods.
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1.4.3.1 Reference
Physical Facilities and Schools’ Engineering Division Office of Planning
Service (2010). 2010 DepEd Educational Facilities Manual, Revised Edition of the
2007 Handbook on Educational Facilities – Integrating Disaster Risk Reduction in
School Construction. Green Schools, pp. 38-44. Department of Education. Pasig City
1.4.3.2 Synopsis
Based on the manual, green schools contribute to the students’ health, test
scores, performance, retention and survival rates, school operational costs and
environment.
The benefits of green schools are healthy places to learn, which means of a
healthy and conducive education for students, such as daylighting and high indoor air
quality; healthy places to teach, which means of teachers also contributes to the
honing of the abilities of students, thus healthy work spaces create a happier and more
control environment; and lastly, it saves money in the utility cost including water and
electricity.
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1.4.3.3 Critique/Application
The manual of DepEd for Educational Facilities contains sets of information
and standards that can be used for the proposed project including greening of schools,
which can help achieve a healthier learning and working environment for the students
and teachers. Through the application of green schools in the project, it will lessen the
operation cost and utility cost, and will develop a high performance and quality
schools. It also helps reduce the usage of energy and other carbon emitting substances
that may affect the environment.
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1.4.4.1 Reference
Facility Planning and Architecture Section (2017, November). Architectural
Design Guidelines for Schools. Site Planning & Landscaping, pp. 08-11.
1.4.4.2 Synopsis
According to the guidelines on section 4 (site planning and landscaping), there
are factors in planning the site and creation of landscape for a school, these are
organized, address, and enhance.
The organize approach told in the manual says that building orientation must
be flexible for future building and site developments (e. g. modular classrooms, new
sports fields, etc.), and interior should respond to the site, thus, ensuring the light and
views are enjoyed by the users.
Balancing the hard and soft landscaping should be adapted in the site and
considering xeriscaping in areas where vegetation may be impractical. Continuous
fencing around the campus defines the school property and improves security
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measures. Take advantage of landscaping, building massing, and fencing will create a
well-defined human and vehicular zone.
The address approach tackles the aesthetic quality of the campus yet
considering the climatic condition of the site, such as landscaping design of the site
that is adaptable to the climate of the area. Existing trees and other geographic
features in the site should be retain and maintain.
The enhancement approach such as using of outdoor for gathering areas with
provision of seats makes an additional setting for educational purposes. Lastly,
topographic conditions can accommodate a range of activities, including recreation
and orientation/design of the building, creating an aesthetic element and harmonious
relationship to the nature.
1.4.4.3 Critique/Application
Site Planning in school is a difficult to deal with, from the orientation of the
buildings to the user’s activity flow. Factors to be always consider in designing school
will always be critical, thus, the appropriate and strategic approaches in planning is a
must. The manual for school planning has a good set of approaches in planning a
school, and it can be used in the project to strengthen the capacity of the school to
reach its maximum potential. Adaptation of the guidelines from the manual is an
option for the designer to expound and develop the principles more.
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1.4.5.1 Reference
Kusz, D. (2014). Scientific Papers Series Management, Economic Engineering
in Agriculture and Rural Development Vol. 14, Issue I. Modernization of Agriculture
vs. Sustainable Agriculture, pp. 171-178. ISSN 2284-7995
1.4.5.2 Synopsis
Modernization of Agriculture is a continuous process and the reflection of
progress in agriculture and in rural areas. It is also a process of conversion of
agriculture from traditional labor-based to technology-based agriculture.
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As the author says, “One should also reject the notion that economic growth is
permanently linked to degradation of natural resources, while the lack of growth
equals preservation of these resources”.
1.4.5.3 Critique/Application
The modernization of agriculture helps to increase the production of yields
and lessens the labor work of farmers, which is a good innovation in farming. New
technologies should be adapted in agriculture; especially it will benefit the farmers,
and farm owners. Agriculture students should also learn the traditional method of
farming, which will help mold themselves and learn the basics of agriculture for they
are the future inheritors of the farmers. The combination of modern and sustainable
for agriculture should harmonize and combined, for it will increase the efficiency and
learning of students in agriculture, especially in farming.
