A Proposed Redevelopment of FORTUNATO F.

HALILI NATIONAL AGRICULTURAL SCHOOL

G U Y O N G, S A N T A M A R I A, B U L A C A N |

CHAPTER 1.0: INTRODUCTION

1.1 BACKGROUND/OVERVIEW OF THE PROJECT

The Municipality of Santa Maria in Bulacan is a first class highly urbanized

municipality in the province of Bulacan with a land area of about 9,092.5 hectares,
which is generally plain/flat, however it is becoming hilly towards north.

Agriculture is the major source of income and livelihood in the municipality

with 1,781.81 hectares of the town’s land is devoted to crop production (See Table
1.10.1.1). Approximately 1,561.81 hectares of land is dedicated to rice, which is the
major crop produced in the areas. 267.20 hectares of rice fields are irrigated while
1,294.61 hectares of riceland is for non-irrigated fields (See Table 1.10.1.2). Thus,
industry of agriculture in the municipality is rapidly growing from its crop production
such as rice, corn, orchard products (mangoes, star apple, etc.) and vegetables which
are majority produce agriculturally in the town. It also involves in livestock and
poultry raising industry. Presently, it has more than 150 poultry and piggery farm (See
Table 1.10.1.3). (CLUP, 2015)

Although the length of time of crop production continues to benchmark the

municipality as one massive agriculture industry, the rapid growth of modernization
and urbanization of the municipality counter-lead it to the decrease of its agriculture
industry – from occupancy of new development in agricultural lands like residential
and commercial establishments to the lack of agricultural interest and awareness of
the locals and young generation, leading to the decrease and destabilization rate of
enrollment in agricultural schools. Thus, it slowly becomes insignificant and
irrelevant as an educational institution in the area.

Fortunato F. Halili National Agricultural School is the lone school that

focuses in agricultural education in the municipality (see Table 1.10.1.4) and it is an
example of an institution losing its potential as an agricultural school in the area –
from the low demand of enrollees for agricultural education (BS Agriculture and
Agricultural Technology) to the deterioration of school buildings and facilities, due to
its longevity, poor maintenance of the campus and the lacking of support from the
government. Hence, it is in need of enhancement and redevelopment of the existing

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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.

FFHNAS is a government-funded college, junior & senior high school located

in Barangay Guyong, Sta. Maria, Bulacan. It was started as a general high school, and
then known as Halili High School, in a 1.5-hectare campus at Bagbaguin, Sta. Maria
Bulacan. In 1959, Republic Act 1944 converted the school into Philippine Poultry
School. It was renamed Sta. Maria Agricultural School in 1969 by virtue of Republic
Act 5669 but seemed a misnomer since what appeared at the GAA was Philippine
National Agricultural School. The latter name however, lasted for some decades until
finally in 1993; Fortunato F. Halili National Agricultural School got the name it uses
at present. (FFHNAS, 2010)

It is also an institution accredited by TESDA that offers Technical and

Vocational Education and Training Programs (TVET) under the Technical Education
and Skills Development Authority (TESDA) and the Commission on Higher
Education (CHED). It offers a 4-year degree in Bachelor of Science in Agriculture, in
Agricultural Technology, and in Secondary Education.

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.

The proposed project is entitled “Redevelopment of Fortunato F. Halili

National Agricultural School (FFHNAS)”. The project is about
redeveloping/redesigning the existing campus of FFHNAS to engage and introduce
agricultural education to the young generation and reach its full potential as an
Agricultural School in the municipality of Santa Maria, Bulacan.

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The redevelopment of the campus is going to cater new development

including the construction of laboratories and workshops classroom for the junior,
senior high school and college; special facilities including science laboratories
dedicated for the Agriculture and Agricultural Technology students and development
of Learning Resource Center (LRC) including libraries, exhibit rooms, etc. Existing
classrooms and other facilities are going to redesign and undergo a redevelopment for
it to serve the ideal and standard purpose of the building to the existing condition of
the surroundings and longevity of the structure itself. It is cheaper in production,
faster in construction and most of all; it can provide new innovation and solutions to
the existing problem/condition of the campus, if it will undergo a redevelopment.

