1

“A PROPOSED AGRICULTURAL TRAINING CENTER

IN SAN JACINTO, PANGASINAN”
Jeanerette Lloyd U. Limet
School of Engineering and Architecture
University of Baguio
ABSTRACT

An agricultural training facility is a structure that accommodates schooling for

agricultural extension workers who are conducting multi-level training programs that
promotes rural development through appropriate training and extension activities.
Developing countries tend to cast away the importance of agriculture due to urbanization.
Thus the need for facilities to train people in farming is important. The working-age of
farmers directly affects agricultural output based on the studies of the National Economic
and Development Authority (NEDA). The greater demand for yields accounts for the
need for more people to know how to grow crops sustainably and the process to do so.
The main objective of this study is to provide an overall design for an agricultural
training centre that can accommodate various training fields on agriculture. The
descriptive research was used in describing the various factors on the teaching process on
agriculture and the interrelationship of the different functional areas. The main concept
for the plan of the agricultural training facility is the ability to show the direct
relationship of what personnel learn to what they should practice. There are a number of
factors to be considered in designing a training facility like the activities done inside the
facility greatly affects said factor. Vocational, being the more current term implies a more
specialized education program designed to train a person for a vocation rather than
simply acquainting one with a working knowledge of tools and their uses. Many schools
extend their in-school education to cooperative programs with local industries by
providing trainees with actual on-the-job experience. Additionally, ancillary spaces such
as locker rooms, offices, seminar rooms, libraries are common. The layout of any shop
should follow the logic of its equipment use and its relationship to electrical and
mechanical services.
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Keyword: Vocational Education, Agriculture, Training Facility, Standards-compliant,

San Jacinto Pangasinan

INTRODUCTION

An agricultural training facility is a structure that accommodates schooling for

agricultural extension workers, conducting multi-level training programs promoting rural
development through appropriate training and extension activities. Some of these
activities include applying safety measures in farm operations, using farm tools and
equipment, performing estimation and calculations, and performing various crop work. In
the Philippines, agriculture employs 45.29% of the Filipino workforce in 1991 and
showed a gradual decrease to 25.96% in 2017 (The World Bank, 2018), this shows
reason that agriculture is a crucial part of the country’s economy.

During the reorganizing of the Department of Agriculture (DA) in January 1987

under Executive Order no. 116, the Bureau of Agricultural Extension (BAEx), the
Philippine Agricultural Training Council (PATC), and the Philippine Training Center for
Rural Development (PTC-RD) merged thus establishing the Agricultural Training
Institute (ATI). ATI served as the main extension and training arm of the Department of
Agriculture for fishermen and farmers alike to help them increase their knowledge and
skill in the process producing various agricultural products. The purpose of ATI was
further strengthened by the implementation of Republic Act no. 10931, also known as the
“Universal Access to Quality Tertiary Education Act” and one of the goals of RA 10931
is to promote state-run technical-vocational institutions run by Technical Education and
Skills Development Authority (TESDA).

In the Association of South East Asian Nations (ASEAN-5) (Indonesia, Malaysia,

Thailand, Philippines, and Vietnam), the Philippines exported 3.2 billion US dollars from
agricultural products compared to the other four countries stated, wherein these countries
exported an average of 21 billion US dollars based on the Labor Market Intelligence
Report by TESDA in 2009. In addition to the ASEAN-5, Myanmar, a country whose
economy is based on their agricultural output, depends on the quality of their produce to
feed their people and also for exports. A study done by Cho and Boland (2004) found out
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that Myanmar lacks well trained personnel in agricultural extension and this prompted
then to send personnel abroad from their training. The skills of these trained personnel
are shown by the agricultural output of Myanmar from 2012 to 2013 wherein the country
exported 26 million US dollars’ worth of agricultural products (Myanmar Rice Industry
Association, 2017). Comparing the agricultural output of the Philippines to neighboring
Asian countries justifies the need to increase and improve the current wellbeing of the
Philippines’ agricultural sector without having extension workers studying elsewhere.

Agrarian communities often have different techniques when growing their crops,
the study done by Matous and Todo (2018) discovered that simple interventions by
remote farming communities helped by sharing knowledge on various farming
techniques. These interventions are conducted through meetings, seminars, forums, and
the like. Thus, having a facility to accommodate such events increases the likelihood for
more people to learn from one another.