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Source: Global Alliance for Disaster Risk Reduction & Resilience in the Edu. 2016
1.4.6.1 Reference
Green, R. G., and Pandey, B. (2015). Towards Safer School Construction, A
community-based approach. Key principles of community-based safer school
construction, pp. 12. Global Alliance for Disaster Risk Reduction & Resilience in the
Education Sector
1.4.6.2 Synopsis
Based on the Global Alliance for Disaster Risk Reduction & Resilience in the
Education Sector Manual, there are key principles of community-based safer school
construction; these are build safe schools and strengthen weak ones, engage as
partners, ensure technical oversight, build upon local knowledge, develop capacity
and bolster livelihoods, support a culture of safety and scale-up and promote
accountability.
Building safe schools and strengthening weak ones means design of schools
should protect students and staffs, while existing school facilities that are unsafe,
should be identified, prioritized, and strengthened. Engaging partners should be built
between the development actor/government body and local community, especially the
school communities should be empowered to be full partners in comprehensive school
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safety. Ensuring the technical oversight means participation of skilled labor and
technical specialists in providing a good design and construction of hazard-resistant
school construction. Safe school construction should build on local knowledge, and
not be replaced. Adaptations of local practices must consider during the design
process.
1.4.6.3 Critique/Application
The manual presents good strategic principles that can be adapted to produce a
safer community-based school. These principles can be adapted to the study for it
aims to provide a safer and hazard-resistant school design and it will help to engage
and boost the stakeholders and other agencies including the government to support
agriculture schools. Engaging the community is given attention on the manual, as it
also needs to support the programs and can benefit with the capacity of the locals to
bolster their livelihood.
1.5 HYPOTHESIS
The project focuses on the redevelopment of the existing Fortunato F. Halili
National Agricultural School (FFHNAS) and applying sustainable approaches to the
campus. This project may create a new school building facility suitable to the Junior
& Senior high school students, and Agriculture and Secondary Education students;
and may be flexible to use for the other user such as Faculty members, and other
administrative staff. Existing school building facilities that are still in good condition
may be redesign and rehabilitate to strengthen its architectural and structural potential
and may be cheaper in production and faster in construction.
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• Review an
appropriate
literature and
studies that
includes
agriculture, school • Data gathering
planning and and assessment of
design, laws and data of Review of
standards related Related Literature
literature. and Studies
• Respondents/User • Application of the
Profile • Redevelopment
sustainable
and Enhancement
- Gender principles based
- Age of the programs,
on the related
- Grade/Year Level services and
literature
- Tracks/Strands/De facilities of
gree/Vocational Fortunato F. Halili
• Conduct Survey
Program National
using
Questionnaire Agricultural
• Perceptions of the
School for its
teachers and
• Analysis of data target users
administration
gathered from
staff on the
survey and getting
relevance and
the feedbacks/
adequacy of
perceptions of the
programs in
selected
FFHNAS
respondents from
• Levels of the survey and
satisfaction on interviews given
Services and
Facilities of
FFHNAS
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SCOPE LIMITATIONS
Site Development Plan
• Building orientation • Open fields for agriculture (farming
• Road access and transportation lands)
• Open spaces (gardens, open field for • Location of sports facilities (open
recreation, & plazas) field for football, gymnasium and
• Services (parking areas, guard post, tennis courts)
and garbage disposal) • Retention of old trees in the campus
• Perimeter fence
Architectural & Structural Design
• Special Shops & Laboratories for • Development of Senior High School
Technical-Vocational programs of Classroom Building
Junior High School and BS • Retention of the existing buildings in
Agriculture the campus; which are in good and
• Faculty rooms for teachers in Junior fair condition
High School • School cottages for staying-in workers
• Conceptual building design of the in the campus
Bleachers for sports complex • Livestock and Poultry facilities
• Structural design computations, which
must be done by the structural
engineer.
