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Transcript of SOCIAL SECTOR DEVELOPMENT · PDF file3,000,000.00 (PD 957 standard); 2.Project Location Within...
SOCIAL SECTOR DEVELOPMENT
Short Course on Environmental Planning
DCERP & HUMEIN Phils. Inc.
1
SOCIAL SECTOR STUDY
• MAJOR TASK: to improve the level of human
development within the community.
• Analysis of the Social Sector can, among others,
pave the way for the local government to achieve
this intention, with the support and assistance of
the community and other stakeholders.
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2
WHAT DO WE WANT
TO ANSWER?
• What is the health situation in the locality
measured in terms of mortality, morbidity, incidence of
diseases and such other indicators?
• What is the state of education measured in terms of
literacy rate, ratio of enrollment to school going
population and other indicators?
• What is the housing situation in the locality
measured in terms of housing needs?
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3
WHAT DO WE WANT
TO ANSWER? • What is the poverty incidence in the locality? How
do this relate to the provincial or national level? What
factors brought about the locality‘s level of poverty?
• What amenities, facilities, and services are present
in terms of physical, mental and social development of
an individual and the community at large? Enough?
Accessible and equitably distributed in the locality?
Are these services available?
• What environmental concerns/issues need to be
addressed?
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4
SOCIAL PLANNING
• Social Planning is population-focused planning oriented towards enhancing people‘s capacities to meet their own needs by means of improved ‗social infrastructure‘
Homes, schools, health centers, dispensaries,
hospitals, sanitaria, orphanages, homes for the aged,
etc.
– and the provision of public services such as
police stations, fire stations, prisons & rehabilitation centers, sports & recreation facilities, cemeteries and memorial parks, etc.
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5
SOCIAL PLANNING
• Social planning utilizes knowledge and tools from
demography, geography, anthropology, psychology,
economics, sociology, community development,
management, natural science,
architecture, and engineering.
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6
7
Three Schools of Thought in Socio-Economic Development and Poverty Alleviation
Increase Income
• Economic Growth at all Costs
• ‗Development as Raising Incomes‘
• Nobel Laureates Robert Solow & Simon Kuznets
• Neo-Liberals Milton Friedman & Friedrich von Hayek
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8
Three Schools of Thought in Socio-Economic Development and Poverty Alleviation
Meet Needs
• Social Development
• ‗Development as Meeting Needs‘
• Nobel Laureate Dag Hammarsjkold etc
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9
Three Schools of Thought in Socio-Economic Development and Poverty Alleviation
Build Capacities
• Sustainable Development
• ‗Development as Capacitation
or Capability-Building‘
• Nobel Laureate Amartya Sen
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Human Needs
Maslow’s Hierarchy of
Needs
10
Basic Needs Approach by Imelda Romualdez-Marcos and Jose Conrado Benitez (1976-86)
1.Food (Nutrition)
2.Clothing
3.Water
4.Sanitation
5.Health Care
6.Shelter and Sleep
7.Education
8.Income/Employment
9.Pro-creation (Family Planning)
10.Recreation
11.Electricity
12.Transportation
13.Communication
11
Minimum Basic Needs (MBN,Philippines) Pres. Fidel V. Ramos administration
12 Short Course on Environmental Planning
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Millennium Development Goals 2000-2015
1. Eradicate extreme poverty and hunger
2. Achieve universal primary education
3. Promote gender equality and empower women
4. Reduce child mortality
5. Improve women‘s reproductive health
6. Combat HIV/AIDS, Malaria and other diseases
7. Ensure environmental sustainability
8. Develop global partnership for development 13 Short Course on Environmental Planning
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14
Human Development Index
• Conceptualized by Amartya Sen &
Mahbub ul Haq for UNDP
• Initiated in 1990 and reported in
annual UNDP Human Development
Reports.