Other related studies about the need for agricultural training are defined by a
country’s attempt on being able to sustain itself. Developing countries tend to cast away
the importance of agriculture due to urbanization. Thus the need for facilities to train
people in farming is important. According to the Ilocos Regional Development Plan
(2017), the working-age of farmers directly affects agricultural output based on the
studies of the National Economic and Development Authority (NEDA). Due to
modernization and urbanization, the working-age poses a threat to the agricultural
development and output in the future wherein the average age of farmers in the
Philippines is 57. Thus, the promotion of agriculture related careers and disciplines to the
younger generation will be beneficial in sustaining the region’s food security and
production. In addition to the lack of interest of the younger generation to agriculture,
urbanization threatens the potential for agricultural growth due to the increasing size of
towns and cities as more people migrate to these areas to reside and work. In Pangasinan,
the cities of Dagupan, Alaminos, San Carlos, and Urdaneta, wherein the population
density is two to three times per square kilometer compared to adjacent municipalities
according to the Philippines Statistics Authority, 2015. As these cities are developing,
more and more areas are converted from `agricultural to industrial, commercial, or
 4

residential to accommodate the cities’ growth. In contrast, Pangasinan is included in

Region 1 of the Philippines and is defined as an agricultural region according to the
Ilocos Regional Development Plan 2017-2022 of NEDA. As an agricultural region one of
the main goals of NEDA is to increase the growth of the region’s agricultural sector and
one of the main problems regarding promoting agriculture in the region is the training on
agriculture related fields. According to the Ilocos Regional Development Plan of NEDA,
the connection between agriculture and the industrial sector in the region will be
strengthened by changing agricultural farming into a efficient agribusiness sector, thus
the requirement of adequate and appropriate farming technologies and conduction of
trainings in more sophisticated farming techniques.

San Jacinto is a small municipality in Pangasinan adjacent to Mangaldan, San

Fabian, and Santa Barbara. 80% of San Jacinto is used for agricultural purposes such as
growing crops and livestock. Providing an agricultural training facility in the vicinity
offers the possibility for the local farmers to extended their knowledge in agriculture.
Furthermore, the findings of this study will result to the benefit of the society considering
that food production is vital for a country’s sustainability; in addition, the value of food
production will be highlighted through the education of the society. The greater demand
for yields accounts for the need for more people to know how to grow crops sustainably
and the process to do so (Matous & Todo, 2018). Furthermore, future plans for
agricultural training facilities that will apply approaches from this study will be planned
better. Planners, Farmers, Educators will be guided on what should be emphasized when
planning an educational facility. Locally, an agricultural training center in that area
provides a facility that can educate farmers without for them to travel far. In addition,
training the locals will help improve their capabilities in farming being that the proposal
is in a municipal wherein most of the land is used for farming. For the researcher, the
study will help explore techniques in planning that were not able to explore. Finally, a
new methodology in site planning may be arrived at. As for the limitation of this study,
the research will be focused only on an applicable architectural design for an agricultural
training center. Mainly, it will just focus on the planning of the various functional areas
required for such facility. The curriculum regarding the various agricultural training
courses will be excluded in this study, however, only the areas needed for said courses
 5

