Report_Facility Layout_Lyndy Pantao....pptx

Facility Layout
Lyndy G. Pantao
Ed.D.-IEM student

• Facility layout is an arrangement of different aspects of
manufacturing in an appropriate manner as to achieve
desired production results. Facility layout considers
available space, final product, safety of users and facility
and convenience of operations.
• An effective facility layout ensures that there is a smooth
and steady flow of production material, equipment and
manpower at minimum cost.

Factors affecting Facility Layout
Facility layout designing and implementation is influenced by
various factors. These factors vary from industry to industry
but influence facility layout. These factors are as follows:
• The design of the facility layout should consider overall
objectives set by the organization.
• Optimum space needs to be allocated for process and
technology.
• A proper safety measure as to avoid mishaps.
• Overall management policies and future direction of the
organization

ERGONOMICS
• Ergonomics pertains to the laws or theories of energy
expenditure. It involves the study of the efficiency of
persons in their working environment, which is most
conducive to the efficient performance of teaching-
learning tasks.
• The ergonomics of the educational facilities involves such
factors as anthropometry, thermal comfort, visual
comfort, acoustical comfort, color, and safety.

ANTHROPOMETRY
• Anthropometry is a science of measuring the human
body, its parts and functional capabilities. An
important principle in the ergonomics of the educational
facilities is that it shall be designed and scaled to fit the
sizes of their users on the basis of their part-body
measurements. The basic body measurement is the
standing height of the individual.

For the purpose of designing and sizing school facilities,
two types of part-body measurements are required:
1. Types of Part-Body Measurements
a. Static Measurements
b. Dynamic Measurements
2. Methods in Taking Part-Body Measurements
3. Procedure in Taking Part-Body Measurements

THERMAL COMFORT
• To be thermally comfortable, the internal climate in the school
shall be cool, pleasant, and satisfying. Thermal comfort in the
school is obtained either by artificial means (electric fan, air
conditioner, etc.) or by natural ventilation. Thermal comfort
by natural ventilation maybe obtained in the following ways:
1. Proper orientation of school buildings to minimize solar heat
loads, that is, building ends shall face approximately the east-
west direction and its long sides along the north-south
direction to avoid direct sunlight.
2. Designing school buildings with wide overhanging eaves to
provide shade and promote air motion inside the buildings.

3. Keeping buildings as narrow as possible so that breezes
can blow through the rooms easily from one side of the
building to the other.
4. Providing adequate fenestration to allow the maximum
amount of wind to blow through the building.
5. Planting trees with a large foliage mass along the sides
of the building to promote air motion inside the building.
Distance of the trees from the building shall be specified,
not too close to affect air circulation, nor later on to
destroy the building foundation by their roots.

• Natural ventilation should be preferred as recommended by
the Philippine Green Building Council (PhilGBC). Active
solutions such as electric fans or air-conditioning units
should only be back-up solutions. Minimum and maximum
indoor temperature range as well as humidity range needs to
be specified, to include:
1. Maximum allowed degrees deviation of building from the
east-west direction
2. Length of overhang in relation to bottom of window sill when
the sun is at its lowest angle to the south on June 21 and
when the sun is at its lowest angle to the north on December
21. This will vary depending on the site’s latitude bearing.
3. Maximum width space of buildings. Define minimum
distance requirement between buildings.
4. Minimum and maximum percent ratio of fenestration to wall
area. Specify minimum distance of trees from the building.

VISUAL COMFORT
• Visual comfort in school is indicated when
pupils/students and teachers can carry on classroom
work without unnecessarily straining their eyes or
experiencing visual discomfort. Good lighting, whether
by natural daylight or artificial light, is characterized by
the quantity and quality of illumination.

ACOUSTICAL COMFORT
• A good environment for acoustical comfort in school
requires that noise be controlled to proper levels so that
every child in a class can hear clearly what is being
spoken by the teacher above all other sounds inside and
outside a classroom.

