sports and education, police sector

Submitted by: SOCIAL SECTOR EDUCATION I.

INTRODUCTION The passage of the Local Government Code of1991, devolved some basic services and facilities to the Local Government Unit’s as follows: The Constitution of the Philippines provides the following: “Article xiv, Sec. 1. The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Sec. 2 the State shall : 1. Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society; 2. Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; 3. Establish and maintain a system of scholarship grants, students loan programs, subsidies and other incentives which shall be available to deserving students in both public an private schools, especially to the underprivileged; 4. Encourage on-formal, informal and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and 5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills. Sec. 17 Basic Services and Facilities a. ….they shall discharge he functions and responsibilities of national agencies and office devolved to them… b. Such basic services and facilities include but not limited to the following: (2) For Municipality (viii)… school buildings and other facilities for public elementary and secondary schools…

(4) For a City All the services and facilities of the municipality and province and in addition thereto, the following: (ii) Support for education, police and fire services and facilities` I.

SECTORAL PLANNING PROCESS

A. Assessment of Existing Situation The planner must identify, collect and compile and process relevant date, information and statistics in order to present clearer picture or profile of the literacy level of the populace and adequacy of educational facilities and teachers as well. In assessing the existing situation, the following steps shall be followed: A.Data Requirements DATA REQUIREMENTS 1.Educational Institutions a. Na me of Sc ho ols, Loc atio n an d Are a b. Typ es of Co nstr ucti on Mat eria ls use d 2.Population a. Tot al po pul atio

SOURCE OF DATA DECS Division Office/ Individual School

National Statistics Office -To be Computed Interpolation/Sprague Multiplier -CS Division Office Individual school

–

-doDemographic Sector Division School Division School

Office/Individual Office/Individual

Individual School /TESDA Department of Employment TESDA

Labor

and

n by ag e gro up b. Sc ho olgoi ng ag e po pul atio n c. Po pul atio n/s cho olgoi ng ag e po pul atio n proj ecti on 3.Enrollment a. Cur ren t an d pas t 10 yea rs enr oll me nt per

sch ool, pu blic or priv ate by lev el of ed uca tion b. Dro pout rat e 4.Literacy of household Pop’n 10 years old and over 5.Total number of teachers employed per school per level 6.Vocational/Techni cal Education and Manpower Training a. Enr oll me nt in an d gra du ate s of voc atio nal/ tec hni cal cou rse s b. Inv

ent ory of no nfor mal pro gra ms for ma np ow er trai nin g

B.Data Gathering/Collection Data gathering must be thorough and should over significant details. Data are either primary or secondary depending on their source/method of collection. In the absence of secondary data, primary data from field surveys questionnaires or direct interview with the genies/authorities concerned n be used to if time and local resources allow. Secondary data can be obtained from various/compiled/published document/report mad by concerned agencies/firms/institution/individuals. Interview with appropriate persons is important in order to solicit suggestions and to produce first-hand facts that are vital tools in the evaluation of the problem. It also affords the opportunity to immediately clarify/validate information or data required. C.Data Processing and Analysis In order to come up with a good plan, the planer in coordination with the LGU concerned must assess the existing situation of certain city/municipality, in terms of literacy level of the populace, educational facilities, teachers, etc. Elementary and Secondary education are covered currently by the national government u the LGU still has to determine its requirement as input to DECS in their programming activities. In the assessment of the existing situation, the following parameters shall be considered: 1. Educational Institutions and School Facilities by Level

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

School

Location

Area Occupied Sq. M.

Table 1 Name, Location, Type and Facilities of School By Level Type Failities Public

Priv.

Lab.

Shop

Library

Sports

Admin Office

Clinic

C.R.

