Submitted by:

SOCIAL SECTOR

EDUCATION

I. INTRODUCTION
The passage of the Local Government Code of1991, devolved some basic
services and facilities to the Local Government Unit’s as follows:

The Constitution of the Philippines provides the following:

“Article xiv, Sec. 1. The state shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make
such education accessible to all.

Sec. 2 the State shall :

1. Establish, maintain and support a complete, adequate and integrated

system of education relevant to the needs of the people and society;

2. Establish and maintain a system of free public education in the

elementary and high school levels. Without limiting the natural right of
parents to rear their children, elementary education is compulsory for
all children of school age;

3. Establish and maintain a system of scholarship grants, students loan

programs, subsidies and other incentives which shall be available to
deserving students in both public an private schools, especially to the
underprivileged;

4. Encourage on-formal, informal and indigenous learning systems, as

well as self-learning, independent, and out-of-school study programs
particularly those that respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth with

training in civics, vocational efficiency and other skills.

Sec. 17 Basic Services and Facilities

a. ….they shall discharge he functions and responsibilities of national

agencies and office devolved to them…

b. Such basic services and facilities include but not limited to the
following:

(2) For Municipality

(viii)… school buildings and other facilities for public elementary and
secondary schools…
 (4) For a City

All the services and facilities of the municipality and province and in
addition thereto, the following:

(ii) Support for education, police and fire services and facilities`

I. SECTORAL PLANNING PROCESS

A. Assessment of Existing Situation

The planner must identify, collect and compile and process relevant date,
information and statistics in order to present clearer picture or profile of the
literacy level of the populace and adequacy of educational facilities and teachers
as well. In assessing the existing situation, the following steps shall be followed:

A.Data Requirements

DATA REQUIREMENTS SOURCE OF DATA

1.Educational DECS Division Office/
Institutions Individual School
a. Na
me
of
Sc National Statistics Office
ho -To be Computed –
ols, Interpolation/Sprague
Loc Multiplier
atio -CS Division Office
n Individual school
an
d
Are -do-
a Demographic Sector
b. Typ
es
of Division Office/Individual
Co School
nstr Division Office/Individual
ucti School
on
Mat Individual School /TESDA
eria
ls Department of Labor and
use Employment
d TESDA
2.Population
a. Tot
al
po
pul
atio
 n
by
ag
e
gro
up

b. Sc
ho
ol-
goi
ng
ag
e
po
pul
atio
n

c. Po
pul
atio
n/s
cho
ol-
goi
ng
ag
e
po
pul
atio
n
proj
ecti
on
3.Enrollment
a. Cur
ren
t
an
d
pas
t
10
yea
rs
enr
oll
me
nt
per
 sch
ool,
pu
blic
or
priv
ate
by
lev
el
of
ed
uca
tion
b. Dro
p-
out
rat
e
4.Literacy of
household Pop’n
10 years old and
over
5.Total number of
teachers
employed per
school per level
6.Vocational/Techni
cal Education and
Manpower
Training
a. Enr
oll
me
nt
in
an
d
gra
du
ate
s of
voc
atio
nal/
tec
hni
cal
cou
rse
s
b. Inv
 ent
ory
of
no
n-
for
mal
pro
gra
ms
for
ma
np
ow
er
trai
nin
g

B.Data Gathering/Collection
Data gathering must be thorough and should over significant details. Data
are either primary or secondary depending on their source/method of
collection.

In the absence of secondary data, primary data from field surveys

questionnaires or direct interview with the genies/authorities concerned n
be used to if time and local resources allow.

Secondary data can be obtained from various/compiled/published

document/report mad by concerned agencies/firms/institution/individuals.

Interview with appropriate persons is important in order to solicit

suggestions and to produce first-hand facts that are vital tools in the
evaluation of the problem. It also affords the opportunity to immediately
clarify/validate information or data required.

C.Data Processing and Analysis

In order to come up with a good plan, the planer in coordination with the
LGU concerned must assess the existing situation of certain
city/municipality, in terms of literacy level of the populace, educational
facilities, teachers, etc.