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• HDI is based on 3 indicators:
– Longevity (life expectancy at birth)
– Knowledge (School Enrolment & adult literacy
rate)
– Standard of living (level of poverty, GDP per capita)
Human Development Index
Ranks 175 countries into 3 groups
– Low human development = 0.00-0.099
– Medium human development = 0.5-0.799
– High human development = 0.80-1.00
16 Short Course on Environmental Planning
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= 1/3 (Income index) +1/3 (Life expectancy
index) + 1/3 (education index) HDI
Human Development Index 2000
As computed by UNDP And as mapped by DENR
17
‘QUALITY OF LIFE’(QOL)
―The challenge of development is to improve the quality of
life.‖ (World Bank, World Development Report, 1991)
Improved Quality of Life involves higher incomes, better
education, higher standards of health and nutrition,
less poverty, a cleaner environment, more
equality of opportunities, greater individual
freedom, and a richer cultural life.
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CITIZEN
PARTICIPATION
IN PLANNING
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Planning - ―due process‖ - rational administrative and
political decision making.
Public participation
- also referred to as citizen
participation - means the
involvement in the planning
process of all the
individuals, groups,
interests, organizations, and
communities who might be
affected by the outcomes.
20 Short Course on Environmental Planning
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The Role of the Community
In general, citizen participation in the planning process –
provides an important avenue for the planner to elicit
community attitudes and values; and
facilitates creation of a forum for citizens to voice
specific concerns and problems that can become the
focal point for the development of planning goals.
21
(Lein,2003)
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SOCIAL CAPITAL
Collective: Features of social organization - such as
networks and values, including tolerance, inclusion,
reciprocity, participation and trust - that facilitate coordination
and cooperation for mutual benefit. Social capital inheres in
the relations between and among actors. (UNDP 1997).
Individual: The social resources (networks, membership of
groups, relationship of trust, access to wider institutions of
society) upon which people draw in pursuit of livelihoods
(Carney 1998:7).
Not only positive—those in power or blocking reforms also
have social capital
30 Short Course on Environmental Planning
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Sub-sectors
31 Short Course on Environmental Planning
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• Health care – important for
individuals below 15 years old,
women of childbearing ages
(15-49), and the elderly
• Education – demand for this
service is highest from age
5 – 20, then declines
thereafter
DIFFERENT NEEDS:
DIFFERENT AGE GROUPS
32 Short Course on Environmental Planning
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• Food – demand is highest
among young age groups,
especially teenagers
• Employment – demand is
highest among the working
age population (15-64)
• Housing – demand peaks at
ages when people start living
independently or start their
own families
33 Short Course on Environmental Planning
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DIFFERENT NEEDS:
DIFFERENT AGE GROUPS
HOUSING/SHELTER
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TYPES OF HOUSING
Single-Detached
35
Row Houses
Modular Homes:
Duplex, Triplex, Quadriplex
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TYPES OF HOUSING
Apartment
Complex
36 Short Course on Environmental Planning
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Townhouses
(medium-rise)
High Rise Condominium
TYPES OF HOUSING
Converted-use Property
Cooperative Housing
– Time-share?
37 Short Course on Environmental Planning
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Manufactured Housing
– pre-fabricated
Mobile Housing
(trailer vans)
Computation of Housing Need
38 Short Course on Environmental Planning
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• Housing Backlog - number of dwelling units needed at the
beginning of planning period; add-up the following:
Doubled-up households
- one dwelling unit is shared by two or more households
Displaced units (relocation need)
- New housing units needed to replace those occupied
located in dangerous and uninhabitable areas or those
living on land which is needed by the government for
a major infrastructure project or in areas where there
is a court order for eviction and demolition
39
Computation of Housing Need
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Homeless
- individuals or households living in parks, along
sidewalks, and all those without any form of shelter
Formation of New Households
- new families who opt to live independently
Obsolescent Housing, Units for Upgrading
40
Computation of Housing Need
Short Course on Environmental Planning
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• Tenure need- households living in units with inadequate
security of tenure on the land they occupy, need to
improve land tenure status, i.e. no legal title or any other
written contract on land
• Infrastructure Improvement- households living in units
that lack access to one or more basic services such as
water supply, sanitation, drainage, road access, garbage
disposal, and electricity
• Structural Improvement Need - Households living in
units that require repair
41
Computation of Housing Need
Short Course on Environmental Planning
DCERP & HUMEIN Phils. Inc.