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)

1.1.2 Target Users

With an estimated target user of 5000 students from Junior and Senior High
School to College, Faculty members, Administration Staff and other employees
working inside the campus

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.

1.1.4 Project Objective(s) of the Owner

The project is being proposed by the client because of the following existing
conditions/reasons:
1. To redevelop the existing FFHNAS campus that will help engage the youth in
agricultural education and cope up to the developing modernization of Santa
Maria, Bulacan.
2. To identify the possible design solutions that will help the campus reach its
maximum potential
3. To provide new essential spaces/facilities for the campus that will help students
and teachers growth as a learner and educator
4. To apply new trends of technologies and innovate the existing development of the
campus

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5. To inculcate sustainability and impart its principles to the existing campus of

FFHNAS
6. To strengthen the security and safety condition in FFHNAS

1.1.5 Budget/Financing Scheme

The Department of Education (DepEd) allocated Php 125 Million out of Php
109.3 Billion in its Basic Education Facilities Fund (BEFF) while the Local
Government Unit (LGU) of Santa Maria, Bulacan will contribute Php 75 Million for
the rehabilitation of the school, with a total estimated budget of Php 200 Million for
the construction and redevelopment of Fortunato F. Halili National Agricultural
School (FFHNAS).

“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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1.2 STATEMENT OF THE PROBLEM/ARCHITECTURAL GOAL AND

OBJECTIVES
MAJOR PROBLEM
• As an educational institution for
agriculture, the physical environment
of Fortunato F. Halili National
Agricultural School deteriorates due
to its longevity & poor maintenance
of the campus development and
declination of the interest
engagement of young generation in
agricultural education.
MINOR PROBLEMS
• What are the facilities needed to be •
installed and to be improved in the
school that will help grow and
increase the productivity of the users?
• How will the innovative design of the •
redevelopment of FFHNAS integrate
with the pertinent laws and standards
of designing schools?
MAJOR GOAL
• To redevelop and enhance the
physical environment of Fortunato F.
Halili National Agricultural School
as an educational institution for
agriculture that will recuperate the
interest and engagement of young
and generation in agricultural education.
OBJECTIVES
To provide the facilities that is needed
to be installed and to be improved in
the school that will help grow and
increase the productivity of the user
STRATEGIES
• A research will be conducted about
the school activities and programs
done in the campus
• To design the school classrooms that
fits with the student’s comfort.
• To design the other facilities such as
laboratory & workshops, faculty
rooms, and sports facilities for the
enhancement of user’s experience.
To integrate the innovative design
with the pertinent laws and standards
of designing school
STRATEGIES
• A research about elements of
innovative school design that can be

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incorporated in the project

• A research about DepEd school
building guidelines and standards
• A research about sustainable school
design
• What are the innovative sustainable • To design an innovative sustainable
approaches applicable in the campus approach that is applicable in the
existing development? campus existing development
STRATEGIES
• A research about agricultural
recyclable construction building
materials and energy source
• A research about methods of reusing
of water resources and energy
efficient agriculture in crop
production and livestock
• How will the design strengthen the • To design and strengthen the campus
campus security and safety for all its security and safety for its entire user
users?
STRATEGIES
• A site inspection will be conducted to
know the boundaries of the whole
school
• A research will be conducted about
the applicable design of perimeter
fence for a campus
• To design the perimeter fence of the
campus that can withstand the
environmental factors of the area

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1.3 SIGNIFICANCE OF THE STUDY

1.3.1 Importance to Architecture

• The project will be a future guide in the design process and approaches,
theories and planning guidelines for agricultural school.
• The project will provide a design solution for agriculture school and an
innovative sustainable agricultural development including the methods of
wastewater reuse, and energy efficient farming in the field of institution for
agricultural schools.
• The project will provide an alternative use of building construction materials
through agricultural waste.