Elementary and Secondary education are covered currently by the

national government u the LGU still has to determine its requirement as
input to DECS in their programming activities.

In the assessment of the existing situation, the following parameters shall

be considered:

1. Educational Institutions and School Facilities by Level

 Conduct an inventory of all educational institutions in the locality. Determine the
location and area of school types of facilities present in each school by level.

Table 1
Name, Location, Type and Facilities of School By Level
School Location Area Type Failities
Occupied Public Priv. Lab. Shop Library Sports Admin Clinic C.R. Play- Other
Sq. M. Office ground (specify)
Elemen
-tary
a.
b.
Second
ary
a.
b.
Tertiary
a.
b

2. Total Population and school-going age population

Determine the magnitude of the school-going age population (6-21 years old)
from the age distribution of population for the different levels of
education.

a. Sprague Multiplier

Since the usual grouping of NSO (5-9, 10-18, 15-19 and 20-24) are not
suited to school-going age population for primary (6-10),
intermediate (11-12), secondary (13-16), and tertiary (17-21),
education programs prescribe by the DECS, school-going age
population can be determined by applying the Sprague
Multipliers.

This method makes possible the disaggregation of an age

bracket, e.g. 0-4 yrs old into single-year estimates i.e., 0, 1, 2, 3,
4, etc.

AGE BRACKET POPULATION (Both Sexes)

0-4 2,926
5-9 3,438
10-14 3,198
15-19 2,856
20-24 2,580
25-29 1,871
30-34 1,599

Example:
To compute for the primary school- going age population, use
the following procedures. (Note that age 6 is accepted in grade 1)

a.1. Get the population of age bracket 0-4 and multiply with the Sprague
Multiplier under column 1 (0-4) at age 6.

a.2 Use the population of age bracket 5-9 and multiply with the
Sprague Multiplier under column (5-9) at age 6.

a.3. Multiply the population of age bracket 10-14 with Sprague

Multiplier under column (10-14) at age 6.

a.4. Add the results of a.1. to a.3. The resulting number is the
single year estimate (620.704) at age 6.

Computation:
2,926 x -0.0080 = -23.408
3,438 x 0.2320 = 797.616
3,198 x -0.0480 = -153.504
620.704 = 621
a.5. Follow the same procedure in getting the single-age estimates for
the primary school going-age population at ages 7, 8, 9, and 10.

a.6. Add the results of a.4. and a.5. The resulting number is the primary
school-going population.

Apply the same procedure to determine the school-going age

population for other levels of education.

b. Interpolation Technique

Another method reclassifying the NSO population groupings into the

desired school-going age population group is through the use of the
interpolation technique.

Interpolation technique assumes that each of the individual age in the age
bracket contributes equally to the total population of that specific age
bracket.
Example:

Population by Age Group

Municipality X
 AGE BRACKET POPULATION(BOTH SEXES)

All Ages 58,274

5-9 8,359
10-14 7,399
15-19 6,751
20-24 6,254
Source; Census on Population
National Statistics Office

b.1. For the primary school-going age (6-10) population

1. Get 4/5 of age group (5-9) = 4/5(population age group 5-9

4
= ----- x 8,359
5
= 6,687

2. Get 1/5 of age group (10-14) = 1/5 (population age group 10-14)
1
= ---- x 7,399
5
= 1,480

Therefore, the population of the primary school-going age (6-10)

population of municipality X is the sum of 6,687 +1,480 = 8,167

b.2. For the intermediate school-going age population (11-12)

Get 2/5 (population age group 10-14) = 2/5 (population age group 10-14)
2
= ------ x 7,399
5
= 2,960

b.3. For secondary school-going age population (13-16)

1. Get 2/5 of age group (10-14) = 2/5 (population age group 10-14)
2
= --- x 7,399
5
= 2,960

2. Get 2/5 of age group (15-19) = 2/5 (population age group 15-19)
2
= ---- x 6,751
5
= 2,700

Therefore, the population of the secondary school-going age (13-16)

population of municipality X is the sum of 2,960 + 2,700 = 5,660

b.4. For the tertiary school-going age population (17-21)

