Chapter 1

INTRODUCTION

Background of the Study

“Building green is no longer enough, it is time to build

resilient.” (Lloyd Alter 2011)

Baguio City is the central business hub of the Cordillera

Administrative Region (CAR), urbanized by multiple entities of

different regional backgrounds. By virtue of historical evidence,

the rural to urban migration due to employment and educational

opportunities proved to be pertinent factor of overpopulation in

the city. However, the degree of hard technological skills varies

and the success rates of landing into corporate jobs are deemed

low. These result into labor employment open to the completion of

secondary education to provide opportunities to those who cannot

afford a 4 to 5 year baccalaureate degree. With the introduction

of the K-12 program, universities that have integrated the

curriculum saw major setbacks to the provision of adequate

facilities for the different tracks offered. TESDA accredited

programs find a greater need of facilities in the Science,

Technology, Engineering, and Mathematics (STEM) track that have

already been offered by technical institutes in the past years.

According to TESDA statistics, Technical Vocational Training

(TVET) is rated lowest in its percentile of enrollees.

Technology is the most prevalent change felt in such programs

and its constant use of energy suffer from inadequate environmental

facilities as well as a drop in student-teacher population and

1
technical staff employment as it requires hard technical skill

expertise.

Although the Leadership in Energy and Environmental Design

(LEED) is one of the most popular green building certification

programs used worldwide, this study utilizes building system

design principles that can be measured locally. The development of

this version of the BERDE Green Building Rating Scheme is funded

by the Department of Energy (DOE) through the Philippine Energy

Efficiency Project - Efficient Building Initiative (PEEP-EBI)

component, and is financed by the Asian Development Bank (ADB).

(Building for Ecologically Responsive Design Excellence 2013)

As Baguio City advances in technology, the central business

hub progresses economically. Legarda-Kisad Road, a suitable

location for commercial and institutional use is located not too

far from the busy central business district and not too far

residential zones equipped with urban facilities necessary for a

comprehensive form of urban livelihood. Its redirection of traffic

flow serves as an accessible location for students, businessmen,

tourists, and locals of various cultural and economic backgrounds.

Thus, this study aims to plan and design a new Technological

Skills Institute in Legarda-Kisad Road by using the different

methods of Building Systems Design and analyze its ecological

responsiveness by using the BERDE Point System to improve the

quality of urban education and livelihood at the end of the day.

The Technological Skills Institute differs from other schools with

the availability of courses directly hands-on with software

technology, such as Revit Architecture and STAAD Pro, alongside

courses technical schools offer like carpentry and welding.

2
Significance of the Study
Times are changing. Alongside the dynamism of time,

technology is also changing. The different methods of construction

and architectural planning and design imposes variance with the

effect they have on society and the environment. This study serves

to promote ecological responsiveness for form that not only follows

function, but future functions. Thus, it is high time to initiate

prototypes and models that adhere to responsive design standards

and serve as the example for future buildings alike.

The solutions are mainly local, from materials, standards,

until the provisions for labor. In line with the architect’s goal

of Nation Building, the use of local standards that are acceptable

globally imposes great significance throughout the methodology.

The beneficiaries of this study are primarily the professions

related the construction and operation of buildings. These are the

Architecture and Engineering professionals, followed by

professions heavily involved in the ecological and economic sector,

such as Environmentalists and Businessmen.

Significantly, on the micro level, the study sought to benefit

the lot owner wherein the institute will be proposed upon, Mr.

Wifredo L. Delariarte, and his company, the Prince Henry

Development Corporation. Simultaneously, the Prince Henry

Development Corporation establishes itself on the site as a

commercial/institutional property with former use of the same

zoning. With the site now cleared from its former rental use from

Bosch Car Repair Services, it seeks retain some commercial

functions of the lot alongside the proposition. Thus, the Project

Proponent, Prince Henry Development Corporation located along G.

3
Del Pilar Street, under Mr. Wifredo L. Delariarte’s approval of

the new Prince Technological Skills Institute, shall not be limited

to a vocational institute alone, but with the integration of

landscaped site elements and the inclusion of commercial avenues

for the return of investment and upkeep of the Institute.