Building Utilities
• Determine the Plumbing (Water • Proper location of the utilities and
supply & sewage system), & computations must be done by an
Electrical system electrical and plumbing engineer.
Landscaping
• Types of vegetation on the site • Limits on what type of
vegetation/landscape is appropriate on
the site. Landscaping must be done by
a landscape architect.
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1.10.1 APPENDIXES
1.10.1.1 Devoted to Crop Production of Santa Maria, Bulacan (2005)
1.10.1.2 Production and Value of Production by Crop in Santa Maria, Bulacan (2005)
1.10.1.3 Inventory of Livestock and Poultry Raisers in Santa Maria, Bulacan (2005)
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1.10.2 BIBLIOGRAPHY
Books:
• Godilano, E. C., Rudinas, J. S., and Ilaga, A. G., (2013, May 2).
IMPLEMENTING CLIMATE SMART AGRICULTURE Ridge - River - Reef: The
Philippine Adaptation and Mitigation Initiative for Agriculture. Climate-Smart
Agriculture, pp. 4-5.
• Gellings, C. W. (2016). Efficient Use and Conservation of Energy – Vol. II.
Energy Efficiency in Agricultural Equipment, Efficient Use of Tractors and
Implements, pp. 81-84.
• Kusz, D. (2014). Scientific Papers Series Management, Economic Engineering in
Agriculture and Rural Development Vol. 14, Issue I. Modernization of Agriculture
vs. Sustainable Agriculture, pp. 171-178. ISSN 2284-7995
• Maghirang, R. G., De La Cruz, R., and Villareal, R. L. (2011). Trans. Nat. Acad.
Sci. & Tech. (Philippines) Vol. 33 (No. 2). HOW SUSTAINABLE IS ORGANIC
AGRICULTURE IN THE PHILIPPINES?. Organic Livestock, pp. 298-301. ISSN
0115-8848
• Parr, D., Trexler, C., Khana, N., and Battisti, B. (2007). Designing sustainable
agriculture education: Academics suggestions for an undergraduate curriculum at
a land grant university. University of California. Davis, California, USA.
• Porter, M.E., van der Linde, C., (1995). Toward a New Conception of the
Environment-Competitiveness Relationship. The Journal of Economic
Perspectives, Vol. 9, No. 4, pp. 97 – 118
Manual:
• Facility Planning and Architecture Section (2017, November). Architectural
Design Guidelines for Schools. Site Planning & Landscaping, pp. 08-11.
• Green, R. G., and Pandey, B. (2015). Towards Safer School Construction, A
community-based approach. Key principles of community-based safer school
construction, pp. 12. Global Alliance for Disaster Risk Reduction & Resilience in
the Education Sector
• Physical Facilities and Schools’ Engineering Division Office of Planning Service
(2010). 2010 DepEd Educational Facilities Manual, Revised Edition of the 2007
Handbook on Educational Facilities – Integrating Disaster Risk Reduction in
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Internet:
• Alcober, N. (2012, November 30). DepEd details P1.1M cost of each classroom.
The Manila Times. Retrieved on August 30, 2017 from
http://ppp.gov.ph/?in_the_news=deped-details-p1-1m-cost-of-each-classroom
• Mateo, J. (2017, January 5). DepEd gets P110 B for new school buildings.
Philippine Star. Retrieved on August 30, 2017 from www.philstar.com/education-
and-home/.../deped-gets-p110-b-new-school-buildings
• Yamsuan, Cathy (2011, September 20). Drilon questions P650,000 cost to
construct just one classroom. Philippine Daily Inquirer. Retrieved on August 30,
2017 from http://newsinfo.inquirer.net/61635/drilon-questions-p650000-cost-to-
construct-just-one-classroom#ixzz4rEAegGk2
Others:
• Municipal Planning and Development Office (2005). 2006 – 2015 Comprehensive
Land Use Plan of Santa Maria Bulacan. Municipality of Santa Maria, Bulacan
• Fortunato F. Halili National Agricultural School Brochure (2010)
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