HISTORY OF EDUCATION IN THE PHILIPPINES (PUBLIC SCHOOL SYSTEM)

In the first decade of American colonialism over the Philippines, the United States government immediately sought to instill an educational system that would prepare the nation for eventual independence. Enforced by the Taft Commission, President McKinley advocated for a free public school system that would help train and enforce Filipinos of the duties of an ideal colonial. In 1901, under the Department of Public Instruction headed by the United States, the Philippine Commission developed a centralized public school system. This authorized 600 teachers from America, known as the Thomasites, to teach in the newly colonized nation. As a result, colonizers created schools that closely resembled the American public school system arguing that self-rule would be possible only through their guidance and support. In reality, however, controlling the educational system was their way of not only maintaining authority, but also as a way to pacify all aspects of nationalism. Rather than encouraging the advancement of Philippines’ literature and language, colonists imposed Western practices, ideals and values. Consequently, the history of the Philippines was taught under American colonial perspective.

This type of education played a profound affect on the future of the Filipino people. For one, an American education meant that instruction was in English. At the start of American colonialism, English became the official language of the Philippines. Students were not only taught in English, but they were required to read, write and speak the foreign language as well. This has several negative implications since it meant forcefully erasing their native tongue. Instead of educating and informing the people, Americans’ methods of teaching was meant to train Filipinos so that they manifest into the ideal colonial. They were brainwashed into believing certain sets of information and values, which may not necessarily have been applicable to the Filipino people. Moreover, teaching practices did not comprise of the “student-teacher” model but rather paralleled the “student-soldier.” Rather than assisting, nurturing and helping a student flourish mentally, they enforced strict rules and policies. Thus, education was treated as an instrument of colonial policy instead of a tool to free the people from illiteracy and ignorance.

Overall, the education of a Filipino was another way for American colonists to subjugate a people and gain power. With the support of the United States government and its military leaders, American interests were at the center of the school system. As a result of colonialism, the educational system in the Philippines still mirrors that of America’s system. For example, English continues to be a widely spoken language in the Philippines. Moreover, schools do not stress Americans’ discriminatory and prejudice acts and still view them as “liberators” and “allies” despite their imperialistic policies. Ultimately, by gaining control over education, they were able to reshape history and alter the memory of the Filipino people.

RELATED LITERATURE

Following a general trend across many building types, educational facilities are becoming increasingly specialized. For example, we have come to understand that classrooms intended for pre-schoolers are fundamentally different from those that best serve high school seniors or the training of mid-career professionals. Today, even the traditional idea of "classroom" as an instructor-focused learning space is changing. The growth of computer-based instruction, video projection, and other telecommunication requirements is causing us to rethink traditional educational patterns and spatial relationships.

From an environmental perspective, concerns for the health and well-being of students—particularly young students—are increasing interest in the improved performance and fabric of school structures. Strategies including day lighting, the specification of sustainable and non-toxic building materials, and the use of renewable energy sources are gaining attention in school design. At the same time, resources for the construction, maintenance, and upkeep of educational facilities remain in short supply.

TYPES OF SPACES/ DEFINITION OF TERMS

Fundamental space types for elementary schools include, but are not limited to:

Administrative Offices – offices which keeps a set of day-to-day activities related to financial planning, billing and recordkeeping, personnel, and physical distribution and logistics, within an organisation. An employee that undertakes these activities is commonly called an office

administrator or office manager. The exact duties of an office administrator vary depending on the employer and level of education.

Cafeteria —a dining room in a school or a business in which customers serve themselves or are served from a counter and pay before eating.

Classroom —A room or place especially in a school in which classes are conducted. Daylighting is most important in classrooms, where most teaching and learning occurs.