PARAMETERS
PRESIDENTIAL DECREE
957 (P.D.957)
BATAS PAMBANSA 220
(B.P.220)
OPEN
MARKET
HOUSING
MEDIUM
COST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
1.Max Selling Price Open Housing = above PHP
4,000,000.00
Medium cost = PHP 3,000,000.00***
up to PHP 4,000,000.00;
Socialized housing
= PHP 450,000.00*
and below ;Low
Cost– Level 1 =
above PHP
450,000.00* to PHP
1,700,000.00** (BP
220 standard);–
Level 2 = above
PHP 1,700,000.00
to PHP
3,000,000.00 (PD
957 standard);
2.Project Location Within suitable sites for housing for an outside
Potential hazard prone and protection areas.
REVISED MINIMUM DESIGN STANDARD FOR P.D. 957 (revised 2009) & B.P. 220 (revised 2008)
42
PARAMETERS
PRESIDENTIAL DECREE
957 (P.D.957)
BATAS PAMBANSA 220
(B.P.220)
OPEN MARKET
HOUSING
MEDIUM COST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
3.Land Allocation for
project 1hectare and
above
a.Saleable Area
b.Non-Saleable Area
b.1.Area allocated for
parks and playground
for projects 1ha & above
a. 70% (maximum)
b. 30% (maximum)
a. Variable
b. See open space requirements as
Mandatory allocation for parks and playground per tabulation below
Density
(No.of Lots or
Dwelling Unit
Per Hectare)
Percentage of
Gross Area
Allocated for
Parks and
Playgrounds (%)
Density
(No.of
Lots or
Dwelling
Unit Per
Hectare)
%age of
Gross Area
Allocated
for
Parks and
Playground
(%)
Density
(No.of
Lotsor
Dwelling
UnitPer
Hectare)
%ageof
Gross Area
Allocated
for
Parks and
Playground
(%)
20 and below 21 —25 26 —35 36 — 50 51 — 65 Above 65
3.5 4.0 5.0 6.0 7.0 9.0
150&Below
151-160
161-175
176-200
201-225
above 225
3.5
4.0
5.0
6.0
7.0
9.0
150&Belo
w
151-160
161-175
176-200
201-225
above 225
3.5
4.0
5.0
6.0
7.0
9.0 43
PARAMETERS OPEN MARKET HOUSING
MEDIUM COST HOUSING
ECONOMIC HOUSING
SOCIALIZED HOUSING
b.2.Area allocated for
Community Facilities
%age of GrossArea
Allocated for Community Facilities 1.0 % 1.5 % 2.0 %
Density
(No. of
Lots or
Dwelling Unit Per
Hectare) 100 &
Below
101 - 150
Above 150
Density
(No. of
Lots or Dwelling Unit Per Hectare) 150 &
Below
151 - 225
Above 225
%age of GrossArea
Allocated for Community Facilities 1.0 % 1.5 % 2.0 %
In no case shall an area allocated for parks and playgrounds be less than 100 sq. m.
Mandatory provision of areas for community facilities such as schools, places of worship, hospitals, health centers, barangay health centers and other similar facilities and amenities (per P.D. 1216) for subdivision projects one (1) hectare and above. Provided, however, that areas allocated for the same in excess of the requirements per 3.b.1 above are deemed saleable. Provided further that the specific use of the area shall be indicated in the plan and annotated in the title.
b.3. Circulation System
Observe hierarchy of roads.
44
PRESIDENTIAL DECREE 957
(P.D.957)
BATAS PAMBANSA 220
(B.P.220)
PD 957 and BP 220
45
PARAMETERS
PRESIDENTIALDECREE957(P.D.
957)
BATASPAMBANSA220(B.P.
220)
OPENMARKET
HOUSING
MEDIUMCOST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
4.MinimumLotAreas
a.SingleDetached
b.Duplex/SingleAttached
c.Rowhouse
120sq.m.