will be put into consideration. Design for the site planning shall only be a secondary
consideration, and shall only be designed in respect to the overall plan of the agricultural
training center. The design for the floor plan and layout of spaces will be affected by the
ability to show the direct relationship of what personnel learn to what they should
practice. There are a number of factors to be considered in designing a training facility,
and the activities done inside the facility greatly affects said factor. Considering
flexibility, in some training facilities, programs and schedules often vary. In addition,
teaching methods are ever changing depending on the instructor. Thus, flexibility within
the building design is critical to the success of a continuing training program. The
following strategies can be used to meet the challenge of designing a training facility
around evolving teaching styles and emerging technologies: First, cluster instructional
areas around central, shared support and resource spaces. Shared resource spaces may
include informal gathering spaces, shared seminar rooms, computer kiosks, and trainer
offices. Second, use an appropriate combination of stand-alone movable partitions,
movable modular furnishings, and large double doors between classrooms and shared
spaces. Third, create classrooms of various sizes. Equip larger rooms with movable
partitions to accommodate a wide variety of group learning sizes. Forth, arrange spaces in
keeping with the educational and programmatic goals of the facility. Fifth, when
connecting semi-private or enclosed spaces to more open areas, ensure moderate visual
openness and acoustical privacy. Finally, where possible, allow for individually
controlled temperature and lighting. Secondly, technological connectivity has become an
indispensable tool for business, industry, and education. Many training courses are
specifically designed to enhance a trainee's competency with new software and hardware.
In some cases, technology has even changed the way instruction is provided: from
traditional live instructor-led courses to self-directed learning and individualized
instruction. Distance learning using telecommunication technologies like cable television,
Internet, satellites, and videotapes, is popular because it allows students from across the
nation to participant in courses remote from the point of instruction. Given that
technology is driving a variety of changes in the organizational and architectural forms of
training facilities, consider the following issues when incorporating it, particularly
information technology (IT), into a training facility: First, many training facilities provide
 6

IT connection in only a few areas, like computer training rooms, business stations, and
media centers. Because IT is becoming an integral part of training curricula, designers
should plan new training facilities to have a distributed, robust, and flexible IT
infrastructure, which would allow technological access in virtually all the spaces. Second,
during the planning stage, identify all necessary technological systems (e.g.,
voice/cable/data systems such as audio/visual systems, speaker systems, Internet access,
and Local Area Networks [LAN] / Wide-Area Networks [WAN] / Wireless Fidelity [WI-
FI]), and provide adequate equipment rooms and conduit runs for them. Third, allow for
computer and Internet connectivity at desks, as appropriate. Consider equipping fixed
desks with under-top computers to ensure adequate sightlines between trainers and
trainees. Finally, consider and accommodate for wireless technologies, as appropriate.
Thirdly, tropical designs may be applied to the designs due to counter act negative
environmental factors mainly, high heat temperature and being prone to flash flooding
during the monsoons. In regards, to tropical design, optimizing natural light are a priority
for the interior of the facility, while minimizing interior heat gain. San Jacinto generates
crushed gravel for construction around the neighboring municipalities incorporating this
to the material used for specification reduces transport cost; this in hand will help in
aspects of sustainability. During the monsoons, especially within Dagupan, areas are
easily flooded mainly because it is naturally a swamp, during extreme weather like
typhoons, flooding can reach up to Mangaldan and San Jacinto, thus most homes’ ground
level are raised. Before the use of concrete, bamboo stilts are the main solution for these
flooding. This also allows fishermen to build their homes on or by the water without
getting wet. Application of this raised ground level will help protect the facility during
floods. The air temperature for the municipal of San Jacinto on average ranges from a
high 31 to 32 degrees Celsius and an average low that ranges from 21 to 24 degrees
Celsius, incorporating tropical design may help minimize the use of artificial cooling
such as air conditioning systems to further reduce the energy used of the proposed
facility. Capturing rainwater during the monsoons can also be used within the facility.
Finally, the defining character of the locality, although the Spanish came before, the
colonizers did not leave any noticeable markers such as a church in San Jacinto to give it
a dominant style of Spanish Colonial. Icons of industrialization and agriculture are used
 7

in the entrance arch of Dagupan and are one of the most easily recognized entrance
arches of Pangasinan. The arch includes motifs of the milkfish which is the main fish
product of Dagupan, two human figures on either side of the columns on the either side,
carry a gear while the other carry a net. This concept of utilitarianism and agriculture will
be utilized as the defining character for the design but instead of the “gear”, a motif such
as a “book” will instead be used to signify the purpose of the proposed facility. In
addition, the motif showing a student holding vegetables and fish will represent what the
facility will produce in both short term and long term use.

Objectives
The main objective of this study was to provide an overall design for an
agricultural training center that can accommodate various training fields on agriculture,
Moreover, This proposal intended to answer the following objectives:
1. Determine the functional and auxiliary areas for an agricultural training center;
2. Integrate an applicable architectural concept that may help improve the training
of the users; and
3. Present an applicable design incorporating an innovative concept appropriate
for an agricultural training center in San Jacinto, Pangasinan.
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Research Paradigm
Figure 1 represents the paradigm of the study. The input will undergo the process
which will then dictate the output of the study.