What this study contributed to the stakeholders is a model of

a new Technological Skills Institute that complies with BERDE

standards. This serves in education as a local example for Green

Architecture in the Philippines, even in cool places such as Baguio,

in such as a way that Tropical Design will not be the sole solution

in the lowlands. The second beneficiary on the micro level is the

Technical Education and Skills Authority (TESDA), which is the

accrediting body for the services and courses offered under the

institute. With a new implementation of the institute,

accreditation by TESDA is a yearly checkup as to which level of

National Certification the institute can upgrade from National

Certification I (NC I). The existing problems TESDA faces today

are the lack of adequate facilities and spaces for vocational

institutes to expand to; as some, such as GMS Institute of

Technology, rent building units along the commercial business

district in Session Road.

Implications from this study are objectively the process of

architectural planning and designing with the integration of

concepts with respect to highly engineered building systems.

4
Review of Related Literature

“It’s our penchant to believe in and rely on luck and on

others for our fate instead of believing we can do things

ourselves.” – Rey Ibalan, Antipolo City

According to the Technical Education and Skills Development

Authority (TESDA), the education system in the Philippines

embraces formal and non-formal education. It is closely related to

the American mode of education but differs in the number of school

years as other countries have 12 years basic education. In the

country however, elementary education is composed of 6 years and

secondary education is 4 years which together with the tertiary

education comprise the formal education system.

Figure 1. Technical Vocational Education and Training

Delivery Modes

5
 The training and development of the Filipino workforce for

skilled employment is provided mostly by the private TVET

institutions. There are 4,510 Technical Vocational Education and

Training providers in the country today, 62% (2,786) of which are

private and 38% (1,714) are public. The public Technical Vocational

Education and Training providers include the 121 TESDA Technology

Institutes composed of 57 schools, 15 Regional Training Centers,

45 Provincial Training Centers and 4 Specialized Training Centers.

Other public TVET providers include State Universities and

Colleges (SUCs) and local colleges offering non-degree programs;

The Department of Education supervised schools, Local Government

Units, and other government agencies providing skills training

programs.

This means that sufficient productive employment is available

and workers have full access to income earning opportunities.

Essential to decent employment is a continuous enhancement of

competencies through building up of capabilities for skills

training on global competitiveness and positive work ethics.

Envisioning a globally competent Filipino workforce, the 2nd

Cycle National Technical Education and Skills Development Plan

commits for improved access and equity in Technical Vocational

Education and Training, improved assessment and certification, and

enhanced employability of Technical Vocational Education and

Training graduates.

6
Figure 2. National Technical Education and Skills Development

Plan 2005-2009 Framework

Figure 3. Youth Profiling for Starring Careers Framework

7
 This paradigm becomes more meaningful and strategic through

the Youth Profiling for Starring Careers (YP4SC) program, a

complete guidance delivery system to help young Filipinos make the

right career choices based on an objective assessment of their

strengths and interests which provide the information on what work

will place them in a “starring role”. This information is coupled

with updates on what job and employment opportunities are and will

be in demand; and information on education and training choices

where the job can be learned. In the end, the students and parents

are equipped adequately in making the right career decision.

Ultimately, it will lead to a greater job fit and greater value to

education and training.

Assessment and certification system is among the essential

quality assurance mechanisms in Technical Vocational Education and

Training. It is the process of evaluating the TVET graduates and

skilled workers if they have the necessary competence to perform

the tasks to the required standards in the workplace. This

mechanism provides the evidence whether compliance to standards

and competency requirements have been achieved. All programs with

training regulations are provided with competency assessment tools

specifically designed to measure the effectiveness of training

delivery. These tools consist of 1) self-assessment guide, 2)

assessment agreement, 3) written examination, 4) assessor’s guide

and 5) marking sheets.