96sq.m.
60sq.m.
100sq.m.
80sq.m.
50sq.m.
72sq.m.
54sq.m.
36sq.m.
64sq.m.
48sq.m.
28sq.m.
*Saleable lots designated as duplex/single attached and/or rowhouse lots shall be provided with housing units. *Price of saleable lots intended for single-detached units shall not exceed 40 percent of the maximum selling price of house and lot packages.
Saleablelotsdesignatedas
duplex/single-attachedand/orrowhouse
lotsshallbeprovidedwithhousing
components.
Priceofsaleablelotsshallnotexceed
40%oftheminimum.
46
PARAMETERS
PRESIDENTIALDECREE957(P.D.
957)
BATASPAMBANSA220(B.P.
220)
OPENMARKET
HOUSING
MEDIUMCOST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
5.MinimumLotFrontage
5.1SingleDetached
a.CornerLot
b.RegularLot
c.IrregularLot
d.InteriorLot
5.2.SingleAttached/Duplex
5.3Rowhouse
12m.
10m.
6m.
3m.
8m.
4m.
8.0m I 8.0m.
8.0m I 8.0m.
4.0m I 4.0m.
3.0m I 3.0m.
6.0m I 6.0m.
4.0m I 3.5m.
6.LengthofBlock
Maximumlengthofblockis400meters,however,blocksexceeding250meters
shallbeprovidedwitha4meteralleyapproximatelyatmidlength.
47
PARAMETERS
PRESIDENTIALDECREE957(P.D.
957)
BATASPAMBANSA220(B.P.
220)
OPENMARKET
HOUSING
MEDIUMCOST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
15.ShelterComponent
15.1MinimumFloorArea
a.SingleDetached
b.Duplex
c.Rowhouse
42sq.m.
42sq.m.
42sq.m.
30sq.m.
30sq.m.
30sq.m.
22sq.m.
22sq.m.
22sq.m.
18sq.m.
18sq.m.
18sq.m.
Mandatory provision of firewall for
duplex/semi-attached and row
houses.
Mandatory provision of firewall for duplexes/single-attached units and at every unit for row houses. The number of row houses shall not exceed 20 units per block/cluster but in no case shall this be more than 100 meters in length.
48
PARAMETERS
PRESIDENTIALDECREE957
(P.D.957)
BATASPAMBANSA220(B.P.
220)
OPENMARKET
HOUSING
MEDIUMCOST
HOUSING
ECONOMIC
HOUSING
SOCIALIZED
HOUSING
15.2MinimumLevelof
Completion
a.SingleDetached
b.Duplex/Semi-attached
c.Rowhouse
CompleteHouse (Baseonthesubmittedspecification)
same
same
CompleteHouse (Baseonthe
Submitted
Specification)
same
same
ShellHouse (withdoorsand
Windowsto
enclosetheunit)
same
same
16.Setback/Easements
a.Front
b.Side
c.Rear
Based on the National Building Code
1.5m.
1.5m.
2.0m.
49
EDUCATION
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51
Anthropometrics
– the science of the average physical dimensions of human population in relation to its various activities
– it is usually the basis of min. standards
USE OF
PLANNING STANDARDS
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DepEd Standard
classroom-student ratio
52
1:50 at most
50 students
EDUCATION
A classroom should
accommodate
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53
STANDARD TEACHER-STUDENT RATIO
LEVEL ACCEPTABLE STUDENT-
TEACHER RATIO
Kindergarten
Elementary
Secondary
College
Graduate School
1:30
1:45
1:40
1:25
1:15
EDUCATION
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PRE-SCHOOL/ KINDERGARTEN SITE REQUIREMENTS:
1. Pre-School (Kindergarten Level)
a. Minimum lot area:
• 500m2 (for at most 4 class)
• 140m2 = classroom
• 360m2 = playground
b. Provide playground, or alternative playground
site ≤ 200m safe access from school site
c. Class size:
• 25 – 30 children = 1 teacher
• 30 – 40 children = 1 teacher + teacher‘s aide
d. Classroom size: 1.5m2 = 1 child e. 1 toilet = 25 children
f. For 7m x 9m classroom = 2 fluorescent lamps + 1 wide
window + electric fans
54
a. Maximum distance:
• 3-km walk, or • 30 minutes by PUV
b. > 200m from ‗places of ill-repute, recreational
establishments of questionable character, manufacturing/
industrial plants, military barracks‘
55
ELEMENTARY SCHOOLS
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c. Lot occupancy of school buildings, etc.