Common areas – areas which are available for use by more than one person. Courtyards/ Quadrangle - an unroofed area that is completely or mostly enclosed by the walls of a

large building. Gymnasium - a room or building equipped for gymnastics, games, and other physical exercise. Health Service/ Clinic - a place or hospital department where outpatients are given medical

treatment or advice, esp. of a specialist nature. Library - A place in which literary and artistic materials, such as books, periodicals, newspapers,

pamphlets, prints, records, and tapes, are kept for reading, reference, or lending. Lobby —Schools often showcase team trophies in the foyer or feature a colorful display at child's eye

level. Media Center —Schools are changing traditional libraries into media centers, adapting to new

technology, as well as to other issues such as comfort, flexibility and maximum use of space. Multipurpose Rooms - The large room downstairs which includes the gym, the stage, as well as

offices and storage space Music Facility – A room in school set aside for instructions in music Science Facility - a workplace for the conduct of scientific research Art facility – A room in school set aside for instruction in the visual arts Restrooms

TRENDS IN SCHOOLS

This school is located in Los Angeles Country, USA. Considering the public school design the latest trends, the designer added 650 solar panels to the façade. They give an eye-catching decoration, indeed, but the main function is to provide 75% of the energy needed by this building. Appearing in blue, this modern school is blended with the sky and looks really impressive. Moreover, there is nice touch on the wall with colorful decoration to catch some attentions.

This contemporary school is also completed with some natural touches. There are greeneries creating a nice line accompanying the pedestrian street and some plants next to the building. Designed in three floors design, this school looks elegant. The first floor is with concrete flooring and there is a simple concrete staircase to connect it to the upper floor. There is also a modern white staircase at the edge of the building which stunningly appears in white painting with some decorative yet functional panels.

This design trend of providing solar energy can be an example of some other eco-friendly buildings. The design, in rectangular shape, is also stunning enough with eye-catching finishing in white and blue which excellently connect to the nature.

Architecture, Imposing Public School Design with 650 Solar Panels.

The High School Albert Einstein, Brassens site, is a big building of the 60’s. Built with a model, it is composed by high linear buildings from 60 to 80 cm lengh and big metallic workshops. The court is the major element of the project, meeting’s place but also transition. Its localization offers direct connection with the cafeteria, restaurant place, administration, workshop, general teaching room, school life. Here gather the students during their free time. That is why it is necessary to propose qualities of specific spaces, easily appropriable, playful and to bring a feature to the exteriors arrangements. The landscape treatment of the court is voluntary urban type like central place, mainly mineral, allowing a differentiation with gardens.

Spaces are treated and easily recognizable to assert an idea of sequences and gratitude education’s pole. Gardens between the buildings are like screens improving a better visual and thermal comfort and offering landscape diversity. Visual borderlines are more and more wide thanks to the preserving of the green space in the Northwest of the High School.

To think of a sustainable development crosses well on by the qualitative consideration of materials, a technical work on the management of the energies, but also by a logic the layout of places. It is in the sense that we began this project, by joining in the time. The intervention which we propose allows restoring coherence and featuring to the set by means of a new spatial scenography.

School for Burma.  The design utilizes an adaptable framework that balances prefabricated structural elements with locally crafted, modular, bamboo panels. By creating entirely flat-packed components, BURMA [RE]FRAMED can be rapidly reassembled from a flatbed truck into a courtyard school, a single building or even as independent multi-use units. By reconsidering the restrictions of land ownership into an opportunity for flexible community space, BURMA [RE]FRAMED acts as a local/global bridge providing at-risk communities with a physical space around which the population can learn, grow and thrive.

CASE STUDY: LOCAL

Build Back Better after Yolanda

Design for survival, as well as for the tropics and its devastating winds and lashing rains.

Those who helped rebuild Aceh after the 2004 tsunami say that survivors should not be forced to live in tents for more than six months, as it causes social tension.

Even at the initial stages of rebuilding, the reduce-reuse-recycle mantra must be hummed. Architect Paulo Alcazaren suggests that the trunks of the three million coconut trees felled by Yolanda be used as columns and beams for the 500,000 needed emergency shelters for the displaced. The roofs can be tarps from all the billboard advertising taken down in Manila.

Gabaldon school houses were constructed all over the islands in the early 20th century. The architects based the building on proven tropical design concepts: raising the ground floors against floods, damp earth, and pests, (and) using high-angled hip roofs (that) are more resistant to winds than the low-angled gable roofs of current buildings. The Gabaldons also had high ceilings and large capiz windows for natural light and ventilation. Modern' schoolhouses are dark and stuffy.

