ADMINISTRATION AND SUPERVISION OF SCHOOLS

MEM 644

Presented 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.
Gandhi's 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 the

application of scientific methods in the
planning, organizing, decision-making, co-
ordination and controlling of the physical
environment of learning for the actualization of
the 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 they
have, its condition, service history, maintenance needs,
and location
b. Provide facts, not guesswork, to inform plans for
maintaining and improving school facilities

c. Establish a baseline for measuring facilities

maintenance progress
d. Allow in-depth analysis of product life cycles to occur
on a routine basis (i.e., measuring actual life versus
expected 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 is
haphazardly addressed at all levels of the
educational system. Repairs take place only
when problems arise due to break down of
the existing facility. Facility maintenance
entails providing clean and safe environment
for teaching and learning. It also involves
provision of adequate facilities for teaching
and learning. This type of maintenance
should be adopted in the facility
maintenance plan. These are
preventive, routine, emergency repairs, and
predictive maintenance.
 - This is a
type of maintenance carried out on school
facilities to avoid breakdown and ensure
optimal performance of the facility. Up to date
information about the facility is required to
serve as a guide for the maintenance team.
Preventive maintenance saves cost and time. It
is usually an integral part of the management
practice in societies where maintenance culture
is well established. Decisions on preventive
maintenance are collectively made and
implemented.
 This is carried
out periodically as scheduled by the school
managers. Facilities may be serviced
monthly, quarterly or even annually depending
on the agreed schedule. Manufacturers guide
provide information on the nature and
maintenance intervals. School managers comply
with these guides to avoid breakdown of the
equipment.
 This is very
common in the management of school
facilities in societies where maintenance
culture is not well established. It takes place
when a facility breaks down and urgent
measures or steps had to be taken to remedy
the situation. In this regard, collective
decision-making may not be possible because
there may be limited time to bring together
all the necessary individuals to make
decisions. It is also expensive because due to
lack of maintenance, the extent of damage
may demand total replacement of the
facility or high cost of repair. In some
cases, the breakdown may cause injury or
even death to staff and or students of the
school.
The resultant effect may be high insurance premium or
prevent the use of the facility for teaching and
learning until repair had been effected. School
managers should proactively develop and implement
facilities management plan for addressing facility
needs.

-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 to
quality basic education services and recognizing that
physical factors affect the decision of households to send
children to school, Schools School-less Barangays was
launched in 2001 to establish public elementary and
secondary schools in 1,617 barangays identified to be
without one. This is in addition to the regular school building
program of DepEd, Department of Public Works and
Highways (DPWH) and other government agencies, and local
government units to construct an adequate number of
classrooms in areas with acute need or shortages.
 The country also benefits from the grants and loan
programs of local and international development agencies.
For instance, under the Little Red School House Project of
the Coca-Cola Foundation Philippines Inc., 50 three-room
elementary school buildings were built for selected multi-
grade schools within a span of five years. Under the
Educational Facilities Improvement Project (Phase VI) of
Japan‟s Grant-In Aid Program, 441 elementary schools in
selected regions will be constructed. The Third Elementary
Education Project, jointly financed by a 10-year loan from
the World Bank and the JBIC, has built 4,649 new
classrooms and repaired/rehabilitated 12,991 existing
ones. The Federation of Filipino Chinese Chamber of
Commerce, Inc. had constructed 452 new classrooms and
the project “Classroom Galing sa Mamamayang Pilipino
Abroad” has built 285 classrooms. Both projects put up
schools for the secondary level.
 The National Schools Maintenance Week, also
known as Brigada Eskwela (School Brigade), launched
on May 2003. The program capitalizes on the
“bayanihan” (voluntarism) spirit, where people in
the community including the LGUs, local business
and concerned citizens/parties help in the
repair, maintenance, beautification and refurbishing
of schools. Donations come in the form of cash, free
labor and construction materials.
 Other national agencies also extend support to the
education sector. The Department of Labor and
Employment, for instance, used the framework from the
Adopt-A-School Program and the model provided by the
Federation of Filipino Chinese Chambers of
Commerce, Inc. to solicit support for the basic education
sector from the overseas Filipino community. Adopt-a-
School Program, formalized by Republic Act 8525, is
DepEd‟s vehicle in mobilizing support from the private and
non-government sectors. Based on a menu of assistance
packages developed, interested companies sponsor certain
school programs/projects. Through a program initiated by
DTI, a city, municipality or province can contract a loan
from the National Development Corporation (NDC) for the
construction of school buildings.
 School facilities give meaning to the teaching
and leaning process. Facilities management is therefore an
integral part of the overall management of the school.
School managers should carry out comprehensive assessment
of the facilities to determine areas of need. This requires an
integrated effort of all stakeholders who possess the
expertise needed for accurate and up-to-date assessment of
all aspects of school facilities. The actualization of the goals
and objectives of education require the provision, maximum
utilization and appropriate management of the facilities.
Furthermore, advances in science and
technology, necessitate that the school manager should
adopt modern methods of facilities management. This will
improve the quality of teaching and learning.