 1. Get 3/5 of age group (15-19) = 3/5 (population age group 15-19)
3
= ----- x 6,751
5
= 4,051

2. Get 2/5of age group (20-24) = 2/5 (population age group 20-24)
2
= ----- x 6,254
5
= 2,502

Therefore, the population of the tertiary school going-age (17-21)

population of Municipality X is the sum of 4,051 and 2,502 =
6,553

a. School going age population and present enrollment

c.1. Determine the current enrollment participation ratio for all levels
using the following formula:

Enrollment Participation Ratio (EPR)

No. of Enrollees y Level

EPR =---------------------------------------------------------- x 100
School Going-age population of Relevant Age Level
(Computed in a.1. and a.2.)
Example:

Schools going age population in primary level (6-10) = 8,167

No. of enrollees in the primary level

1,240
EPR = ---------- x 100
8,167
EPR = 15.18%

This means that for every 100 children aged 6-10 years, only 15 are
enrolled. The remaining 85 do not go to school primarily due to poverty.

c.2. Drop Out Rate

Drop-out rate is the percentage of pupils who left to school during the
school during the school year. Determine the drop-out rate for the
past three years and state the possible causes of its
decrease/increase.

b. Literacy Rate

Literacy is the ability to read and write a simple message. A person is

literate when he can both read and write a simple message in any
language or dialect. A person is considered as illiterate if he can only read
and write numbers on his own name or if a person can read but no write.

Based on the NSO data, determine the literacy rate population of those
who are 10 years old and above. Refer to Demographic Sector

c. Adequacy of Teacher/Classroom Facilities

e.1. Number of Teachers and Numbers of Students

Compute the teacher-student ratio for the different levels of education by
dividing the total number of enrollees b y the total number of teachers
involved in teaching academic courses.

Example: No. of Enrollees (primary level) = 1,240

No. of Primary School Teachers = 25

Solution:

No. of Enrollees
Student-Teacher Ratio = ------------------------------------------
No. of primary School Teachers
1,240
= -------
25
= 50:1
The resulting proportion means that there is one available for every 50
pupils.
e.2. Number of Classrooms and Number of Enrollees

Compute the classroom-student ratio for the different levels of education

by dividing the total number of enrollees by the total number of
classrooms.
Example:
No. of Enrollees (Primary) = 1,240
No. of Classrooms = 30

Solution:
Student-Classroom Ratio No. of Enrollees
= -------------------------------
No. of Classrooms

1,240
= --------------
30
= 41:1

Use the Table to tabulate the results.

Table 2
Student-Teacher and Student Classroom
Ratios per School, by Level
City Municipality of _________
 19__

School Current Number of Student Number of Student

Enrollment Students Teacher Classrooms Classroom
Ratio Ratio
a. Elementary
b. Secondary
c. Tertiary
Source: DECS Division Office

a. Condition of Existing School Buildings

Determine the general condition of existing school buildings basd on

standard set by the DECS and the Categories of school buildings
provided by the National Building Code of the Philippines.

Use the Table to tabulate the data

Table 3
Inventory of Schools, Construction Materials
Use and Condition
Municipality of ____________
19___

Name of Schools Construction Materials Condition

b. Vocational/Technical Education and Manpower Training

Determine the number of vocational/technical education and manpower

training available in the locality.

Determine the number of enrollees and graduates of vocational/technical

courses. Express in percentage the number of graduates and the number
of enrollees.

Tabulate the data using the table

Table 4

Vocational/Technical Education
City/Municipality of ___
19___

Name of Vocational Technical Manpower Enrollees Graduates %

Schools Education Education Training

Source:
II. Determination of Development Needs and Presentation of Projected and
Future Scenarios

The assessment of the development needs on education is an integral part of the

sectoral study since the problems/development needs serve as the basis in
formulating of goals and objectives as well as identifying programs and projects for
the sector. The existing and projected needs may be determined by the use of
simple formula which will illustrate hereunder.