8
Table 1. Philippine TVET Qualifications Framework

Descriptors

Source: TESDA

9
 The role of the National System of Technical Vocational

Education and Training (NSTVET) is critical in skill upgrading and

development. The rapidly changing technology highlights this need

even more. This paper reviews the state of Philippine NSTVET and

identifies and discusses reform ideas. It does so by doing three

things, namely: (a) provide a description of the characteristics

of an improved NSTVET described in recent sectorial reviews; (b)

provide a description of the characteristics and analysis of the

performance of the existing Philippine NSTVET; and (c) provide

recommendations to improve the system. Among the recommendations

provided in the study are: (a) TESDA should focus more on

regulation and information provision; (b) greater emphasis on

enterprise-based training; (c) make training continuously relevant

to industry needs; (d) greater performance orientation in access

to public training funds; (e) improved targeting and sufficiency

of financial assistance for TVET; (f) ensure quality in community

based training; (g) improve data generation and dissemination; (h)

improve capacity for monitoring and evaluation; and (i) improve

the image of TVET. - Orbeta and Esguerra (2016). Quality control

mechanisms, including certification of programs and competencies.

It cannot, however, do this on its own. For quality control and

certification mechanisms to be effective, firms should value them.

Sophisticated certification mechanisms that do not convince firms

as effective will be useless. There should be a continuing effort

at checking the effectiveness of the certification mechanisms with

one primary success indicator – whether firms value them in

recruitment and in their operations.

10
 Figure 4. The Philippine Qualifications Framework

In response to the institution of the PQF, one of the major

reforms instituted by TESDA was competency based TVET. In

partnership with industry, it developed competency standards and

officially promulgated these as part of Training Regulations.

These standards are benchmarked against industry and international

standards. These are also the bases for curriculum development,

training delivery, assessment, competency assessment and

certification.

TVET and the K-12 Education

According to K-12 Philippines, to highlight its worth in the

K-12 curriculum, the Department of Education (DepEd) has formed a

Technical Vocational unit in the Bureau of Secondary Education.

For them, this unit needs strengthening as one of the three key

strands that will prepare high school graduates by arming them

with skills for employment.

11
 Contrary to what most people think, the K-12 program trains

students in joining the workforce as early as 7th grade. The TLE

or technological livelihood education subjects in junior high

school or JHS follow the rules of the Technical Education and

Skills Development Authority or TESDA. This will allow the students

to earn a national certification (NC) required by the industry.

Each TLE subject in Grades 7 and 8 is exploratory. This means

each student has the chance to explore the following four main

courses of TLE.

1) Agri-Fishery Arts

2) Home Economics

3) Information and Communications Technology (ICT)

4) Industrial Arts

Students can choose a maximum of four TLE mini courses in

Grade 7 and another four in Grade 8 that the school offers per

locality’s needs and school assets.

In Grade 9, the student chooses one course to focus on from

among the exploratory courses he chose in 7th and 8th grades. Under

this level, the student can earn a COC. In Grade 10, the student

pursues the TLE specialization course he chose in 9th grade. This

allows him to get at least an NC Level I or II (NC I or II) based

on the TLE course he chose. JHS graduates or incoming Grade 11

students will study core compulsory subjects and a required

specialty. They can choose from the three main tracks such as

Academic, Technical–Vocational-Livelihood (TVL), and Sports and

Arts.

12
 If the student picks the TVL track as specialty in senior

high school or SHS, he/she will continue the TLE course he/she

studied in 9th and 10th grades. This will allow him/her to earn NC

II that he/she can use as credentials in applying for a job if

he/she wants to work after SHS graduation. Yet if the student will

study further, he/she can pursue the TVL track and earn a

bachelor’s degree in a related field.

Technological Institutes

Institute of technology (also: university of technology,

polytechnic university, technikon, and technical college) is a

designation employed for a wide range of learning institutions

awarding different types of degrees and operating often at variable

levels of the educational system. It may be an institution of

higher education and advanced engineering and scientific research

or professional vocational education, specializing in science,

engineering, and technology or different sorts of technical

subjects. It may also refer to a secondary education school focused

in vocational training. - Garnett, William (1911)

In a comparative study of IAC Publishing Labs, Vocational and

technical training in Nigeria was designed to help various people

become eligible for employment. However, this form of education

has been bogged down by various problems including the ones below.