< 40% of site / lot size
Standard Sizes for Elementary School sites Ha.
1 - 2 classes and no Grade 4 above (rural primary school) 0.5
3 – 4classes (for non-central school) 1
≥ 6 classes (for central school) 1
7 – 9 classes
10 – 12 classes
2
3
> 12 classes 4
56
ELEMENTARY SCHOOLS
Short Course on Environmental Planning
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Standard Sizes for Elementary School sites
Rural Areas
Ha.
1-2 classes and no Grade 4 above (rural primary school) 0.5
3–4 classes (for non-central school) 0.5
≥ 6 classes (for central school) 0.5
7–10 classes 1.5
>10 classes
2
57
ELEMENTARY SCHOOLS
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6–10 classes 0.5
11–20 classes
>21 classes
0.75
1
Standard Sizes for School Sites (in hectares)
In case of difficulty in meeting standards due to lack of
space in urban areas, the following may be allowed for
URBAN areas:
58
ELEMENTARY SCHOOLS
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Minimum Standards for Instructional and
Administrative Spaces
CLASSROOM
above ground level 2.0m clear
width minimum as provided for by
National Building Code
CORRIDOR
59
ELEMENTARY SCHOOLS
(1.40m2 / pupil)
SCHOOL SHOP
(2.50m2 / pupil)
ADMINISTRATIVE OFFICE
(5m2 / place)
LIBRARY
(2.40m2 / person)
10% of total enrolment
MEDICAL / DENTAL CLINIC
GUIDANCE ROOM
(28m2)
(28m2)
The maximum distance for a student
to walk from residence to school site
is three (3) kilometers while the
maximum travel time from residence
to school on board a vehicle of
public conveyance is 30 minutes
The school should be located beyond 200 meters of places
of ill-repute, recreational establishments of questionable
character, manufacturing, and industrial plants and military
barracks.
60
SECONDARY SCHOOLS
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The ground area occupied by the school buildings and
other structures should not exceed 40% of school site in
order to provide adequate open spaces for assembly and
co-curricular activities as well as to conform with the
national and local regulations and standards pertaining to
setbacks and distances between buildings
61
SECONDARY SCHOOLS
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Urban (minimum) hectares
12 sections 0.5
13–25 sections 1
26–50 sections 1.5
51–75 sections 2
For every 25 sections > 75 sections 0.5
Standard Sizes for School Sites
62
SECONDARY SCHOOLS
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Standard Sizes for School Sites
63
SECONDARY SCHOOLS
Rural (minimum) hectares
Barangay high school 1
General/trade high school 3
Agricultural high school 3
For freshwater fish ponds and/ or 2
For brackish water fish ponds
2
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Minimum Standards for Instructional Spaces
Classroom Science lab Shops: Practical arts / technology and economics Girls‘ trade / homemaking Wood trades Metal trades Mechanical trades Electrical trades Drafting / drawing Farm mechanical Farm machinery Fish capture / culture / preservation
1.40m2 / pupil 2.10m2 / pupil 2.50m2 / pupil 2.50m2 / pupil 5m2 / pupil 5m2 / pupil 7m2 / pupil 4m2 / pupil 2.50m2 / pupil 5m2 / pupil 6.50m2 / pupil 2.50m2 / pupil
64
SECONDARY SCHOOLS
Minimum Standards for Administrative
Spaces / services:
Administrative office Medical / dental clinic Guidance room Library / Learning resources center Corridor
5m2 / place 28m2 28m2 2.40m2 / person (10% of total enrolment)
above ground level,
2m clear width
65
SECONDARY SCHOOLS
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Institutions of Higher Learning
COLLEGES AND UNIVERSITIES
≤ 500 students
501 – 1,000
1,001 – 2,000
2,001 – 3,000
0.50 hectare (ha.) 1 ha. 2 has. 3 has.