A.Determination of Existing Needs

1.Classroom Requirement
The classroom requirement for each level can be computed using the
following formula:

Current Current Enrollment X Current No. of Classroom

Classroom = Standard Classroom - Dilapidated Damage
Requirement Student Ratio Classroom

Example:

Given: Existing primary school enrollment = 1,400

Standard Classroom-Student Ratio = 1:50
Current Number of Classrooms in Good = 25
Condition
Number of Dilapidated Classrooms = 1

Solution:

Substitute the given value in the formula

Current Current Enrollment X Current Number of

Classrooms = Standards Classrooms - Classrooms – Dilapidated
Requirement Student Ratio Classroom

1
= (1,400 x -----) – (25 – 1)
50
= 28 - 24
= 4 classrooms

Considering the standards classroom – student ratio, the municipality is

short of four (4) classrooms to accommodate the present enrollees for the
primary level.

2.Teacher Requirement

The current teacher requirement for each level can be solved using the
following formula:

Current Current Enrollment Current Numbers of

Teacher = X Student – Teacher - Teachers
 Requirement Ratio

DECS recommend the following standards on student-teacher ratio.

Table 5
Student-Teacher-Ratio

Level Ratio (Teacher/Student)

Public Primary 1:50

Private Kindergarten 1:30

Primary 1:52
Secondary 1:50
Tertiary 1:50

Example:

Given: Current Primary School Enrollment = 1,400

Standard Teacher-Student Ratio = 1:52
Existing Number of Teachers = 25

Solution:

Substitute the given value in the formula

Current Current School Current

Teacher = Enrollment X - Number of
Requirement Student – Teacher Ratio Teachers

Therefore,

1
Current = (1,400 x -----) – 25
Teacher Req’t. 52

= 27 – 25
= 2 teachers

This means that Municipality X is short of two (2) teachers to

accommodate the number of enrollees.

3.Facility Requirements

Determine the existing school facility requirement and identify the existing
facilities which need improvements/rehabilitation.

4.Non-Formal Education
 Find out available non-formal education/training needed by the locality
relative to the drop-outs-of-school youth.

B. Projected Future Needs

1. Projected Enrollment

Adopt the enrollment projections prepared by the DECS

Regional/District Office for the Municipality. In the absence of DECS
projections, the following procedures shall be used

a. Determine the Increment Participation Rate, IPR

TPRn - EPRi
IPR = -----------------------
T

Where: IPR = Is the average yearly increment rate

EPRi = is the existing enrollment

participation rate for the base year at
elementary / Secondary / tertiary
level
TPRn = is the target participation rate
(regional) for elementary/ secondary/
tertiary level at year n

t = is the number of years between n

and base year i.

b. Projected Enrollment participation rate for year (i+1)

EPRi (i+1) EPRi + IPR

For succeeding years, add increment enrollment participation rate

to the previous EPR.

EPR ( i + 2 ) = EPRi ( I + 1 ) + IPR

c. Projected enrollment by multiplying the targeted enrollment

participation rated by the projected school-going age population.

Targeted enrollment Projected School

Projected = --------------------------------- x Going age
Enrollment Enrollment Participation population (SGA)
Rate, EPR

Example:
Given: Existing Enrollment Participation = 71%
Rate (EPRi) for SY 1995-1996
 Target Participation Rate Regional = 75%
(TPRn) for SY 2000- 2001
Number of Years Between (t)
SY 1995 – 1996 to SY 2000-2001

Projected School-Going Age (SGA) Participation

1996 5443
1997 5655
1998 5853
1999 6868
2000 7270

Solution:

By substituting the given value in the formula,

TPRn – EPRi 75% - 71%

1. IPR = ------------------------ = -------------------- = 0.8
t 5

2. EPR( i+1) = EPR (96 – 97) = 71 + 0.8 = 71.8%

3. Project Enrollment Projected Enrollment School-going
For 1196 – 1997 = Rate (EPR) X Population
Age

= 71.8 % x
5,443
= 3,908

Enrollment Participation Arte (1997 -1998) = 71.8% + 0.8

= 2.6%

Projected Enrollment (1997 – 1998) = 72.6% x 5,655

= 4,106

Enrollment Participation Rate (1998–1999) = 72.6% + 0.8

= 73.4%

Projected Enrollment (1998 – 1999) = 73.4% x 5,853

= 4,296

Enrollment Participation Rate (1999–2000) = 73.4% x 0.8

= 74.2%

Projected Enrollment (1999–2000) = 74.2% x 6,868

= 5,096

Enrollment Participation Rate (2000-2001) = 74.2% + 0.8

= 75.0%
 Projected Enrollment (2000-2001) = 75.0 x 7,270
= 5,452

Tabulate results using the Table:

Table 6
Projected Enrollment for Primary Level
City/Municipality of ___________

SCHOOL YEAR PROJECTED ENROLLMENT

1996 – 1997 3908
1997 – 1998 4106
1999 – 1999 4296
1999 – 2000 5096
2000 - 2001 5452

1. Classroom Requirements for the Planning Period

Compute the projected classroom requirements for each level by

using the following formula:

Projected Projected School Enrollment Current

Classroom = X Standard Classroom - - Number
Requirement Student Ratio of Classroom

Example:

Given: Projected primary school Enrollment 1997 = 1,640

Existing number of classrooms = 25
Classroom – Student Ratio = 1:50
Solution:
Using the formula,

Projected Projected School Enrollment Current

Classroom = X Standard Classroom - - Number
Requirement Student Ratioof Classroom

1
= ( 1,640 x-----) - 25
50
=33 – 25
= 8 classrooms

Note:

The projected requirement includes that of the previous year

requirement.

2. Teacher Requirement for Planning Period

 Compute projected teacher requirement for each level by using the
following formula

Projected Projected Standard Existing

Teacher = School X Teacher - - Number

Requirement Enrollment Student Ratio of Classroom

Example:
Given: Projected primary school enrollment = 1,640
Existing number of teachers = 25
Standard Teacher – Student =
1:50
Ratio fir Primary Level (Public)
Solution:
Using the Formula,

Projected Projected Standard Existing

Teacher = School X Teacher - - Number

Requirement Enrollment Student Ratio of Classroom

1
= (1,640 x ------) – 25 = 33 – 25 = 8 teachers
50
Use the same procedure for the succeeding years, tabulate results using
the table.

Table 7
Teacher Requirement
City Municipality of ________

YEAR TEACHERS REQUIRED

Year 1
2
3
4
TOTAL
Source:

C. Determination of Space Requirements

Based on the computed needs, estimate space requirement for each facility by
using DECS guidelines and standards, as follows:

1. Elementary
1 or 2 classes and no grade above Gr. IV 0.5 ha.
(Rural School)
6 or more classes (for central school) or 1.0 ha
3 to 4 classes (for Non Central School)
7 to 9 classes 2.0 ha
 10.12lasses 3.0 ha
More than 12 classes 4.0 ha

In special cases where there is difficulty in meeting the above

standards, the following may be allowed:

For Rural Areas:

a. 6 or more classes (central school) or
3 to 4 classes (non-central school) 0.5 ha.
b. 5 to 10 classes 1.5 ha.
c. More than 10 classes 3.0 ha.

For Urban Areas

a. 6 to 10 classes 0.5 ha.
b. 11 to 20 classes ¾ ha.

1. Secondary Schools
For Urban (minimum)
a. 12 sections 0.5 ha.
b. 13 to 25 sections 1.0 ha
c. 2 to 50 sections 1.5 ha.
d. 51 to 75 sections 2.0 ha.

• Provide additional 0.5 ha. for every sections above 75 sections

For Rural (minimum)

a. Barangay 1.0 ha.
b. General/Trade 3.0 ha.
c. Agricultural 3.0 ha. campus
2.0 ha.for Freshwater
fishponds
2.0 ha. for brackish
water fishpond

3. Colleges and Universities

The area of school site as a general rule as follows

a. 5000 or less students 0.5 ha.
b. 501 to 1,000 1.0 ha.
c. 1,001 to 2,000 2.0 ha
d. 2,001 to 3,000 3.0 ha

As a general rule, the same ratio should be maintained for enrolment in

excess of 3,000

For larger colleges and universities the campus should be at least 7.0 ha
for minimum number of 10,000 students. (In using the 7.0 has., the
regular open space minimum dimensional standard needed for any
activity of the school is determined by multiplying a constant of 2.50 sq.
m. /Student. On the other hand, the minimum standard for indoor facility
is multiplied by a constant of 0.90 sq. m. to the total number of students)
I. Formulation of Goals and Objectives

Goals are broad and general statement of desired direction and quality of
development for the community and its population. These goals should be attuned
with national, regional and provincial goals.