1.3.2 Importance to the Community

• The project will help to increase the development of agriculture in the area in
terms of self-sustaining each individual/locals of the community, providing
their own needs through farming in their own houses.
• The project will help to increase the engagement and involvement of the
community in agriculture and spread awareness to the next generation of
farmers to inculcate the significance and importance of agriculture in the food
security and economic growth of the country.

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1.4 REVIEW OF RELATED LITERATURE/STUDIES

1.4.1 Local Related Literatures/Studies 1:

“Climate – Smart Agriculture”

Source: California Climate and Agriculture Network (CalCAN) Website, 2016

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.

Based on the Department of Agriculture (DA) National Frameworks Strategies

on climate change and policy directives, there are outlines of practices, approaches
and tools to increase the resilience and productivity of agricultural production,
anchored by an integrated ecosystem management based on “ridge-rivers-reef”.

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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 Local Related Literatures/Studies 2:

“Organic Livestock”

Source: Only Organic Website, 2016. www.onlyorganic.org

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.

Housing for livestocks should be according to original living conditions of the

animals, thereby reducing stress during their growing period. Instead of using the
conventional way of concrete, steel, or plastic facilities for flooring and wall, used of
beddings with mixtures of sawdust, soil, salt and indigenous organisms is a good
option for floorings. This type of bedding could serve for 10 years by just maintaining
it and can also be used as farm fertilizers. Application of split type roofing is another
option for a better aeration and ventilation of the pens.

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 Local Related Literatures/Studies 3:

“Green Schools”

Source: Amsterdam.nl Website, 2016. www.amsterdam.nl

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.

Greening new school’s costs significantly less money in operation and

consumption of energy and utilities, does focuses more on the improvement and

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development of students’ education. Hands-on learning for students is a tool for

educating students to be a sustainable leader, example is high school students learning
about renewable energy from the solar panels on their roof. Green schools can lessen
environmental impacts through responsible approaches to site, reduction of demand
on infrastructure and recycling during and after the construction. It also decreases the
reliance of green schools to fossil fuels, carbon dioxide emissions, and other forms of
harmful pollution.

Through Building for Ecologically Responsive Design Excellence (BERDE)

checklist this will help identify the issues that need to address (e.g. classroom
acoustics, master planning and environmental site assessment) in order to attain a
green school. It will also help increase the performance of schools, healthy
environment for students, comfortable for teachers and cost effective.

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 Foreign Related Literature/Studies 1:

“Architectural Design Guidelines for Schools: Site Planning & Landscaping”

Source: Our green classroom, 2010. http://greenclass45.blogspot.com

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 Foreign Related Literature/Studies 2:

“Modernization of Agriculture vs. Sustainable Agriculture”

Source: (L-R) European Space Agency Website and skidsteertractorspart.com, 2016

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.

The utilization of modernized agriculture has seen a significant change in its

process of management and working conditions of farmers, from the increase of
production of yields and products, to reduction of risk of management of agriculture.
It is also said that with the implementation of new technology in agriculture, first
farmers-innovators are those who will benefit the most, because of the possibility of
increasing agricultural income.

As a result, the main beneficiaries of the modernization of agriculture are

consumers and not agricultural producers. But the modernization farming may also
affect the natural environment, the lowering of quality of food products, and increased
of social costs of production. The development of agriculture aims to provide an
increase production of goods but should provide principles of sustainable to avoid any
external and harmful effects in the environment.

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Appropriately designed environmental protection regulations may lead to

innovations which can balance the costs related to compliance with these regulations.
Environmental protection regulations should aim at improving the effectiveness of the
management of resources, rather than focus on limiting pollution. Such a policy
promotes both ecology and competitiveness of economic entities. (Porter & van der
Linde, 1995)

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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1.4.6 Foreign Related Literature/Studies 3:

“Key principles of community-based safer school construction”

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.