Lack of finances - while people wish to study, they do not

have a source of income to cater for their fees. The government is

also unable to pay for these individuals, making it almost

impossible for many to acquire this education.

13
 Substandard facilities - institutions responsible for

providing this type of education lack the financial capacity to

buy or construct modern facilities. This makes it difficult to

provide high-quality education.

Inadequate training - some of the lecturers or teachers in

institutions lack enough skills to handle the people they are in

charge of.

Staff transfer - constant movement of teachers from one

institution to another due to various reasons makes it difficult

for those being trained to remain focused. It also upsets the

system and curricular flow.

Advantages of a Technical School Education

As compared to typical bachelor degrees, a certificate or

diploma from a technical college can be earned in far less time.

Typically, technical college programs are nine months to two years

in length. Since you only take courses that are relevant to your

chosen career, the cost of your education can sometimes than it

would be attending a four-year liberal arts college. The career

training that you receive in a technical college tends to be very

hands-on, often taking place in a setting very similar to what you

would see in the workplace. That means that if you are training to

be an auto mechanic, you can get under the hood of a real car to

see what makes its engine run. The class sizes of technical schools

tend to be smaller than typical liberal arts colleges, meaning the

instructor has greater availability if you need personalized

attention. The days and times that technical colleges offer courses

tends to be more flexible than a traditional college, mainly

14
because more non-traditional students attend trade schools. These

students are typically already working and may also have children

to raise. They need greater flexibility in order to make attending

school even possible.

Intelligent Buildings. Another aspect of the study is to

design the Technological Skills Institute not only equipped with

green architecture principles, but passive and active building

design systems that make it an intelligent building. The term

“intelligent building” has been in use since the early 1980s and

you would think that a globally accepted definition of the

attributes of an intelligent building would have been established

by now. Well, think again. Although several organizations have

attempted to establish a universal definition, there are a

multitude of definitions with different levels of detail and

varying degrees of emphasis on various aspects of building

intelligence. The first definition, coined by the Intelligent

Buildings Institute, defines an intelligent building as “one which

provides a productive and cost-effective environment through

optimization of four basic elements: structure, systems, services

and management, and the interrelationship between them.”

According to this initial definition, an intelligent building is

one that optimally matches its four elements to the users’ needs

with an emphasis on the technology that makes the interrelationship

between the elements possible.

More recently, definitions are starting to take into account

the emergence of Internet of Things technologies, applications and

their impact on intelligent buildings. A recent research report by

Memoori highlighted the emergence of a new Building Internet of

15
Things (BIoT) defined as “the overlaying of an IP network,

connecting all the building services monitoring, analyzing and

controlling [the building] without the intervention of humans.”

Memoori predicts that the traditional Building Automation Systems

(BAS) will evolve into a BIoT over the next five years. BIoT

technologies and applications are poised to deliver increased

efficiencies in all aspects of building intelligence.

Today, major shifts are occurring in the way buildings are

designed, operated and used. Corporate real estate, facilities and

IT departments stand to benefit greatly from the use of building

intelligence in order to meet space optimization, energy

efficiency and connectivity challenges at a time when changing

workplace demographics come with increasing occupant expectations

of modern and flexible space design, improved comfort,

productivity, and pervasive connectivity.

Although there are multiple and evolving perspectives on the

subject, it is becoming increasingly clear that an intelligent

building is a connected and efficient building. A connected

building boasts an integrated communications infrastructure that

supports wired and wireless networks and applications. It also

facilitates person-to-person, person-to-machine and machine-to-

machine communications within the building and with the outside

world using a state of the art intelligent, flexible, wired and

wireless platform. The platform supports wired LAN, Wi-Fi, in-

building wireless, audio/visual, sensors, lighting and building

management applications. Buildings are also becoming cloud

connected as an essential part of smart grids and smart cities.