INPUT THROUGHPUT
1. Case Studies 1. Existing agricultural training facilities
a. Existing Data tool: Search engine for internet use,
agricultural published and unpublished
training books/articles/journals, materials for
facilities observations (camera, notebook).
2. Design Guidelines Procedure: Library techniques, on-site
for agricultural observations within existing agricultural
training facilities training facilities.
3. Site contexts Treatment: Listed, categorized, sorted and
a. Local and synthesized.
international 2. Design guidelines for agricultural training
building facilities
laws Data tool: Search engine for internet use,
b. User published books, articles, journals, relevant
requirements laws, TESDA guidelines
c. Site Procedure: Library techniques.
variables Treatment: Presented, categorize, and
analyzed.
3. Site contexts
Data tool: (a.) Search engine for internet use,
review of pertinent laws regarding such
facility. (b.) literature review on vocational
training guidelines. (c.) Camera, note-taking
materials.
Procedure: Literature review, ocular site
observations,
Treatment: Listed, categorized, sorted and
synthesized.

OUTPUT
“A Proposed Agricultural Training Center in
San Jacinto, Pangasinan”.

Figure 1. Paradigm of the study

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Methodology
The research design that used in the study is descriptive-quantitative research. The
descriptive research will be used in describing the various factors on the teaching process
on agriculture and the interrelationship of the different functional areas. The qualities of
the variables affecting this study were gathered through observations and review of
related literature. The list of standard functional areas were gained by site visits from
existing agricultural training facilities as well as various types of farms (livestock, fruits,
crops, etc.). Existing problems on food production were gathered through reports and
journals of agricultural departments. In addition, innovations on farming technology will
also be gathered.
Locale of the Study
The study was conducted in the municipality of San Jacinto, Pangasinan. Site
variables such as sun path, wind direction, average air temperature, vehicular traffic,
adjacent building/structures that may affect the site, and existing soil conditions gathered
on site at San Jacinto, Pangasinan. Fields in agriculture to be included in this study only
pertains to crop production (rice and corn), and other fields related. San Jacinto is a small
municipality adjacent to Mangaldan, Pangasinan, also established alongside Bued River.
Rice, corn, and tobacco are the main products produced by San Jacinto. In addition,
industries within the municipality are on agriculture, construction, and poultry, dressing
plant, sand and gravel crushing plant, asphalt batching plant, and small-scale handicrafts.
According to the recent definition by the Philippine Statistics Authority (PSA) San
Jacinto falls under rural, having a total population of 40,848 with 19 barangays. Relative
to the municipality of nearby Mangaldan having a population density of 2,200/km2 and
Dagupan City having a population density of 3,900/km2 (2015 census). Proposing any
building that may lessen congestion to the neighboring municipalities will be beneficial
in terms of counter urbanization. The location of the municipality of San Jacinto is
directly in the middle of San Fabian, Mangaldan, Pozzorubio, and Manaoag; all these
municipalities’ population density is increasing thus San Jacinto may be a strong location
for these communities to converge. Western Pangasinan’s main agricultural output are
through its fisheries while eastern Pangasinan are through crop production.
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Data Gathering Tool/s

The study used reviews on related literature regarding the problems faced by existing
agricultural training facilities, innovations, and the like. Plans and designs of existing
agricultural training facilities gathered through observations and site visits. Site visits and
case studies for existing agricultural training centers conducted in La Trinidad, Benguet
and Santa Barbara, Pangasinan. Case studies on existing agricultural training facilities
conducted for expansion of information on existing agricultural facilities on said
locations. Related literature includes journals, researches, and newspaper articles. In
respect to observations, all data are written and adequately documented. Initially, news,
journals, reports, and the overall status of agricultural training centers in the Philippines
are acquired. Inclusive of this is/but not limited to problems, government programs,
official reports, and innovations. Secondly, knowledge of agricultural training
centers/facilities acquired through reading international inquiries. Then, emphasizing on a
specific country that has almost the same attributes/status with what the Philippines are
facing. Comparing international with local problems are one of the main factors that will
help give the study a proper background. Third, the site location of the proposed
agricultural training center is put into consideration. Initial general data researched
through any published works. Next, following by a preliminary site visit to the proposed
municipal to attain a viable lot and other documents that are required for this study such
as the owner's authorization, lot plan, and other related documents. All data gathered
were organized in the third chapter of this study. Case studies and site visits were the
primary source of data for this step and are further support by additional research.
Following the organization of data, the design solution for this study is answered
concerning the objectives specified in this study. Finally, problems relating to the
objectives of this study are solved through architectural drawings and other supporting
research that resulted in the output "A Proposed Agricultural Training Centre in San
Jacinto, Pangasinan."
Treatment of the Data
All collected and gathered data and information were organized, analysed, and
interpreted as a concrete response identified as first, the functional areas for an
agricultural training facility and necessary ancillary areas. Second, an applicable design
 11