COLOR
1. Importance of Color
The application of color or paint on educational facilities is
designed:
a. To contribute to visual comfort (as a partner of light,
color, and raise the illumination levels, effect proper
contrast, and eliminate glare)
b. For aesthetic effect
c. To preserve and protect materials (as to maintenance)
d. For safety precautions

2. Guidelines on the Use of Color
The following guidelines on the use of color are suggested:
a. The color scheme shall be practical and in good taste; garish
colors or a riot of colors shall be avoided.
b. In classrooms where pupils’ concentration is desired, the use of
varied, strong colors, especially within eyelevel of the children, shall
be avoided because of their distracting effect.
c. Ceilings shall be painted in off-white, flat paint, with a
reflectorant factor of 85%.
d. Walls shall be painted in light colors, with the upper portion in
lighter color (with a reflection factor of 60%) than the lower portion
which shall have a reflection factor of 40%.
e. Floors shall be gray or blue-gray since these colors give cooler
effect and show

f. There shall be a slight contrast in color between the chalkboard and the wall on
which it is installed; areas of bright, distracting colors near the chalkboard shall
be avoided.
g. The color of the chalkboard shall provide a much stronger contrast with chalk
used on it, and give a reflectance factor from 20% to 25%.
h. Trims or frames may be painted in light color, such as white or off-white to
contrast with the wall and shall have a reflectorant factor of 40% to 60%.
i. Proper combination of colors shall be used to highlight or emphasize elevation
changes, obstructions, stairways, etc.

3. Color Scheme
Adopted by DepED
Hereunder is the
standard color scheme
being adopted by
DepED in its school
buildings:

DISASTER/RISK REDUCTION
MEASURES
• Every teacher or school official should recognize that the
welfare of the pupils/students in school is his first and
foremost concern and responsibility. Hence the
educational facilities program should include adequate
provisions for ensuring safety in school against natural
and man-made hazards.

HAZARD SPECIFIC REDUCTION
MEASURES
1. Fire Prevention and Safety Measures
2. Provision for Open Spaces as Temporary Evacuation
Sites for Earthquake, Fire and Other Emergencies.
3. Adherence to Building Design Standards and Structural
Soundness.
4. Provision of Water, Sanitation and Hygiene Facilities.
5. Road Safety
6. Proper Use of Chemicals and Gases in the Science
Laboratories
7. Proper Use of Computer/Laboratory Room

8. School Canteens
9. Proper Garbage Disposal
10. Pergolas shall be constructed in such a way that these
shall allow the passage of big vehicles like fire trucks, dump
trucks and ambulance.
11. Compulsory use of Identification Cards must be imposed
within the school premises.
12. Whenever possible, waiting sheds shall be constructed to
protect school children from heavy rains and the heat of the
sun while waiting for their parents and vehicles in going home.

13. Organizing a School Disaster/Risk Disaster
Management Program
14. School Disaster Preparedness Plan – must have a plan
for each specific hazard; identified safe areas within the
school campus; evacuation plan and maps
15. Earthquake Safety in Schools
16. Flood Safety in Schools

School Sites
• A suitable school site is one that best serves educational
activities, enables the optimum utilization of resources,
hence shall meet the requirements on location,
accessibility, topography, soil condition, size and
disaster/risk reduction measures.

Standard Requirements
1. Location/Environment. The location of the school affects
its development of operation.
2. Design and Safety Standards. School buildings and
other structures must strictly follow standard technical
specifications (i.e. Building Code of the Philippines, 2005,
National Structural Code of the Philippines, 2005).
3. Accessibility. A school site must be easily accessible to
the greatest number of pupils/students it intends to serve.

4. Topography. The contour of the land shall be preferably
level and have no irregular boundaries.
a. Soil Condition
b. Size
c. Heat Island

School Site Development
1. Principles in the Preparation of the Site
Development Plan - all physical structures with similar
functions shall be grouped together
2. Layout of Buildings and Other Structures - critical in
preparing the Site Development Plan. School buildings
shall be oriented in accordance with the sun path or the
east-west course of the sun during the day. Variations in
the sun path on certain season of the year are negligible.
To prevent the direct entry of sunlight into the
instructional spaces, buildings shall be laid out along the
east-west axis so that the windows have a north-south
exposure.

3. Arrangement of Buildings. Buildings shall be
arranged to facilitate cross ventilation by exposing the
window sides to the direction of prevailing breezes which is
generally northeast-southeast. However, the east-west
orientation is sufficient inasmuch as it allows adequate
cross-ventilation.
4. Site Limitations. When there are site limitations,
such as the unfavorable area and/or shape of the site,
prevent the proper solar orientation of buildings,
economical alternatives shall be resorted to. For example,
trees near the building are effective for minimizing the
direct entry of sunlight into instructional spaces.

