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ADMINISTRATION AND SUPERVISION OF SCHOOLS MEM 644Presented by:LOVELY ANN F. HEZOLI DR. GENALIN M. ALINIO Course Specialist
The allocated budget for the Dep Ed this school year is P207 billion from P175 billion in 2010.It was 19 percent higher than the last year, Education Secretary Armin Luistro said he has already ordered the DepEd bureaucracy to simplify operations and ensure efficient spending of public funds.
Luistro stressed that while the Dep Ed gets a huge slice of the national budget, this was barely adequate for personnel services, from which they get funds to pay the salaries of the half a million public school teachers all over the country, and pay for the construction of classrooms and school buildings and purchase other necessities in education. *http://www.tucp.org.ph/news/index.php/2011/01/depeds-270b-budget-will-be-spent- wisely-not-a-single-centavo-will-go-to-waste-luistro/
Capital investments in education account for the second largest share of the education budget. Expenditures for land purchase, building construction, furnishings and maintenance of all the above, typically account for 10 to 25 per cent of education expenditure. Financial planners need to be attuned to the cost-effectiveness of these expenditures and to find ways in which to raise funds.
Physical Plant (or known as physical facilities) for education comprises lands, buildings and furniture. It includes physical facilities in teaching spaces and ancillary rooms.The school facilities consist of all types of buildings for academic and non-academic activities, equipment for academic and non- academic activities, areas for sports and games, landscape, farms and gardens including trees, roads and paths.
Others include furniture and toilet facilities, lighting, acoustics, storage facilities and packing lot, security, transportation, ICT, cleaning materials, food services, and special facilities for the physically challenged persons.
Gandhis position “learning can take place under the trees” diminishes the importance of physical environment.Outdoor learning may be a viable expedient for newly emerging country, but for country elsewhere indicates that the „no building‟ solution is unsatisfactorily for an emerging industrial and political power, particularly more schools are located in noisy urban neighborhoods. Thus it leads to poor attendance and those who attend are inclined to have poor academic performance.
Stoner, Freeman and Gilbert (1996) described the environment of an organization as all elements relevant to its operation and they include direct and indirect action elements. School facilities, constitute the major components of both direct and indirect action elements in the environment of learning. Several studies have shown that a close relationship exists between the physical environment and the academic performance of students.
Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive bears direct relevance to the availability or lack thereof of physical facilities and overall atmosphere in which learning takes place.Knezevich (1975, p.563) emphasized that the physical needs are met through provision of safe structure, adequate sanitary facilities, a balanced visual environment, appropriate thermal environment, and sufficient shelter space for his work and play. His emotional needs are met by creating pleasant surrounding, a friendly atmosphere, and an inspiring environment.
Facilities are materials designed to serve specific purposes. In the school system, there are multiplicity of facilities, which facilitate teaching and learning. They are used;(1) To illustrate concepts(2) Provide opportunity for firsthand experience(3) For experimentation and demonstration(4) For scientific investigation and discovery(5) To provide diversity of thoughts(6) For observation and inquiry(7) For development of scientific attitudes and skills(8) To protect the individual and also provide comfort
The indirect or teaching support facilities such as offices, cafeteria, acoustics, toilets, laundry, mowers, r esidential halls, common rooms, cleaning materials ground and similar items satisfy the individual‟s physical and emotional needs. They are used to:(1) Increase instructional effectiveness(2) Improve the cleanness, orderliness and safety of facilities(3) Reduce the operational cost and life cycle cost of a building(4) Extend the useful life of a building(5) Increase efficiency and effectiveness of the staff and students(6) Improve building appearance(7) Use data collection and analyses for decision making
They need to be functional. They need to be economic. They need to be structurally sound. They need to be attractive.
process that ensures that buildings and other technical systems support the operations of an organization. School facilities management is theapplication of scientific methods in theplanning, organizing, decision-making, co-ordination and controlling of the physicalenvironment of learning for the actualization ofthe educational goals and objectives.
A facilities management plan starts with the educational philosophy that serves the needs of the individual in a dynamic and knowledge based economy.It is a well articulated conceptualization of the educational philosophy, goals, objectives and specification for short and long term objectives including implementation of the planned curricula and extra-curricula activities. It also includes budget priorities for facilities management.
A facility audit is a data collection process, pure and simple. The aim of the audit is to conduct a comprehensive inventory that meets the needs of the entire district management effort - i.e., facilities, technology, and curriculum planners - in a coordinated manner and thereby avoids the need for redundant collection efforts.It provides information on the status of school facilities.
Knowing the Condition of Your Facilities Facility audits are important because they: a. Help planners, managers, and staff know what theyhave, its condition, service history, maintenance needs,and locationb. Provide facts, not guesswork, to inform plans formaintaining and improving school facilitiesc. Establish a baseline for measuring facilitiesmaintenance progress d. Allow in-depth analysis of product life cycles to occuron a routine basis (i.e., measuring actual life versusexpected life)
The following information should be collected when a facility audit is being carried out:(1) Brand name, model number, serial number(2) Quality and product size(3) Location(4) Age(5) Condition(6) Working as purchased/designed(7) Working as it should(8) Working as it needs to be to meet the needs of the users(9) Repair history(10) Specialized upkeep equipment (e.g. oil and filter types)(11) Evidence of future needs(12) Recommended services(13) Estimated remaining useful life
Assembled relevant facts about the organizations objectives, needs, and policies, a review of resources processes, systems and the physical assets themselves, together with their attributes in terms of space, functions and utilization and making criteria for judging options, evaluating these against the objectives of the organization and develops the facility management strategy
completes the strategy development process through the establishment of an implementable plan that incorporates the key elements of procurement, training and importantly communication.