Example: To increase the literacy rate in the city/municipality

Objectives reflect the ore specific intentions and tangible details of goals. They are
expressed in more definitive and attainable terms.

Example: To provide adequate classrooms for the elementary school children.

II. Formulation of Sectoral Proposals and Recommendations

A.Policy Recommendation

Policies are sets of related principles and rules of actions/conditions that would
govern the pursuit of goals and objectives.

Example: Formal and non-formal education shall be institutionalized as a tool for

national development through better facilities and well-trained teachers

B.Strategies

Strategies are specific/special techniques and procedures to make programs and

action plans work.

Example: Elementary and secondary facilities should be made accessible to

all, weather in the urban or rural areas.

C.Targets

Targets translate programs / plans into concrete and quantified projects and
other outputs vis-à-vis a time frame. These projects are usually the detailed
outputs of the program.

Here are some guidelines I target setting:

• Target are based on trends

• Targets should be realistic ad attainable
• Targets are usually expressed in terms of growth rate, percentages of
absolute values in gross or real terms.
• Targets are prioritized according to their degree of attainability and order
of significance.

Example:

• To construct additional classrooms per year for every five (5) years in
barangays A to Z.

I. Plan Implementation
 The efficiency and effectiveness of programs and projects can be evaluated based
on the availability of the delivery machinery and to what extent these same programs
alter existing conditions for the greater benefit of the population.

A.Identification and Prioritization of Programs and Projects

In order to attain goals, objectives and targets for the education sector of the
town, the planner should identify/prioritize specific implementable projects and
programs.

Identify the implementable projects and programs in the locality considering the
needs of the education sector

Rank the projects in the order of their priority for implementation. In prioritizing
the projects, the following criteria should be followed.

• Feasibility of carrying out the projects as far as the town’s financial

resources are concerned.
• Relative important/necessity of carrying out the project to solve the
existing problems of the education sector.
• Various criteria for projects ranking/selection established by the LGU’s

Determine the possible sources of income and schedule of implementation of

each project.

Summarize proposed projects/programs in tabular form. For each program and

project, give description and/or state objectives and identify the implementing
agencies using the following sample table.

Table 8
Programs and Projects
City Municipality of ______
199_

Project Title Location Project Cost Schedule of Source of

Description Implementation Funding
2 (two) Bo. Bato Construction 2.5 1997 – 1998 DECS/DPWH
Elementary of 2 school CDF of
School Bo. Lupa building in 2.5 1998 - 1999 Cong.. XYS
Buildings two brgy.

Note:

1.Elementary and secondary education are covered by the national

government but LGU still has to determine its requirement as input to
DECS in their programming activities.
2.In terms of adult education, the LGU depending on its sources, may use
this program to raise the literacy level of its population and form part of its
manpower training program.
B. Responsibility Centers

The Following committees/groups shall be responsible for the implementation of

the programs/projects or education sector.

Local School Board, Local Development Council, Local Finance Committee,

Local Chief Executive, Planning and Development Coordinator, Sectoral Groups,
NGO’s, Sanggunian.

SPORTS AND RECREATION

I. DATA GATHERING

A. Generate Data/Information and present in table Format:

1. Existing Sport and Recreational Facilities by Barangay, Year ___

Table 1
Sports and Recreational Facilities by Barangay, Year

Barangay Area Sports Recreation Ownership Physical

Facilities Facilities Condition Good,
Poor, Critical

Source: City Municipal Planning and Development Official, Engineering offices, office of the Sangguniang
Kabataan (SK)

The output table consists of basic information from which assessment of the level of sports and
recreation facilities and services may initially proceed. Other relevant information may be
gathered through a consultation process

Example: Data on major events of provincial, regional or national interest held for the past ten
years

A. Determine the felt needs, aspirations and issues of the community relative
to housing through consultations.

Gathering of Information on felt needs and aspirations of the population

may be facilitated by designing/structuring Questions such as:

• What issues and concerns related to protective services would

you want to be addressed?
• In what ways can ( as a resident/community member, stakeholder)
address/resolve these issues and concerns?
• In what ways can the government address/resolve these issues
and concerns?
 • What are your aspirations to improve the level of sports and
recreation?