5. Acoustic Barriers. Plant tree and shrub barriers between
building and street, if feasible. Trees and shrubs between the
buildings and street will serve as acoustic barriers.
6. Sun Path. Study variations in the sun path between June
21 and December 21, especially at 12:00 o’clock noon must be
noted as lower latitude sites get more sun on the north side on
June 21.
7. Local Wind Patterns. Cross Ventilation. If available,
request from Pagasa, or any agency, specific monthly rose wind
diagram or monthly wind patterns for a particular site or
region. Study existing structures and natural elements (i.e.
hills, body of water, vegetation, etc.) that might affect the site’s
wind patterns.

8. Sun screens, Vertical Louvers and Green Walls
(vertical gardens). It may be necessary to design
temporary or permanent sun shade elements (such as
planted trees, sun screens, vertical louvers, green
walls/vertical gardens) to prevent solar heat gain.
9. The distances between buildings shall be such that
ventilation is not obstructed, natural illumination is not
impeded and sound does not carry into nearby buildings.
The minimum distance between buildings laid outside is
eight (8) meters.

10. The recommended setback of the school from the
street line is five (5) meters to sufficiently reduce intrusive
sound.
11. There should be provision for open space in each
school with an area big enough to hold the total population
of the school. This shall serve as temporary evacuation site
in cases of emergencies that would require the students to
evacuate their classrooms (such as fires and earthquake
events).

Site Development Planning
• The purpose of site development planning is to anticipate
the future needs and development of a school in terms of
physical facilities and to contribute towards conducive
teaching-learning environment.
1. School Site Zoning - A basic step in school site
development is to apportion its external spaces into
different areas or zones each of which is designed for a
specific purpose or utilization, in accordance with the
educational needs of the school. An important principle in
school site zoning is to create the proper visual, physical
and functional zones, as follows:

a. Visual zone – by defining the areas which best project
the aesthetic appearance of the school
1. Lawns
2. Flower Gardens
3. Flowerbeds
4. Assembly Area
5. Rain Gardens or Bio-Wales
6. Physical Zone
7. Functional Zone

External Areas in the School
1. Agricultural Area
2. Playground Area
3. Circulation Areas – main walk, the footpaths, and the
driveway
4. Athletic Field

EVACUATION AREAS
• Open spaces can be utilized for constructing temporary
shelters;
• The school should have provision for open space big
enough to accommodate the total population of the
school. The open space can be used as short-term (hours
in duration) temporary evacuation area of students,
teachers and school staff in case of emergencies such as
after a strong earthquake and occurrence of fire.

SCHOOL SEATS
• The importance of good seating cannot be overlooked
since the school children usually spend a significant part
of their time in school in a sitting position. Good seating
is necessary for comfort and good posture and is crucial
to the proper physical development of the child.

SCHOOL TABLES
• School tables, such as pupils/students’/students’ table,
teacher’s table, library table, demonstration table, dining
table, and conference table are designed according to
their use or function.

STORAGE and DISPLAY
• Furniture for storing and displaying materials, supplies
and equipment is as essential as seats and tables in any
school. Commonly used in public schools for storage and
display purposes are bookcases, cupboards, cabinets,
shelves, and divans.

SCHOOL EQUIPMENT
• Educational facilities, which have a normal life span of
two to five years, are classified as equipment. The
different kinds of school equipment commonly used as
prescribed by the Commission on Audit (COA) needed in
elementary and secondary schools may be categorized as
follows:
1. EPP/TLE Equipment
2. Instructional Tools and Devices
3. Health Equipment
4. Emergency/Survival Kit

FITTINGS, FIXTURES and
FURNISHINGS
• Fittings are small accessory parts, often standardized
used in a school building such as electrical switches and
convenience outlets, doorknobs and the like.
• Fixtures are facilities that are fixed or attached to a
building as permanent appendages or as a structural part
of it, such as plumbing facilities, toilet bowls, lighting
fixtures, etc.
• Furnishings are articles of furniture or decorations for the
interior of a building.