16
 An efficient building leverages a state-of-the-art

connectivity platform to address key corporate real estate,

facilities and IT challenges to improve energy efficiency, space

utilization and occupant satisfaction. In an efficient building,

the intelligent connectivity platform is easily adaptable to

changes in space design or communications technologies. A high

density sensor network integrates with other building systems to

provide fine-grained occupancy-based control of building systems

for optimal energy use and occupant comfort while providing a real-

time and historical view of occupancy patterns.

Scope and Limitation of the Study

The general purpose of the study is to plan and design an

ecologically responsive Technological Skills Institute located at

Legarda Road, Baguio City, with access from Kisad Road and G. Del

Pilar Street. It is limited to the application of the Building

Systems Design principles on architectural planning and design,

and does not extensively cover for mechanical, electrical, and

plumbing computations; although integrated in here are its

planning and layouts. The study does not also answer for community

responsiveness or the use of questionnaire and interview, as it is

a project based study which applies the theoretical framework from

building laws and BERDE Point System. Thus, no population and

locale are integrated in this study.

It is also limited in terms of economic feasibility studies

and any economic factor stated would only be determined based on

the measuring tool. Thus, the study is only based on Architectural

Planning and Design, measured by the BERDE Point System, and it

extends to related readings and studies of Technological

17
Institutes and TESDA programs in Baguio City. The period covered

in this study is from the start of Architectural Design 9, Thesis

Writing, to Architectural Design 10, Thesis Application; as part

of the curriculum of the Department of Architecture, College of

Engineering and Architecture, in the University of the Cordilleras,

Baguio City. Approximately, it covers from August 2016 to May 2017.

However, despite the emphasis on uniqueness of having

technological skills such as design software for the design and

construction industry, the courses offered are not limited to

solely software training and tutorials, but extends

comprehensively to Technical Vocation and Education Training (TVET)

under the Technical Education and Skills Development Authority

(TESDA). The available courses, put under separate categories,

include:

Visual Arts:

- Illustration NC II

- Photography NC II

- Visual Graphic Design NC III

Modules:

- AutoCAD 2D&3D

- 3D Studio Max

- Revit Building

- Primavera

- STAAD Pro

- Land Development

- Photoshop,

- Basic Computer Operation

- Computer Programming

18
- Animation

- Database

- Web Development

- Civil 3d

Architecture and Engineering:

- Technical Drafting NC II

- Landscape Installation and Maintenance NC II

- Automotive Body Painting Finishing NC III

- Automotive Electrical Assembly NC III

- Building Wiring Installation NC III

- CATV Operation and Maintenance NC III

- Construction Painting NC III

- Electrical Installation and Maintenance NC III

- Gas Metal Arc Welding NC III

- OFFSITE Heavy Equipment Operation NC II

- Masonry NC II

- Plumbing NC III

- Refrigeration and Air Condition Servicing NC III

- Transmission Line Installation and Maintenance NC III

- Tile Setting NC III

Information Technology

- Basic Computer Operation

- Computer Systems Servicing

- Web Development using HTML5 and CSS3

- CAD / CAM operation

- Animation (3D Digital)

- Microsoft Online Courses

- Game Development (Game Production Basics, Developing 2D

Games with HTML 5, Developing 2D & 3D Games with Unity

19
- Software Development Fundamentals

- C# Fundamentals for Beginners

Electronics

- Cellphone Servicing

Formal Sciences

- 2D Digital Animation NC II

- 2D Game Art Development NC III

- 3d Animation NC III

- Computer Hardware Servicing NC II

Automative

- Diesel Engine Tune Up

- Automative Battery Servicing

Heating, Ventilation and Air Condition

- Packaged Air Conditioner Unit Servicing

Languages

- English

- Japanese

- Korean

- Mandarin

- Arabic

Family and Consumer Science

- Bread and Pastry Production NC II

- Commercial Cooking NC IV

- Food and Beverage Services NC IV

- Consumer Electronics Servicing NC IV

- Fish Products Packaging NC II

20