that will enhance the overall training experience of the users. Lastly, applicable planning
and design for an agricultural training facility that caters to the need of the users.

Ethical Considerations
The research ethics considers the confidentiality of all the information gathered
during the investigation and observation phase of the study and the data collected are for
research purposes only. Information and data gathered and accumulated from books and
other references were properly cited and/or quoted.

RESULTS AND DISCUSSION

This part of the study includes discussions on the parameters of the design. It also
contains the analysis for possible design applications for the proposed agricultural
training centre and interprets the data using architectural drawings with specifications too
for optimal design for an Agricultural Training Center in San Jacinto, Pangasinan. The
agricultural course term used in this study is limited only to planting, growing, and
harvesting crops such as grains, vegetables, and fruits. Vocational being the more current
term and implying a more specialized education program designed to train a person for a
vocation rather than merely acquainted with a working knowledge of tools and their uses.
Many schools extend their in-school education to cooperative programs with local
industries, providing trainees with actual on-the-job experience. Industrial arts
department are usually are provided with a service road located nearby. There should be
an outdoor shop area if possible access to locker facilities will be needed. All machines
and equipment should be arranged so that a sequence of operations can be carried out
with the highest possible efficiency. Special servicing requirements of materials,
relationship to drives for large equipment, noise levels, and kinds of functions performed
very realistically determine the relationship of the vocational education area to the entire
plan. Also, because the training facility's functions are primarily industrial, related
structural and enclosure systems are appropriately different from the more finished
elements in the remainder of the training facility. The significant elements of vocational
education are specialty shops like woodworking, electrical, metals, auto, or combined
general shops (De Chiara & Callender, 1987). The significant elements of the agricultural
 12

training facility are specialty shops specifically for the educating trainees on farm
operations, farm tools and equipment, and the like combined with the general classroom
type lectures.
Additionally, ancillary spaces such as locker rooms, offices, seminar rooms, libraries are
common. The layout of any shop should follow the logic of its equipment use and its
relationship to electrical and mechanical services. Several things must be considered such
as unique code and safety concerns, good lighting, overhead hoist systems, exhaust ducts,
and the ability to get abundant supplies in, out, and stored. It should also be realized that
trainees are learning on the machines, and extra clearances should be allowed for joint
teacher-learner use — the layout of typical shop types with related spaces. Typically the
class meets first in the classrooms to learn principles, take specific tests, and put these
into practice in the shop laboratories.
Architectural Analysis and Conceptualization
Design Brief
The main objective of this study is to provide for an overall design for an
agricultural training centre that can accommodate various training fields on agriculture,
moreover, aid on the education of locals on their field of profession. Table 1 shows the
design brief of the whole data gathering.

Table 1

Design brief

Findings Aim Design Solution

OBJECTIVE 1: What are the functional and auxiliary areas required for an agricultural training
center?
- Auditoriums -To list and organize areas in - To provide facilities that
- Conference Rooms respect to functionality and accommodates for agricultural
- Seminar Rooms efficiency in terms of adjacency. training
- Workshops
- Classrooms - Integrating these spaces in a
- Trainee Storage Space suitable layout efficient in the
- Library functionality of said spaces
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- Business Stations
- Convenience Store
- Cafeteria
- Infirmary
- Restrooms
- Parking
- Administrative offices
- General Storage
- Kitchen
- Loading Docks
- Maintenance Closets