Playground

Other (specify)

Elemen -tary a. b. Second ary a. b. Tertiary a. b

2. Total Population and school-going age population Determine the magnitude of the school-going age population (6-21 years old) from the age distribution of population for the different levels of education. a. Sprague Multiplier Since the usual grouping of NSO (5-9, 10-18, 15-19 and 20-24) are not suited to school-going age population for primary (6-10), intermediate (11-12), secondary (13-16), and tertiary (17-21), education programs prescribe by the DECS, school-going age population can be determined by applying the Sprague Multipliers. This method makes possible the disaggregation of an age bracket, e.g. 0-4 yrs old into single-year estimates i.e., 0, 1, 2, 3, 4, etc. AGE BRACKET 0-4 5-9 10-14 15-19 20-24 25-29 30-34 Example:

POPULATION (Both Sexes) 2,926 3,438 3,198 2,856 2,580 1,871 1,599

To compute for the primary school- going age population, use the following procedures. (Note that age 6 is accepted in grade 1) a.1. Get the population of age bracket 0-4 and multiply with the Sprague Multiplier under column 1 (0-4) at age 6. a.2 Use the population of age bracket 5-9 and multiply with the Sprague Multiplier under column (5-9) at age 6. a.3. Multiply the population of age bracket 10-14 with Sprague Multiplier under column (10-14) at age 6. a.4. Add the results of a.1. to a.3. The resulting number is the single year estimate (620.704) at age 6. Computation: 2,926 x -0.0080 = -23.408 3,438 x 0.2320 = 797.616 3,198 x -0.0480 = -153.504 620.704 = 621 a.5. Follow the same procedure in getting the single-age estimates for the primary school going-age population at ages 7, 8, 9, and 10. a.6. Add the results of a.4. and a.5. The resulting number is the primary school-going population. Apply the same procedure to determine the school-going age population for other levels of education. b. Interpolation Technique Another method reclassifying the NSO population groupings into the desired school-going age population group is through the use of the interpolation technique. Interpolation technique assumes that each of the individual age in the age bracket contributes equally to the total population of that specific age bracket. Example: Population by Age Group Municipality X

AGE BRACKET

POPULATION(BOTH SEXES)

All Ages 5-9 10-14 15-19 20-24

58,274 8,359 7,399 6,751 6,254

Source; Census on Population National Statistics Office

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

Get 4/5 of age group (5-9)

= 4/5(population age group 5-9 4 = ----- x 8,359 5 = 6,687

2.

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

Therefore, the population of the primary school-going age (6-10) population of municipality X is the sum of 6,687 +1,480 = 8,167 b.2. For the intermediate school-going age population (11-12) Get 2/5 (population age group 10-14) = 2/5 (population age group 10-14) 2 = ------ x 7,399 5 = 2,960 b.3. For secondary school-going age population (13-16) 1. Get 2/5 of age group (10-14) = 2/5 (population age group 10-14) 2 = --- x 7,399 5 = 2,960 2. Get 2/5 of age group (15-19) = 2/5 (population age group 15-19) 2 = ---- x 6,751 5 = 2,700 Therefore, the population of the secondary school-going age (13-16) population of municipality X is the sum of 2,960 + 2,700 = 5,660 b.4. For the tertiary school-going age population (17-21)

1. Get 3/5 of age group (15-19) = 3/5 (population age group 15-19) 3 = ----- x 6,751 5 = 4,051 2. Get 2/5of age group (20-24) = 2/5 (population age group 20-24) 2 = ----- x 6,254 5 = 2,502 Therefore, the population of the tertiary school going-age (17-21) population of Municipality X is the sum of 4,051 and 2,502 = 6,553 a. School going age population and present enrollment c.1. Determine the current enrollment participation ratio for all levels using the following formula: Enrollment Participation Ratio (EPR) No. of Enrollees y Level EPR =---------------------------------------------------------- x 100 School Going-age population of Relevant Age Level (Computed in a.1. and a.2.) Example: Schools going age population in primary level (6-10) = 8,167 No. of enrollees in the primary level 1,240 EPR = ---------- x 100 8,167 EPR = 15.18% This means that for every 100 children aged 6-10 years, only 15 are enrolled. The remaining 85 do not go to school primarily due to poverty. c.2. Drop Out Rate Drop-out rate is the percentage of pupils who left to school during the school during the school year. Determine the drop-out rate for the past three years and state the possible causes of its decrease/increase. b. Literacy Rate Literacy is the ability to read and write a simple message. A person is literate when he can both read and write a simple message in any