Rational transport and communication systems; walkable, well-lit, and tree-shaded streets; compact, mixed-use district

morphology; parks and open spaces (for recreation and refuge); and elegant but robust civic buildings.”

Aside from school buildings, the other civic building that normally transforms into an evacuation center during calamities is the stadium.

The following retro-fit to incorporate its secondary post-disaster function: “1) no regular seating, just planking or padded mats that can serve as beds for refugees; 2) rainwater harvested from roof and stored in each column-silo/cistern to be used for toilets; 3) toilets with more than the usual number of stalls, urinals, or showers using the harvested rainwater; and 4) emergency power from generator sets (mandatory) but augmented with solar panels plus pedal power.”

At the same time, the town or city stadium must be “built on elevated sites with additional flat areas around for tents and helicopter landing zones, with emergency clinic and medical supplies embedded here.

Climate Change-Adaptive Architectural Design

Climate change is brought about by global warming through the unchecked use of fossil fuels (chiefly coal) by industrialized countries. These have warmed our oceans and have given rise to supertyphoons (with some also saying that foreign military activities have something to do with it). The Philippines (PH) is the wall that protects Southeast Asia and parts of East Asia as the PH is the first landfall of Pacific Ocean-bred supertyphoons i.e. which grow weaker only after passing the PH, thereby protecting the rest of Asia. Given this reality, climate change adaptation and disaster preparedness/ resiliency for buildings should now be the norm for PH buildings and structures.

For exposed sites/ buildings/ structures/ projects i.e. those located along low-lying coastal areas, sited at mountain/ hill slopes or bases, sites constantly battered by strong monsoon and storm winds and similar locations, these new architectural design paradigms could start by modifying portions of conventional architectural designs into the following (but not limited to the following), viz:

1. Sites/ Groundsa) less paving around the building to help retard surface water flow i.e. through

percolation into the ground, inasmuch as the collected surface water contribute to flash flooding at lower elevations within a community; and  

b)proper setbacks and compliance with mandated legal easements (MLEs) along waterways to maintain floodwater at a low level i.e. narrower waterways translate into higher flood levels;

2. Buildings/ Structures a) use of concrete deck roofs instead of sloped metal roofs; however, while this assures

that the building/ structure is climate change-adaptive, there are other key considerations such as the capital expenditure for waterproofing and maintenance as well as considerations of the amounts of the reflected light and heat of light-colored finishes for the concrete deck roof i.e. dark colors cannot be used as these shall absorb considerable amounts of heat, thereby affecting the operation and comfort levels inside the building;

b)if the use of metal roofs cannot be avoided, provide much steeper roof slopes for metal roofs (because flatter slopes are easily penetrated by strong winds);

c) use of roof that is sloped at all four (4) sides (since typhoon winds come from all directions) i.e. cuatro aguas;

d) use of very short eaves i.e. the roof extension outside the exterior wall of the building or residence, usually provided for shade and aesthetics (inasmuch as long eaves cause uplift which open up the roof cavity to more/ extensive wind damage); the short eaves could be paired with medias agua (shed roofs) over windows and doors;

e) gutterless roofs (as leaves and debris clog up the drains, downspouts and catch basins and the accumulated water cause the undrained roof to collapse; this has to be partnered with a trench drain, sand pit or a sand and gravel bed at the ground below to absorb the falling water;

f) controlled roof cavity and/or ceiling cavity openings to relieve or equalize pressure inside and outside the building during strong winds i.e. a certain amount of wind has to be let in the building/ structure to relieve and/or equalize air pressures;

g)for flood-prone or flood-risk areas, the use of the lower level as a multi-use, flexible use space (that can be flooded), and which can be connected to the upper level/s of the building through stairs or ramps (for use by PWDs or large domesticated/ farm animals); and

h) use of stilted or floating building technologies, if technically and financially feasible, if safe and if locally available.