Same ratio for enrolment in excess of 3,000
≥7,000 students 10,000 students For open space For indoor facility
7 has. 7 has.
2.50m2 / person
0.90m2 / person
66
Minimum Standards for Instructional and
Administrative Spaces
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Enrollment Participation Ratio
67
DROP OUT RATIO
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CLASSROOM AND
TEACHER NEEDS
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HEALTH
AND SANITATION
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HOSPITALS AND HEALTH CARE
CAPACITY (beds)
25 100 200 300
AREA (has.)
1.5 1.5 2.5 3.5
Rural Health Unit Personnel Standards:
Municipal Health Officer Nurse Rural Sanitary inspector Rural Midwife
1: 20,000 popn 1: 20,000 popn 1: 20,000 popn 1: 3,000 – 5,000 popn,
depending on the terrain 71
Hospital area requirement:
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Accessibility parameters: (for proposed hospital sites)
≥ 35 kms away from existing gov‘t hospital < 35 kms but >3hrs away by usual mode of travel < 35 kms away <3hrs away by usual mode of travel
≥ 75,000 and accessible as referral to at least
3 RHUs or main health centers
< 75,000 but > 25,000 < 25,000
HOSPITALS AND HEALTH CARE
72
Catchment population parameters:
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Distance
Population
≥ 35kms <35kms but
≥ 3hrs travel
< 35kms and
< 3hrs travel
>75,000 District
Hospital
Municipal
Hospital
RHU
Infirmary
<75,000 but>
25,000
Municipal
Hospital
Extension None
<25,000 Extension RHU Infirmary None
HOSPITALS AND HEALTH CARE
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Nomenclature Clinical Service
Facility
Number of
Beds
BHS–RHU SUB-SYSTEM
Barangay health station Primary None
RHU Primary None
RHU Infirmary Primary 5–10
HOSPITAL SUB-SYSTEM
Extension hospital Primary capability/
Secondary facility
10
Municipal hospital Secondary 10–25
District hospital Secondary 25–75
Provincial/general hospital Tertiary 100–250
Regional Teaching-training 300–500
HEALTH CARE FACILITIES
PROTECTIVE
SERVICES
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• Establishment of fire station – there shall be established
at least 1 fire station with adequate personnel, firefighting
facilities, and equipment in every provincial capital, city
and municipality
• At least 1 fire station for every city/municipality
• 1 municipal fire marshall
• 1 fireman per 500 population
for every highly urbanized cities (HUCs)
• 1 Fireman per 2000 population for other cities and municipalities (minimum)
76
FIRE PROTECTION SERVICES
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Policeman Ideal ratio
Guard to Prisoner Ideal
POLICE PROTECTION
SERVICES
77
1:5, min 1:7
1:500, min 1:1000
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CLASSIFICATION OF POLICE
STATIONS BY POPULATION
(Napolcom Resolution No. 92-36)
TYPE POPULATION
Component Cities
‘‘A’’
‘‘B’’
‘‘C’’
100,000 and above
75,000 to less than 100,000
Less than 75,000
Municipal Police Stations
‘‘A’’
‘‘B’’
‘‘C’’
75,000 or more
30,000 to less than 75,000
Less than 30,000
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STANDARD
LOT REQUIREMENTS
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LOT AREA (sq.m)
Police Station Type ‗‗A‘‘
Police Station Type ‗‗B‘‘
Police Station Type ‗‗C‘‘
Regional Command
Provincial Command
Mobile Force Coy
2,500
600
400
30,000
10,000
500
USER
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SPORTS
AND RECREATION
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SPORTS AND RECREATION
Minimum of 500 sq.m per 1,000
population for a city and municipal
park or designed plaza Minimum of 5,000 sq.m or half-
hectare per 1,000 population as
open playfield/athletic field At least 30% of the entire gross
area of an open-market subdivision
kept as unbuilt and 6% as Open
Space. (PD 957)
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SPORTS AND RECREATION
PASSIVE RECREATION
1 PICNICKING
1.6ha./1,000popn.