REGULAR CLASSROOM FACILITIES
1. Basic Concepts. The classroom is a contained unit of
learning space. To be effective, it must be designed such
that spaces and facilities reflect the educational processes
and activities that take place in them.
2. Standard Facilities. The minimum furniture and
equipment requirements for a regular classroom are: tables
with 2 chairs, or table armchairs, teacher’s table with chair
3. Classroom Structuring

HOME ECONOMICS FACILITIES
As the laboratory for Home Economics classes, the Home Economics building is
designed as a self-contained Filipino home consisting of the following sections or
components:
a. Front porch leading to the entry
b. Sala or living room, furnished with standard sala set, curtains, drapes,
appropriate decors, etc.
c. Bedroom, furnished with standard bedroom furniture, beddings, curtains,
lamps, etc.
d. Dining room, furnished with standard dining room furniture set, cabinet, etc.
e. Kitchen, furnished with stove, sink, working table(s), shelves, cabinets, etc.
f. Toilet and bath, provided with standard fixtures and furnishings.
g. Storeroom/Pantry, provided with shelves, cabinets, etc.
h. Classroom area, provided with standard classroom facilities.
i. Back porch, serving as exit from the kitchen.

INDUSTRIAL ARTS FACILITIES
As the laboratory for Industrial Arts classes, the Industrial Arts building is
designed as a self-contained shop with
the following components:
a. Classroom area, provided with standard classroom facilities
b. Work area, provided with workbenches, stools, fixtures, etc.
c. Tool room, provided with cabinets, shelves, rack, etc. for systematic
safekeeping of shop tools.
d. Storeroom, for supplies, materials, finished projects, etc.
e. Display area, for exhibiting selected finished projects, announcements,
etc.
f. Toilet and Bath provided with standard fixtures and facilities including
lavatory.
g. Office, for shop teacher.

AGRICULTURAL ARTS FACILITIES
The school garden shall be provided with a garden house and
adequate water supply. The garden house shall be
designed to include the following components:
a. Classroom area, furnished with standard classroom facilities
b. Tool room, provided with cabinets, shelves, racks, etc. for
safekeeping of garden tools.
c. Storeroom for supplies, materials, seeds, products, etc.
d. Display area, for exhibits, announcements, etc.
e. Toilet and Bath provided with standard fixtures and facilities
including lavatory.
f. Office, for garden teacher
g. Plant nursery, provided with seed boxes, pots, cans, etc.

LIBRARY FACILITIES
• Every elementary/secondary school with enrolment of
500 pupils/students and above shall have a school
library, primarily for the use of pupils/students and
teachers, and possibly by the community. It shall be
situated in a quiet and pleasant surrounding and shall be
more accessible to intermediate and secondary classes,
which are expected to make greater use of it. It must be
manned by a teacher trained in modern school library
methods.

SANITARY FACILITIES
1. Toilet Facilities
2. Hand Washing Facilities
3. Drinking Facilities
4. Water System and Wastewater Disposal Stystem

PLAYGROUND FACILITIES
• Playground areas shall be considered together with
classrooms as learning environment for educational
growth. They shall be developed and planned extensively
not only for the sole purpose of an improved physical
education program but also for the use of
pupils/students and teachers in all other educational
activities.

ATHLETIC FACILITIES
1. Educational Aspect. Physical training must be given a
regular place in the school program. School children in all
levels shall be required to participate in organized games
and athletics.
2. Basic Requirements. The following athletic
equipment/supplies are recommended as basic
requirements for the school athletic program.

ADMINISTRATIVE FACILITIES
• The fundamental function of the administrative office is
to serve. It shall be planned to feature openness and ease
of access for teachers, school children and the public.
The administrative office shall be pleasant and attractive
in design reflecting the spirit of a friendly and helpful
atmosphere. The operation of the administrative office
shall provide school children, teachers, and parents
opportunities for active participation in the democratic
processes.

FACILITIES FOR ANCILLARY
SERVICES
1. School Health Clinic
2. Guidance and Counselling

SPECIAL EDUCATION FACILITIES
• The special education program of the Department of
Education aims to meet the special needs of exceptional/
differently abled students in connection with their
education and training.
• Special education is carried out by special education
teachers who are especially trained to teach children with
exceptional needs. Special education classes require
special facilities.

SCHOOL LUNCH COUNTER
(SCHOOL CANTEEN)
• One of the important facilities that shall be available in
school is a very decent school lunch counter, also known
as the school lunchroom, school canteen or nutrition
center. This serves as the center for feeding.

Credits
Presentation by Gupta, A., et al. Facility Layout, Sage University.

Report_Facility Layout_Lyndy Pantao....pptx

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