OBJECTIVE 2: What are applicable architectural concepts that may help improve the training of
the users?
- Vernacular - To utilize listed architectural - Indicate the main character of

Architecture concepts to the overall design of the training facility wherein

- Philippine the training facility in such a other listed architectural

way that these concepts aid in concepts are to support the main
Architecture
the main purpose of the facility. character.
- Sustainable
Architecture
- Contemporary
Architecture
- Tropical Design
OBJECTIVE 3: What is an applicable design incorporating innovative concept appropriate for an
agricultural training center in San Jacinto, Pangasinan.
ARCHITECTURAL STYLE: - The design aims to highlight - Present an applicable design
- Contemporary the importance of an agricultural incorporating an innovative
Philippine Architecture training center through the concept appropriate for an
incorporating concepts character while improving the agricultural training center in
on sustainability and efficiency of the facility using San Jacinto, Pangasinan.
tropical design. the other concepts.

Site analysis and Planning Considerations

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The site is one of the most important thing that shall be considered in coming up with the
design and development of the study. The site is located near the municipal border of
Baloling and San Jacinto and it is accessible through Mapandan road, it has a total area of

50,000 square meters. The site is an inside lot that is adjacent to an unnamed road at the
north east and north west side of the site.
Figure 1. Provincial vicinity of the site
source: https://en.wikipedia.org/wiki/San_Jacinto,_Pangasinan

DL Hatchery Balut Industry

site
Bued River Progressive Grains and
Milling Corporation

Figure 2. Vicinity map of the site, source:

https://www.google.com.ph/maps/@16.0533044,120.4473015,508m/data=!3m1!1e3
 15

Figure 3. The site, source:

https://www.google.com/maps/place/Baguio+City+Public+Market/@16.4152476,120.59
33587,794m/data=!3m2!1e3!4b1!4m5!3m4!1s0x3391a1677009ce4d:0xd3e1ea08c63fe42
7!8m2!3d16.4152476!4d120.5955474

Temperature, Precipitation, and Sun path

The graph in Figure 4 shows the average high temperature recorded occur on the
month of April. On the other hand, low temperatures occur from November to February.
It can also be noted that the coldest months occur from December to February. The graph
also shows the Average Monthly rainfall in millimeters of San Jacinto, Pangasinan. It is
obviously seen that the month of August having more than 500 millimeters, is the highest
month in terms of average precipitation and number of rainfall days. On the other hand,
the months of December to March have a very low rainfall. Sun path and wind direction
is one of the basic but important things to know about the site. In relation to the building
design, this means that the building shall be exposed to the sun from all sides, except its
north side. It is where the orientation of the buildings, its fenestration and the spaces
 16

inside is based. Therefore, the building should be oriented with the wider side of facing
orth/south, but if not, sun shading devices should be provided. Lastly, canopies,
overhangs and openings should be appropriately sized to control the solar heat gain.
Figure 4. Climate data for San Jacinto, Pangasinan, source:
https://www.worldweatheronline.com/san-jacinto-weather-history/pangasinan/ph.aspx

Figure 5: Sun path Diagram for San Jacinto, source:

https://www.gaisma.com/en/location/baguio.html
Vegetation & natural features - The site was formerly used for mango production. The
current state of the site was left as is. The front corners, front and sides are neighbored
with low rise residential buildings and the rear is adjacent to crop fields. Furthermore,
table 2 lists the considerations and remarks respective to various criteria for planning
considerations.
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Table 2

Site Analysis and Planning Considerations

Criteria Considerations Remarks

Planning  Landscape Features  The number of existing
 Setbacks and Buffers mango trees within the site
provides for potential
natural cooling elements for
external areas of the facility.
 The lot area of the site
 Adequate parking slots provides ample space for
 Pedestrian and vehicular circulation proper pedestrian and
 Access for emergency vehicles vehicular movement with

 Utility and service access crossing paths.

 Covered entry signage  Two main roads abutting the

site also provides for easy
service access.
Zoning  Height  Local and national
 Lot Occupancy guidelines directly affects
 Number of Stories the zoning analysis of the
 Parking facility.