language or dialect. A person is considered as illiterate if he can only read and write numbers on his own name or if a person can read but no write. Based on the NSO data, determine the literacy rate population of those who are 10 years old and above. Refer to Demographic Sector c. Adequacy of Teacher/Classroom Facilities e.1. Number of Teachers and Numbers of Students Compute the teacher-student ratio for the different levels of education by dividing the total number of enrollees b y the total number of teachers involved in teaching academic courses. Example: No. of Enrollees (primary level) No. of Primary School Teachers

= 1,240 = 25

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

Compute the classroom-student ratio for the different levels of education by dividing the total number of enrollees by the total number of classrooms. Example: No. of Enrollees (Primary) = 1,240 No. of Classrooms = 30 Solution: Student-Classroom Ratio =

= =

No. of Enrollees ------------------------------No. of Classrooms 1,240 -------------30 41:1

Use the Table to tabulate the results. Table 2 Student-Teacher and Student Classroom Ratios per School, by Level City Municipality of _________

19__ School

Current Enrollment

Number Students

of

Student Teacher Ratio

Number of Classrooms

Student Classroom Ratio

a. Elementary b. Secondary c. Tertiary Source: DECS Division Office

a. Condition of Existing School Buildings Determine the general condition of existing school buildings basd on standard set by the DECS and the Categories of school buildings provided by the National Building Code of the Philippines. Use the Table to tabulate the data Table 3 Inventory of Schools, Construction Materials Use and Condition Municipality of ____________ 19___ Name of Schools b.

Construction Materials

Condition

Vocational/Technical Education and Manpower Training

Determine the number of vocational/technical education and manpower training available in the locality. Determine the number of enrollees and graduates of vocational/technical courses. Express in percentage the number of graduates and the number of enrollees. Tabulate the data using the table Table 4 Vocational/Technical Education City/Municipality of ___ 19___ Name of Schools

Source:

Vocational Education

Technical Education

Manpower Training

Enrollees

Graduates

%

II.

Determination of Development Needs and Presentation of Projected and Future Scenarios The assessment of the development needs on education is an integral part of the sectoral study since the problems/development needs serve as the basis in formulating of goals and objectives as well as identifying programs and projects for the sector. The existing and projected needs may be determined by the use of simple formula which will illustrate hereunder. A.Determination of Existing Needs 1.Classroom Requirement The classroom requirement for each level can be computed using the following formula: Current Classroom = Requirement

Current Enrollment X Standard Classroom Student Ratio

Current No. of Classroom Dilapidated Damage Classroom

-

Example: Given:

Existing primary school enrollment Standard Classroom-Student Ratio Current Number of Classrooms in Good Condition Number of Dilapidated Classrooms

= = =

1,400 1:50 25

=

1

Solution: Substitute the given value in the formula Current Classrooms Requirement

=

= = =

Current Enrollment X Standards Classrooms Student Ratio

-

Current Number of Classrooms – Dilapidated Classroom

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

Considering the standards classroom – student ratio, the municipality is short of four (4) classrooms to accommodate the present enrollees for the primary level. 2.Teacher Requirement The current teacher requirement for each level can be solved using the following formula: Current Teacher

=

Current Enrollment X Student – Teacher

-

Current Numbers of Teachers

Requirement

Ratio

DECS recommend the following standards on student-teacher ratio. Table 5 Student-Teacher-Ratio Public Private

Level Primary

Ratio (Teacher/Student) 1:50

Kindergarten Primary Secondary Tertiary

1:30 1:52 1:50 1:50

Example: Given:

Current Primary School Enrollment Standard Teacher-Student Ratio Existing Number of Teachers

= = =

1,400 1:52 25

Solution: Substitute the given value in the formula Current Teacher = Requirement