Developing the capacity and bolstering the livelihoods of community means of

support training for skilled craftsmen and women that needs to learn hazard-resistant
construction techniques. Supporting a culture of safety provides an increase
awareness of hazards and risk-reduction strategies, encouragement and engagement of
school disaster risk reduction on the community. Lastly, engagement of other
organizations and agencies should be engaged to develop a common standards,
processes and guidance tools in a community-based safer school.

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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1.6 CONCEPTUAL/THEORETICAL FRAMEWORK

INPUT PROCESS OUTPUT

• 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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1.7 RESEARCH DESIGN

Data Gathering Data Analysis Data Interpretation

Library Research To know more about the Identify the applicable
• Research about projects research focus, literatures/studies and
agriculture find related literature and theories for the project
• Research about new sustainable trends that requirements.
sustainable agriculture can be used in the project.
• Research about
agriculture school
• Research about public
secondary and college
school design
• Research about
principles of
redevelopment
• Research about
sustainable design
Ocular Inspection of the To identify the existing Planning considerations of
Site condition of the site and to the site’s development
• Existing problems of establish the Strength, including the building
the site Weaknesses, orientation, utility lines,
• Existing vegetations Opportunities, and Threats and planning approaches.
• Existing (SWOT) Analysis
buildings/facilities
• Road Access
• Orientation
• Soil Type
• Security
• Water line
• Power line
Agency Visitation
Municipal Planning and To identify the zoning, Determines the regulations
Development Office of geographic/topographic, for institutional buildings,

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Santa Maria, Bulacan environmental and utility specifically public schools

• Comprehensive Land condition of the area. and colleges.
Use Plan
• Zoning Ordinance
• Topography Maps
• Socio-economic and
physical profile of
Santa Maria, Bulacan
Office of the Mayor of To determine the Meeting and satisfying the
the municipality of Santa proponent’s project client’s needs and wants.
Maria, Bulacan objectives, requirements,
• Interview with the ad financing scheme.
proponent (Mayor
Russel G. Pleyto)
Department of Education
(DepEd) Provincial of
Bulacan Office
• Interview with the
proponent (Secretary
Leonor Briones)
Survey To know the user’s needs, Planning considerations
• Survey/questionnaire including the identifying for the user’s need in their
forms for the Students of activities in the school activities and facilities.
of FFHNAS and needed facilities.
Interview
• Interview with the
faculty members of
FFHNAS

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1.8 SCOPE AND LIMITATIONS

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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1.9 DEFINITION OF TERMS

• Agricultural technology – refers to technology for the production of machines

used on a farm to help with farming.
• Agriculture – is the cultivation and breeding of animals, plants and fungi for
food, fiber, biofuel, medicinal plants and other products used to sustain and
enhance human life.
• Building for Ecologically Responsive Design Excellence (BERDE) rating
system – is a rating system which promotes and serves as guidelines aims to
towards the implementation of green building practices in the Philippines.
• Climate-smart agriculture (CSA) – may be defined as an approach for
transforming and reorienting agricultural development under the new realities
of climate change
• Livestock – are domesticated animals raised in an agricultural setting to produce
commodities such as food, fiber, and labor. The term is often used to refer solely
to those raised for food, and sometimes only farmed ruminants, such as cattle and
goats.
• Organic agriculture – is a production system that sustains the health of soils,
ecosystems and people. It relies on ecological processes, biodiversity and cycles
adapted to local conditions, rather than the use of inputs with adverse effects.
• Sustainable agriculture – is farming in sustainable ways based on an
understanding of ecosystem services, the study of relationships between
organisms and their environment.

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1.10 END NOTES

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)

1.10.1.4 Agricultural Facilities and Other Related-Services 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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School Construction. Green Schools, pp. 38-44. Department of Education. Pasig

City
• New Visions for Public Schools (2006, March 28). Ten Principles of Effective
School Design. 320 West 13th Street, New York, NY 10014

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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