 Green space
 Setbacks
Roadways  Site access  Should be connected to a
road leading to the main
 On-site roadways road
 Path from the site entrance
to entry of the facility
should be logical and easily
identifiable.
Site signage/ way  Directional traffic  This should be located
finding  Restrictions where pedestrians can see
 Parking and also for people inside
 18

 Deliveries their vehicles.

 Entrance to the facility
Service  Loading docks  Location should not conflict
 Shipping/receiving areas with the main entrance of
 Trash areas the facility
 Vehicular turnabouts  Service are major
 Service ramps component of day-to-day
operation of the facility so it
should be located ideally for
the convenience of the users.
Site Factors  Pollution  There are no air and noise
pollution that will affect the
facility other than the noise
produced within the facility
itself
 Vegetation  There are a numerous
number of mango trees in
the site.
 Surrounding structure  Two residential compounds
exist at the north, east and
corners of the site.
 Current context  There are no existing
structure in the lot
 Northeast monsoon  Window openings must
maximize the cool wind
coming from this direction
of the site. This monsoon
appears in October strongest
in January and disappears in
April.
 Appears in early May and
attain its maximum intensity
 Southeast monsoon in August and gradually
disappears in October. There
should be eaves that is long
enough to protect the
fenestrations from the rain.
 19

 Natural daylights lessens the

use of artificial lighting.
 Sun path However must be greatly
limited to decrease internal
heat gain within the facility.
Source: Whole Building Design Guide (2015)

Architectural Space Programming

Table 3, shows the minimum and maximum area allotted for planning the
agricultural training facility as per NBC requirements.

Table 3

Provision of Law
Applicable basic Development Remark Applied
development control control
Building Height Limit 18 meters / 6 2 storeys
storeys
Floor to Lot Area 2.5 x TLA 2.5
Ratio (FLAR)
Gross Floor Area AMBF times BHL 675,000.00 m2
(GFA)
Total Gross Floor 12 x 75% of TLA 450,000.00m2 2,170 sq. m
Area (TGFA)
Setback (for Front = 5.00 meters Front = 5.00 meters
educational buildings Sides = 2.00 meters Sides = 2.00 meters
with below 20.00m Rear = 2.00 meters Rear = 2.00 meters
RROW)
Total Lot Area 50,000.00 50,000.00m2
 20

Allowable Maximum TLA x PSO 37,500.00m2 5,655.6 sq. m

Building Footprint
(AMBF)
Maximum Allowable 75% of TLA 37,500.00m2 5,655.6 sq. m
Percentage of Site
Occupancy (PSO)
Maximum Allowable 20% of TLA 20,000.00m2 5,655.6 sq. m
Impervious Surface
Area (ISA)
Maximum Allowable 95% of TLA 47,500.00m2 5,655.6 sq. m
Construction Area
(MACA)
Source: National Building Code of the Philippines 2004

The list of functional areas that may be utilized for the proposed agricultural
training centre listed, described and analysed in Table 4. The list of areas was gathered
from international standards on training centres and existing agricultural training centres.
The areas from existing agricultural training centres were gathered through case studies
afterwards sorted into specific spaces depending on their main function.

Table 4

Analysis of Functional and Ancillary Areas. Source (Whole Building Design Guide)
Area/ Space Description Analysis/ Remarks Space
Requirements
Lecture Spaces
Auditoriums Large-size rooms Applicable - An 1.2m2 per seat
designed for lecture- auditorium provides
style instruction and an area for general
training. Auditorium lectures. Since the
may be equipped with project is specified for
 21

partitions to create agricultural training,

smaller training this is an essential
venues. To facilitate area for the project.
circulation and ease of
access, locate
auditoriums on the
first floor of the
building near major
parking facilities.
Conference Multiple purpose Applicable - 1.8m2 per
Rooms medium-size Providing a person
instruction rooms. conference room for
Depending on the the project offers
seating configuration, meetings for a smaller
the rooms may group that an
accommodate lecture- auditorium is too
style instruction or spacious for. In
encourage interaction addition, a conference
in the form of room offers a more
roundtable private area for
discussions and administrative
teleconferences. Often purposes.
two or three
conference rooms can
be combined to form
a larger conference
room by opening
movable partitions
that slide or fold into
pockets in the walls.
Seminar Rooms Multiple-purpose, Applicable - Seminar 0.8m2 per
 22

