Note: This is a first attempt to provide guidance in preparing the information product needed for the CLUP and is intended to be used hand-in-hand with Volumes 1 and 2. As more knowledge is gathered, the IP will be updated. Likewise, revisions may be required due to new or changing land-use policies. Furthermore, data will continuously be prepared by the custodians, which may require updates.
For the latest update, please check HLURB Homepage: http://www.hlurb.gov.ph/ or contact HLURB, telephone +632 927 2698.
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| Step 1: Provide a Background and Identify the Objectives of the GIS Analysis | ||
| Education improves the quality of life and promotes citizen empowerment; hence, it is a basic need of every citizen. The objective is to use GIS to display the pertinent data of educational facilities and the constraints that exist today. This information will be used in Step 4 (see Volume 1). The users of this data are: LGU staff, officials and the general public. The education information products can be used by the District Office of the Department of Education. The final products of this activity will be digital maps for analysis as well as for display. In this example, the output will be a map showing the status of school conditions and the areas served. The inadequacy of classroom-teacher needs will also be analyzed. |
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| Step 2: Identify the Indicators to Evaluate Objective Fulfillment | ||
| Regarding information about the planning methods that can be used, please refer to Volume 2. Indicators will be needed to measure fulfillment of planning standards for accessibility, student/teacher ratio, student/classroom ratio, student/school area/site ratio, student/schoolbook ratio; physical condition of building and plot. Examples on current standards for Primary and Secondary Schools are as follows:
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| Step 3: Create the Database | ||
| Creating the database is a three-step process. The steps are designing the database, gathering data for the database, and managing the database. | ||
| Attributes | ||
| The following attribute tables may be used for this sector. Those in bold are used for the examples. SE19 School by Level, Type and Ownership, Year YYYY SE20 Capacity and Condition of School, Year YYYY SE21 Literacy Rate of Population 5 Years and Over by Gender SE22 Historical Enrollment for the Last Three School Years by Level SE23 Classroom and Teacher Needs per Barangay SE24 Tertiary and Vocational/Technical Schools by Enrollees and Courses Offered, Year YYYY SE25 Highest Educational Attainment of Population 5 Years and Over, Year YYYY |
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| The Custodian of sector data are the District/Division offices of the Department of Education (DepEd) | ||
| This is an example which describes how to get the attribute data for the Education CLUP Attribute Tables: | ||
| 1 | The DepEd District Supervisor is invited to the Briefing in CLUP Step 2. | |
| 2 | The Local Chief Executive or the Municipal Mayor issues a letter to the DepEd District Supervisor, encloses the forms of tables (in hard or soft copies depending on the computer proficiency level at the Education District Office) with a request to fill the forms accordingly. | |
| 3 | The District Supervisor invites the Principals/Head Teachers/ Teachers in Charge (School Heads) to a meeting to inform them about the request and ask them to submit the data. | |
| 4 | The Principals/Head Teachers/ Teachers In Charge (School Heads) go back to the schools and capture the data | |
| Spatial | ||
| Designing the database includes identifying in the spatial data, what will be needed based on the requirements of the analysis; record the locations of the required feature objects, setting the study area boundary (the municipal area or a part of it). (Below is an example how to arrange the spatial data for the Education Sector): | ||
| The object will be different types of schools: preparatory; elementary; secondary; tertiary for which a specific symbol is needed. A public school will have blue and a private school will have red color coding. | ||
| The feature type will be a point. The location will be traced by a GPS. Use if possible one and same place for all schools, for example the flag pole or the main entrance to the school compound for the GPS reading. | SYMBOL for the school | |
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| Pre-school |  |
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| A primary school or an elementary (which also can include a pre-school) |  |
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| A secondary school/high school (which also can include an elementary school) |  |
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| (Tertiary) |  |
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| Creating the database is a critical and time-consuming part of the activity. The completeness and accuracy of the data for use in analysis determines the accuracy of the results. | ||
| Step 4: Analyze the Data | ||
| Based on the defined indicators, different types of analysis can be performed. Analyzing data in a GIS ranges from simple mapping to creating complex spatial models. A model is a representation of reality used to simulate a process, predict an outcome, or analyze a problem. | ||
| School Catchment Radius. The Planning Standard is: | ||
| ?? Km for a Preparatory School (Please refer to Volume 2) |  |
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| 2 Km for a Primary School (Please refer to Volume 2) |  |
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| Existing or Projected School-going age group population in the Catchment Area Table BI12: Demography: Population Projection by Barangay, Year YYYY, is needed for that exercise. For the analysis below there are two alternatives to visualize: If the municipal policy is that each barangay should have one primary school, the barangay becomes the common denominator presented. | SYMBOL for the barangay | |
| School with a non-acceptable student-teacher ratio. The Planning Standard is | ||
| 1:?? for a Preparatory School (Please refer to Volume 2) |  |
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| 1:?? for a Primary School (Please refer to Volume 2) |  |
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| School with a non-acceptable student-classroom ratio. The Planning Standard is: | ||
| 1:?? for a Preparatory School (Please refer to Volume 2) |  |
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| 1:?? for a Primary School (Please refer to Volume 2) |  |
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| Physical Condition of School | ||
| Critical. The condition is dangerous for the children; toilet and washroom facilities are not functioning and may cause the spread of diseases; lack of potable water; |  |
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| Poor: The general condition is problematic and causes disturbances for classes especially during the rainy season; the toilet and washrooms facilities are unsanitary |  |
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| Fair: Classes can be conducted without serious problems |  |
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| If the standard is not properly defined or the above is not valid (for example the barangay is so large so it results in unacceptable walking distances for the pupils), a circle buffer will be indicated, seet example below. | ||
| Step 5: Present the Data | ||
| The final step is to present the results of the analysis. The final products should be effectively communicating the findings to the audience. In most cases, the results of the GIS analysis can best be shown on a map. Charts and reports of selected data are two other ways of presenting the results. Charts and reports can be printed separately, be embedded in the CLUP narrative text or be placed on a map. |
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| Example below shows the Education Analysis layers put on top of the Base Map: | ||
| The education analysis layers will be put on top of the Base Map. As recommended in Volume 2, it is overlaid with the population density map to show distribution of schools with respect to the number of people residing within an area: | ||
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| Next is to display the problems faced by these school and overlay them on the base map to make it more easy to read and focus on the problem of each schools: | ||
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| Once the school conditions are analyzed with respect to location, this should be overlaid with the population density map to relate it with the population distribution.
The illustration below not only shows what and where the problematic schools are but will also be useful in determining classroom-teacher needs. |
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| 04.06.03_Education.pdf | 966.95 KB |