Current School Enrollment X Student – Teacher Ratio

Current Number of Teachers

Therefore, Current = Teacher Req’t. = =

1 (1,400 x -----) – 25 52 27 – 25 2 teachers

This means that Municipality X is short of two (2) teachers to accommodate the number of enrollees. 3.Facility Requirements Determine the existing school facility requirement and identify the existing facilities which need improvements/rehabilitation. 4.Non-Formal Education

Find out available non-formal education/training needed by the locality relative to the drop-outs-of-school youth. B. Projected Future Needs 1. Projected Enrollment Adopt the enrollment projections prepared by the DECS Regional/District Office for the Municipality. In the absence of DECS projections, the following procedures shall be used a. Determine the Increment Participation Rate, IPR TPRn - EPRi IPR = ----------------------T Where:

IPR

=

Is the average yearly increment rate

EPRi

=

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

TPRn =

t

=

is the number of years between n and base year i.

b. Projected Enrollment participation rate for year (i+1) EPRi (i+1) EPRi + IPR For succeeding years, add increment enrollment participation rate to the previous EPR. EPR ( i + 2 ) = EPRi ( I + 1 ) + IPR c. Projected enrollment by multiplying the targeted enrollment participation rated by the projected school-going age population. Targeted enrollment Projected School Projected = --------------------------------- x Going age Enrollment Enrollment Participation population (SGA) Rate, EPR Example: Given:

Existing Enrollment Participation Rate (EPRi) for SY 1995-1996

=

71%

Target Participation Rate Regional (TPRn) for SY 2000- 2001 Number of Years Between (t) SY 1995 – 1996 to SY 2000-2001

=

75%

Projected School-Going Age (SGA) Participation 1996 1997 1998 1999 2000

5443 5655 5853 6868 7270

Solution: By substituting the given value in the formula, 1. IPR

TPRn – EPRi 75% - 71% = ------------------------ = -------------------- = 0.8 t 5

2. EPR( i+1) = EPR (96 – 97) = 71 + 0.8 = 71.8% 3. Project Enrollment Projected Enrollment School-going For 1196 – 1997 = Rate (EPR) X Population Age =

71.8 % x

=

3,908

5,443 Enrollment Participation Arte (1997 -1998) = Projected Enrollment (1997 – 1998)

=

71.8% + 0.8 = 2.6%

72.6% x 5,655 = 4,106

Enrollment Participation Rate (1998–1999) = = Projected Enrollment (1998 – 1999)

=

73.4% x 5,853 = 4,296

Enrollment Participation Rate (1999–2000) = Projected Enrollment (1999–2000)

=

72.6% + 0.8 73.4%

73.4% x 0.8 = 74.2%

74.2% x 6,868 = 5,096

Enrollment Participation Rate (2000-2001) = =

74.2% + 0.8 75.0%

Projected Enrollment (2000-2001)

=

75.0 x 7,270 = 5,452

Tabulate results using the Table: Table 6 Projected Enrollment for Primary Level City/Municipality of ___________ SCHOOL YEAR 1996 – 1997 1997 – 1998 1999 – 1999 1999 – 2000 2000 - 2001

PROJECTED ENROLLMENT 3908 4106 4296 5096 5452

1. Classroom Requirements for the Planning Period Compute the projected classroom requirements for each level by using the following formula: Projected Projected School Enrollment Current Classroom = X Standard Classroom Number Requirement Student Ratio of Classroom Example: Given:

Projected primary school Enrollment 1997 Existing number of classrooms Classroom – Student Ratio

= = =

1,640 25 1:50

Solution: Using the formula, Projected Projected School Enrollment Classroom = X Standard Classroom Requirement Student Ratioof Classroom

Current Number

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

Note: The projected requirement includes that of the previous year requirement. 2. Teacher Requirement for Planning Period

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

=

Requirement Example: Given:

Projected Standard School X Teacher Enrollment

Existing Number

-

Student Ratio

of Classroom

Projected primary school enrollment Existing number of teachers Standard Teacher – Student

=

1,640 = 25 =

1:50 Ratio fir Primary Level (Public) Solution: Using the Formula, Projected Teacher

=

Projected Standard School X Teacher -

-

Existing Number

Requirement

Enrollment Student Ratio of Classroom 1 = (1,640 x ------) – 25 = 33 – 25 = 8 teachers 50 Use the same procedure for the succeeding years, tabulate results using the table. Table 7 Teacher Requirement City Municipality of ________ YEAR Year 1 2 3 4 TOTAL

TEACHERS REQUIRED

Source:

C.