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Source: Department of Education
83
SPORTS AND RECREATION
PASSIVE RECREATION
2 PASSIVE WATER
SPORTS
1 lake/lagoon/25,000 popn.
Source: Department of Education
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84
SPORTS AND RECREATION
PASSIVE RECREATION
3 ZOOS
0.4ha./1,000 popn.
Cityville.wikia.com
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Source: Department of Education
85
SPORTS AND RECREATION
OTHERS
4 PARKING AT
RECREATION AREA
0.4ha./1,000 popn.
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Source: Department of Education
86
SPORTS AND RECREATION
OTHERS
5 INDOOR RECREATION
CENTER
0.4ha./1,000 popn.
(billiards, bowling, badminton,etc.)
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Source: Department of Education
87
STANDARDS FOR RECREATIONAL FACILITIES
Type of Activity Space Requirement for Activity
per Program
Active Recreation
1.Children‘s play area 0.2ha./1000 popn.
2.Field play areas for young children 0.6ha./1000 popn.
3.Older adult 0.6ha./1000 popn.
Field Sports Activities
4.Tennis/outdoor basketball 4.6ha./5000 popn.
5.Swimming 1 outdoor pool/2500 popn.
6.Major boating activities 40.5ha./50000 popn.
7.Hiking/camping/horseback riding/
Nature study
4ha./1000 popn.
8.Golfing 1-18 hole course/50000 popn.
(Urban Planning and Design Criteria By De Chiara & Koppelman)
SOCIAL WELFARE
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SOCIAL WELFARE SERVICES
• One Day Care per barangay
as per RA 6972
• Minimum area requirement for Day
Care Center
– 2 sq.m. per 3 children indoor
– 1 sq.m. per child outdoor
• One Senior Citizen Care Center
per city/municipality as per RA 7876
• Minimum area of 500 sq.m. for
Senior Citizen Care Center
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Source: Dept. of Social Welfare Development
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Philstar.com
SECTORAL DEVELOPMENT ISSUES AND CONCERNS DETAILED SECTORAL
STUDIES SECTORAL DEVELOPMENT OBJECTIVES AND STRATEGIES SECTORAL
PROGRAMS AND PROJECTS
PROJECT IDEAS OR PROJECT BRIEFS LOCAL
DEVELOPMENT INVESTMENT PROGRAM
PROGRAMS AND PROJECTS
IMPLEMENTATION
ECOLOGICAL PROFILE CLUP POLICIES
ZONING AND OTHER
LEGISLATION
NGA PROGRAMS LGU MANDATES
AND THRUSTS DEVELOPMENT
STRATEGIES AND POLICIES
NEW LOCAL
LEGISLATION LOCAL
LEGISLATIVE AGENDA
Sectoral
Development
Planning Process (Ernesto M. Serote)
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REFERENCES: • Ronaldo O. Rogel. Lecture notes on Planning Organization. DCERP, 2013.
• Key Concepts in Environmental Planning. Ecopolis. 2009.
• Relly Bernardo. Plan Implementation. Ecopolis. 2010.
• José Edgardo A. Gomez, Jr. The Land Use Planning Process, A An
Overview of the Philippine Local Perspective. EnP Review 2014.
UP-SURP.
• Josefina M. Ramos. Environmental Planning and Environmental Planners.
PEIP Refresher Course. 2014.
• Roque A. Magno. Environmental Planning.
• Ernesto Serote. Planning Mandates of Local Government. PIEP. 2014
• Lein. Integrated Environmental Planning. 2003.
• Environmental Planning Act of 2013. RA 10587.
• HLURB Guideline of Sectoral Studies. Volume 2.
All Photos are either creative commons or property of their owner
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