CASE STUDY: INTERNATIONAL

The Tyson Living Learning Center: Located at Tyson Research Center, the Tyson Living Learning Center is an environmental field station for Washington University in St. Louis, Missouri. The site has been transformed from a degraded asphalt parking lot to a native landscaped garden replete with pervious concrete, local stone pavers, and a central rain garden. The building fosters indoor/outdoor education with a large multi-use classroom that opens directly out to a locally-harvested white oak deck. Net zero energy is achieved by using photovoltaic panels mounted both on the roof and on two horizontal trackers. Potable water is provided by a chemical-free rainwater harvesting system. Greywater is treated in an infiltration garden and blackwater by composting toilets effectively eliminating the concept of waste.Site: previously developed parking lotMaterials: wood salvaged and harvested on-siteWater: all water captured on-site and black water broken down through a composting systemEnergy: high efficiency HVAC design and all energy needs supplied by solar panelsHealth: low-VOC materials, green cleaning plan and a high daylighting factor

Eco-Sense: Eco-Sense is a private home located in Victoria, British Columbia that functions as a part of the eco-system, blurring the line that separates where the dwelling ends and where nature begins. The residence was the dream of Ann and Gord Baird who wanted to build a sustainable home for their three generation family of six. The family walks the talk of sustainable living with a conservation first philosophy. The house is also the first code-approved, seismically engineered, load-bearing insulated cob (clay, sand, and straw) building in North America.Site: brownfieldMaterials: cob, clay, sand, and straw house; extensive reuse of light fixtures, plumbing fixtures, and lumberWater: green roof to mitigate storm water, composting toilet, and all water harvested on-siteEnergy: use of solar panels and wood gasificationHealth: low-VOC materials throughout, acoustical design, more natural light, wheelchair accessible, and the clay structure does not allow for mold

Omega Center for Sustainable Living: Located in Rhinebeck, New York, the Omega Center provides innovative educational experiences that awaken the best in the human spirit. The Omega Center is an environmental education center and

wastewater filtration facility that is designed to use the treated water for garden irrigation and in a greywater recovery system.Site: reuse of solid debris landfill and fill removed and resoldMaterials: Embodied carbon footprint = -1,387 metric tonsWater: annual water use all harvested on-site and all grey and black water treated on-siteEnergy: generate almost 40,000 kWh per year via solar panels which is more than their 37,190 kWh/yr needsHealth: ducts protected during construction, low-VOC material selection throughout, and a green cleaning program

REFERENCES

http://www.wbdg.org/design/educational.php http://www.wbdg.org/resources/livingbuildings.php http://en.51arch.com/2014/02/a3056-albert-einstein-high-school/#more-8958 http://www.nrel.gov/docs/fy02osti/29105.pdf http://www.archdaily.com/191360/school-4-burma-design-winning-proposal-amadeo-bennetta-and-

daniel-larossa/ http://www.squarestate.net/imposing-public-school-design-with-650-solar-panels/stunning-exterior-

greendot-public-school-details-solar-panel/ http://philippines1900.tumblr.com/post/264595846/education-as-a-colonial-tool http://www.interaksyon.com/article/75697/build-back-better-after-yolanda-7-lessons-from-albay-

europe-latam-africa-and-a-pinoy-architect Philippine Architectural Design Paradigms: Copyright 2013 Architecture Advocacy International

Foundation (AAIF), Inc. DESIGN CONSIDERATIONSSustainable

Use energy, water, and other resources efficiently. Integrate renewable energy strategies, including passive solar design and, where appropriate, solar

thermal and photovoltaics. Integrate high-performance mechanical and lighting systems. Conserve and protect natural areas.

Incorporate materials and products derived from sustainable-yield processes and/or are manufactured locally.

Provide opportunities for safe walking and bicycling to school.Secure / Safe

Providing safe schools should be a high priority. Maximize visual access to corridors and school grounds. Increase occupants' sense of ownership and "territoriality" by providing comfortable, not institutional,

rooms and by clearly defining the school boundaries. Control access to the building and grounds by individuals and vehicles.

Accessibility Design spaces to meet the specific needs of students and teachers with disabilities Design for future flexibility, which enables spaces to be easily modified.

Productive Make daylighting a priority, especially in classrooms. Daylighting is the controlled admission of

natural light into a space. Glare and hot spots can undermine the learning process. Studiesshow a positive correlation between daylighting and student performance.