Determination of Space Requirements Based on the computed needs, estimate space requirement for each facility by using DECS guidelines and standards, as follows: 1. Elementary 1 or 2 classes and no grade above Gr. IV (Rural School) 6 or more classes (for central school) or 3 to 4 classes (for Non Central School) 7 to 9 classes

0.5 ha. 1.0 ha 2.0 ha

10.12lasses More than 12 classes

3.0 ha 4.0 ha

In special cases where there is difficulty in meeting the above standards, the following may be allowed: For Rural Areas: a. 6 or more classes (central school) or 3 to 4 classes (non-central school) b. 5 to 10 classes c. More than 10 classes For Urban Areas a. 6 to 10 classes b. 11 to 20 classes

1.5 ha. 3.0 ha. 0.5 ha. ¾ ha.

1. Secondary Schools For Urban (minimum) a. 12 sections b. 13 to 25 sections c. 2 to 50 sections d. 51 to 75 sections •

0.5 ha.

0.5 ha. 1.0 ha 1.5 ha. 2.0 ha.

Provide additional 0.5 ha. for every sections above 75 sections

For Rural (minimum) a. Barangay b. General/Trade c. Agricultural

1.0 ha. 3.0 ha. 3.0 ha. campus 2.0 ha.for Freshwater fishponds 2.0 ha. for brackish water fishpond

3. Colleges and Universities The area of school site as a general rule as follows a. 5000 or less students b. 501 to 1,000 c. 1,001 to 2,000 d. 2,001 to 3,000

0.5 ha. 1.0 ha. 2.0 ha 3.0 ha

As a general rule, the same ratio should be maintained for enrolment in excess of 3,000 For larger colleges and universities the campus should be at least 7.0 ha for minimum number of 10,000 students. (In using the 7.0 has., the regular open space minimum dimensional standard needed for any activity of the school is determined by multiplying a constant of 2.50 sq. m. /Student. On the other hand, the minimum standard for indoor facility is multiplied by a constant of 0.90 sq. m. to the total number of students)

I.

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

To increase the literacy rate in the city/municipality

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

To provide adequate classrooms for the elementary school children.

Formulation of Sectoral Proposals and Recommendations A.Policy Recommendation Policies are sets of related principles and rules of actions/conditions that would govern the pursuit of goals and objectives. Example: Formal and non-formal education shall be institutionalized as a tool for national development through better facilities and well-trained teachers B.Strategies Strategies are specific/special techniques and procedures to make programs and action plans work. Example: Elementary and secondary facilities should be made accessible to all, weather in the urban or rural areas. C.Targets Targets translate programs / plans into concrete and quantified projects and other outputs vis-à-vis a time frame. These projects are usually the detailed outputs of the program. Here are some guidelines I target setting: • • • •

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

Example: • I.

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

Plan Implementation

The efficiency and effectiveness of programs and projects can be evaluated based on the availability of the delivery machinery and to what extent these same programs alter existing conditions for the greater benefit of the population. A.Identification and Prioritization of Programs and Projects In order to attain goals, objectives and targets for the education sector of the town, the planner should identify/prioritize specific implementable projects and programs. Identify the implementable projects and programs in the locality considering the needs of the education sector Rank the projects in the order of their priority for implementation. In prioritizing the projects, the following criteria should be followed. • • •

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

Determine the possible sources of income and schedule of implementation of each project. Summarize proposed projects/programs in tabular form. For each program and project, give description and/or state objectives and identify the implementing agencies using the following sample table. Table 8 Programs and Projects City Municipality of ______ 199_ Project Title

Location

2 (two) Elementary School Buildings

Bo. Bato Bo. Lupa

Project Description Construction of 2 school building in two brgy.