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

consultation conducted.

I. DATA ANALYSIS

Assess and describe the sports and recreation situation prevailing in the locality in
terms of the following:

• Availability and efficiency of sports and recreation facilities according to

number, type, ownership and areas I each barangay, including facilities in
schools and subdivisions.
• Conditions of facilities and presence and auxiliary facilities (e.g. toilets,
benches, lighting facilities, etc.)
• Appropriateness of facility’s location and areas in relation to population
concentration for population serve.
• Physical accessibility of the existing facilities, e.g. presence and condition of
roads to and from the facilities, natural scenic spots, beaches, etc.
• Accessibility of the population to the sports and recreation facilities in
adjacent towns.
• Availability of potential areas for sports and recreation and opportunities for
tourism development.
• Any observed implications/relationship between the lack of sports and
recreation and the rise in health and education problems, e.g. drug addiction,
poor mental and physical development, etc.

I. CURRENT AND PROJECT NEEDS

Determine the current need and future requirement for sports and recreation based
on standards, recognized planning and design criteria and other considerations
unique to the locality.

Example:
Current population of the Municipality (2005) = 58,274
Projected population (2010) = 66,023
Area of existing municipal park = 20,000 sq.
m.

Area requirement 2005 = population x standard

Current area requirement
For municipal park
= 58,274 (500 sq. m. / 1000 population
= 29,137 sq. m.
= area requirement – present area
= 29,137 sq. m.- 20,000 sq. m.
= 9,137 sq. m.

Future area requirement = 66,023 x 500 sq. m. /1,000

For municipal park = 33,011.50 sq. m.
 Note: the standard for Recreational facilities in Annex 17 is suggested to guide the provision
of appropriate facilities.

II. SECTOR ANALYSIS MATRIX

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

• List the key issues, problems, and concerns of the sports and recreation
sector

• Determine the possible implications/impacts of the key issues, problems

and concerns

A. Recommend interventions such as:

• Realistic policy options and appropriate strategies

• Programs and projects for implementation with due consideration of

current and pipeline projects.

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

(Sample) Sports and Recreation Matrix

Technical Implications (Effects) Policy

Findings/Observations Options/Interventions

• Concentration of • Limited opportunity • Identify areas for

sports and recreation for residents to sports and recreation
facilities in only two indulge in sports and • Provide additional
barangays recreation. sports and recreation
facilities
• Inequitable • Right-of-way being • Provide measures to
distribution of sports used as playing area danger; relocate
and recreation sports/ recreational
facilities facilities away from
• Location recreational • Risk to lives/health any health hazard
of Sports/ of the people structure/
recreational facilities infrastructure
in/ near danger areas
e.g. cliffs; health
hazards e.g. landfill
PROTECTIVE SERVICES

I. Data Gathering and Processing

a. Generate Data/Information and present in table
i. Protective services by facilities and equipment
ii. Barangay Tanod by type of Service
iii.Fire Incidence for last 5 years
iv.Crime incidence by barangay type, by sex of offender for the last 5 years
v.Current and projected requirement for police and fireman
b. Determine the felt needs, aspirations and issues of the community relative to
housing through consultations.
c. Gather additional data/information if warranted by the results of the consultation
conducted.

II. Data Analysis

a. Capability of existing services
b. Response time of the service personnel
c. Availability and sufficiency of barangay tanods
d. Condition of general peace and order situation of adjacent towns
e. Relate the peace and order situation of the city/municipality with the presence of
underlying social and economic problems

III. Current and Future Needs

IV. Sector Analysis Matrix