Integrate daylighting with high-efficient electric lighting and controls to optimize visual comfort. Use natural ventilation when possible. (This and daylighting also provide a connection to the

outdoors.)FunctionalTo foster students' sense of community and individuality:

Cluster classrooms around common areas. Connect spaces visually with colors and patterns. Provide platform spaces for gathering, sitting, and presenting and alcoves for reading and studying. Decentralize administrative spaces to encourage active leadership and maximize interaction with

students. Provide a "home base" for each student and teacher.

Cost-Effective Select building elements on the basis of life-cycle cost analysis—Mirror the lifespan of projects and

systems with the expected lifespan of the facility. Consider the recyclability of materials. Specify materials and products that are easy to maintain (balance this with their impact on children's

health and the environment). Use energy simulation and analysis tools to optimize energy performance (integrate daylighting

systems, high-performance HVAC, energy-efficient building shell, and high-performance electric lighting)

Aesthetics Bring the community into the planning process through an integrated design process. Provide an interior environment that is visually comfortable and stimulating by providing ample

natural light and incorporating colors that stimulate or soothe, depending on the space function. Design for diffuse, uniform daylight throughout classrooms. Avoid glare and direct-beam sunlight. Use daylighting analysis tools to model the interaction of lighting and materials that reflect or absorb

light.

DESIGN FOCUSAdaptive BuildingsAdaptive buildings are designed to adapt to changing needs and conditions, including environmental conditions such as climate change. Adaptive strategies make renovation or repurposing of space easier, less expensive, and less burdensome on the environment.The concepts and technologies to support adaptive building systems are both available and dependable. Adaptive facilities are poised to capitalize on technology transfer from other disciplines, which can allow the building industry to mass produce sustainable building parts and bring down the cost of these systems to

attractive levels. Open buildings are also a method for creating an adaptable building in that they are easiliy remodeled and can easily be adapted for new purposes for which they were not originally conceived.

Climate AdaptationStrategic decisions on location and layout of a building can significantly reduce risks associated with climate change such as higher temperatures and water resource shortages. Designing buildings for climate change contributes to zero impact due to the building's ability to adapt to changes in climate without having to redesign, and in some cases rebuild. Such strategies may include flood resistant materials and drainage planning, drought resistant landscaping, passive cooling, planting for shade, enhanced foundations, and careful planning of vegetation, ensuring buildings do not obstruct biodiversity corridors, and material selection based on heat island effect. Buildings must also be designed to withstand other natural hazards including high winds to reduce damage to the building envelope, protect occupants, and minimize heat gain, heat loss, and moisture penetration. Distributed energy resources, small-scale power generation sources located close to where the energy is used, can provide an alternative to the traditional electric power grid and offer the potential for lower cost, higher service reliability, high power quality, increased energy efficiency, and energy independence.

DESCRIPTION

The concepts of living, regenerative, restorative, and adaptive buildings are outlined and differentiated in the sections below.

Living BuildingsLiving buildings either are autonomous and not reliant upon the electrical grid or other utility systems to operate, or, in accordance with the concept of net-zero, they take in resources (from the electrical grid, public water supply, etc.) at levels equal to or less than what they return to the community and the environment (in renewable energy, recyclables, etc.). Most of these buildings still need to be connected to the grid in order to contribute excess energy from on-site power generation back to the community. In weather, power, or security-related emergencies, these buildings can provide their own power from on-site sources, reducing the need to be reliant upon the grid. Living buildings are also designed, operated, and managed to have no negative health impacts upon occupants.A Living Building is integrated with and mimics natural processes, and obtains all necessary resources for operation from the natural environment (rainwater, wind, sunlight), which achieves a net-zero impact on the environment as discussed above. A Living Building produces its own energy from renewable sources and releases zero greenhouse gas emissions; it functions with the water that falls upon the site, capturing rainwater for interior and exterior uses; and treats all wastewater on-site. It creates zero net waste and sources sustainable materials. By doing so, the building can function autonomously from power grids and municipal water systems. The Living Building Challenge (LBC) is the first sustainable building certification system that provides design and construction teams with guidelines for how to integrate living building concepts. The guidelines and examples are further outlined below.