Cost 2.5

Schedule of Implementation 1997 – 1998

2.5

1998 - 1999

Source of Funding DECS/DPWH CDF of Cong.. XYS

Note: 1.Elementary and secondary education are covered by the national government but LGU still has to determine its requirement as input to DECS in their programming activities. 2.In terms of adult education, the LGU depending on its sources, may use this program to raise the literacy level of its population and form part of its manpower training program.

B. Responsibility Centers The Following committees/groups shall be responsible for the implementation of the programs/projects or education sector. Local School Board, Local Development Council, Local Finance Committee, Local Chief Executive, Planning and Development Coordinator, Sectoral Groups, NGO’s, Sanggunian.

SPORTS AND RECREATION I.

DATA GATHERING A. Generate Data/Information and present in table Format: 1. Existing Sport and Recreational Facilities by Barangay, Year ___ Table 1 Sports and Recreational Facilities by Barangay, Year Barangay

Area

Sports Facilities

Recreation Facilities

Ownership

Physical Condition Good, Poor, Critical

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

The output table consists of basic information from which assessment of the level of sports and recreation facilities and services may initially proceed. Other relevant information may be gathered through a consultation process Example: Data on major events of provincial, regional or national interest held for the past ten years

A. Determine the felt needs, aspirations and issues of the community relative to housing through consultations. Gathering of Information on felt needs and aspirations of the population may be facilitated by designing/structuring Questions such as: • • •

What issues and concerns related to protective services would you want to be addressed? In what ways can ( as a resident/community member, stakeholder) address/resolve these issues and concerns? In what ways can the government address/resolve these issues and concerns?

•

What are your aspirations to improve the level of sports and recreation?

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

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

I.

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

CURRENT AND PROJECT NEEDS Determine the current need and future requirement for sports and recreation based on standards, recognized planning and design criteria and other considerations unique to the locality. Example: Current population of the Municipality (2005) Projected population (2010) Area of existing municipal park

=

58,274 = 66,023 = 20,000 sq.

m. Area requirement 2005 Current area requirement For municipal park

Future area requirement For municipal park

= = = =

population x standard 58,274 (500 sq. m. / 1000 population 29,137 sq. m. area requirement – present area

= =

29,137 sq. m.- 20,000 sq. m. 9,137 sq. m.

= =

66,023 x 500 sq. m. /1,000 33,011.50 sq. m.

Note: the standard for Recreational facilities in Annex 17 is suggested to guide the provision of appropriate facilities. II.

SECTOR ANALYSIS MATRIX A. Consolidate and validate the findings of the above steps with the result of the consultation. •

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

•

Determine the possible implications/impacts of the key issues, problems and concerns

A. Recommend interventions such as: •

Realistic policy options and appropriate strategies

•

Programs and projects for implementation with due consideration of current and pipeline projects.

A. Prioritize, tabulate, and present the results in matrix form as follows: (Sample) Sports and Recreation Matrix Technical Findings/Observations

Implications (Effects)

Policy Options/Interventions

•

Concentration of sports and recreation facilities in only two barangays

•

Limited opportunity for residents to indulge in sports and recreation.

•

Inequitable distribution of sports and recreation facilities Location recreational of Sports/ recreational facilities in/ near danger areas e.g. cliffs; health hazards e.g. landfill

•

Right-of-way being used as playing area

•

•

Risk to lives/health of the people

•

•

•

Identify areas for sports and recreation Provide additional sports and recreation facilities Provide measures to danger; relocate sports/ recreational facilities away from any health hazard structure/ infrastructure

PROTECTIVE SERVICES I.

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

II.

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

III. IV.

Current and Future Needs Sector Analysis Matrix