The issue of facility maintenance ishaphazardly addressed at all levels of theeducational system. Repairs take place onlywhen problems arise due to break down ofthe existing facility. Facility maintenanceentails providing clean and safe environmentfor teaching and learning. It also involvesprovision of adequate facilities for teachingand learning. This type of maintenanceshould be adopted in the facilitymaintenance plan. These arepreventive, routine, emergency repairs, andpredictive maintenance.
- This is atype of maintenance carried out on schoolfacilities to avoid breakdown and ensureoptimal performance of the facility. Up to dateinformation about the facility is required toserve as a guide for the maintenance team.Preventive maintenance saves cost and time. Itis usually an integral part of the managementpractice in societies where maintenance cultureis well established. Decisions on preventivemaintenance are collectively made andimplemented.
This is carriedout periodically as scheduled by the schoolmanagers. Facilities may be servicedmonthly, quarterly or even annually dependingon the agreed schedule. Manufacturers guideprovide information on the nature andmaintenance intervals. School managers complywith these guides to avoid breakdown of theequipment.
This is verycommon in the management of schoolfacilities in societies where maintenanceculture is not well established. It takes placewhen a facility breaks down and urgentmeasures or steps had to be taken to remedythe situation. In this regard, collectivedecision-making may not be possible becausethere may be limited time to bring togetherall the necessary individuals to makedecisions. It is also expensive because due tolack of maintenance, the extent of damagemay demand total replacement of thefacility or high cost of repair. In somecases, the breakdown may cause injury oreven death to staff and or students of theschool.
The resultant effect may be high insurance premium orprevent the use of the facility for teaching andlearning until repair had been effected. Schoolmanagers should proactively develop and implementfacilities management plan for addressing facilityneeds. -This involves the use of computer soft wares to predict equipment failure based on age, user demand and performance measures.
Selecting the best architect and professional advice before buying a site.• Eliminating waste space, especially in corridors, boiler rooms, and other non- instructional areas• Using out-of-doors areas where possible• Using a short, simple perimeter to reduce expense on exterior walls.• Simplifying detail and using repetitive modular building elements where possible.• Carefully selecting building materials.• Using movable partitions to reduce future remodeling costs when alterations are needed to keep the building from becoming obsolete.• Using space flexibility.• Including foundations designed for imposed loads.• Using walls that can be moved to subdivide space.• Considering acoustical problems.• Considering quality and quantity of light.• Avoiding over design (more capacity than needed) in the heating system.• Consulting with an insurance agent during design.• Using building alternates with moderation.• Avoiding confusion of cheapness with economy.• Keeping in mind the purpose of everything that goes into the schoolhouse.
In ensuring that every community has access toquality basic education services and recognizing thatphysical factors affect the decision of households to sendchildren to school, Schools School-less Barangays waslaunched in 2001 to establish public elementary andsecondary schools in 1,617 barangays identified to bewithout one. This is in addition to the regular school buildingprogram of DepEd, Department of Public Works andHighways (DPWH) and other government agencies, and localgovernment units to construct an adequate number ofclassrooms in areas with acute need or shortages.
The country also benefits from the grants and loanprograms of local and international development agencies.For instance, under the Little Red School House Project ofthe Coca-Cola Foundation Philippines Inc., 50 three-roomelementary school buildings were built for selected multi-grade schools within a span of five years. Under theEducational Facilities Improvement Project (Phase VI) ofJapan‟s Grant-In Aid Program, 441 elementary schools inselected regions will be constructed. The Third ElementaryEducation Project, jointly financed by a 10-year loan fromthe World Bank and the JBIC, has built 4,649 newclassrooms and repaired/rehabilitated 12,991 existingones. The Federation of Filipino Chinese Chamber ofCommerce, Inc. had constructed 452 new classrooms andthe project “Classroom Galing sa Mamamayang PilipinoAbroad” has built 285 classrooms. Both projects put upschools for the secondary level.
The National Schools Maintenance Week, alsoknown as Brigada Eskwela (School Brigade), launchedon May 2003. The program capitalizes on the“bayanihan” (voluntarism) spirit, where people inthe community including the LGUs, local businessand concerned citizens/parties help in therepair, maintenance, beautification and refurbishingof schools. Donations come in the form of cash, freelabor and construction materials.
Other national agencies also extend support to theeducation sector. The Department of Labor andEmployment, for instance, used the framework from theAdopt-A-School Program and the model provided by theFederation of Filipino Chinese Chambers ofCommerce, Inc. to solicit support for the basic educationsector from the overseas Filipino community. Adopt-a-School Program, formalized by Republic Act 8525, isDepEd‟s vehicle in mobilizing support from the private andnon-government sectors. Based on a menu of assistancepackages developed, interested companies sponsor certainschool programs/projects. Through a program initiated byDTI, a city, municipality or province can contract a loanfrom the National Development Corporation (NDC) for theconstruction of school buildings.
School facilities give meaning to the teachingand leaning process. Facilities management is therefore anintegral part of the overall management of the school.School managers should carry out comprehensive assessmentof the facilities to determine areas of need. This requires anintegrated effort of all stakeholders who possess theexpertise needed for accurate and up-to-date assessment ofall aspects of school facilities. The actualization of the goalsand objectives of education require the provision, maximumutilization and appropriate management of the facilities.Furthermore, advances in science andtechnology, necessitate that the school manager shouldadopt modern methods of facilities management. This willimprove the quality of teaching and learning.