small-size instruction provides an area for person

rooms are usually the speaker for more
used to accommodate interaction between
a small number of the speaker and
people within his/her listeners. A
proximity. seminar room may be
used for the proposed
training center but
only if the lot can
accommodate it.
Audio/Visual- Rooms equipped for Not Applicable -
Equipped Rooms audio/visual and Providing space
Internet-based specifically only for
instruction. this type of room
consumes space. The
main features of this
type of room can be
integrated with other
more practical rooms.
Computer Rooms equipped with Not Applicable -
Training Rooms computer Programs regarding
workstations and training on agriculture
Internet access for require little computer
each student. use or aid. Occupying
space for this type of
room is not essential
to the overall design
of the project.
Providing a specific
area however may be
possible.
 23

Dry Laboratories Media based, such as Not Applicable - The

electronics. activities revolving
around the program
on training in the field
of agriculture does not
exclusively use
Farm Machinery Areas specific for Applicable - This area 2m2 per person
(Workshop) teaching farm tool and is essential for this
equipment use. project as more than
of the skills taught in
an agricultural
training program is
the use of farm tools
and equipment
Practical A semi outdoor area Applicable - This area 2m2 per person
Greenhouse for various crop work is essential for this
(Workshop) (horticultural, nursery, project as more than
agronomic, irrigation) of the skills taught in
an agricultural
training program
revolves around hands
on training.
Classrooms A small room for Applicable - 1.6m2 per
lectures, exams, for Activities such as person
trainees. specific lectures and
exams are done in this
type of room.
Required for more
exclusive use.
User Support
Spaces
 24

Trainee Storage Lockers for trainees to Applicable - Storage (dependent on

Space temporarily store their for the users’ personal number of
possessions. belongings. This may students per
useful depending on room)
the activities done in a
specific room wherein
the space is used for
equipments.
Library Quiet reading room Applicable - The 1.3m2 per
with study cubicles. provision of a library person
to the facility may
provide trainees
additional knowledge.
The size of the area
depends on the
number of possible
users.
Business Stations Space equipped with Not applicable - 1.6m2 per
computers with Allocating space for workstation
Internet access, this station may not be
phones, and fax essential to this
machines for trainees project because of the
to quickly connect rising use of
with their smartphones,
organizations.
Convenience Store Kiosk, or Vending Not applicable – as
Machines food is mainly
provided by the
facility.
Lobby Central location for Applicable - A lobby
building directory, and reception area for
 25

schedules, and general distributing

information information to the
general users of the
building. Thus, this is
an essential area for
the project.
Depending on the
availability of space,
the information desk
may be incorporated
in the general office.
Common Space Informal, multi- Applicable - This area
purpose recreation provides for the need
and social gathering of the trainees for
space social interaction. In
addition, allows for
sharing of information
between colleagues
Cafeteria/Dining A semi-large area that Applicable - This area
Hall accommodates for is required for this
dining of the trainees. project in response to
the lack of dining
establishments at the
vicinity.
Infirmary On-site health care Applicable - The 0.6 to 1.3 m2
facility with a private hands-on training of per person
office for health care the users increases the
provider. risks of accidents.
Asides from the
national standards, the
practical use alone of
 26

this space makes is

essential for the
project.
Restrooms A room in a public Applicable - Toilet 1 water closet
area or building with facilities for the per 34 males; 1
a sink and toilet for trainees, staff, and urinal per 16
the use of multiple visitors should be males;
persons; separated by conveniently located. 1 water closet
gender. per 50 (female);
1 sink per 100;
1 service sink
Parking An unenclosed Applicable - Adequate 1 parking slot
storage for the parking facilities per 5
trainees’ vehicles. should be provided for classrooms
trainees, staff, and
deliveries convenient
to each respective area
of the building.
Adninistrative
Support Spaces
Administrative May be private or Applicable - Offices 1.6m2 per
Offices semi-private exclusively for the workstation
acoustically and/or managing staff of the
visually. building. This
room/area is required
for a more private
discussion, in addition
to the day-to-day task
of running the
building. Furthermore,
this office includes
 27

space for secretarial

staff. The amount of
space needed will be
based on the ratio of
secretary to
administrative to
program ratio.
Trainee Offices May be shared space Not Applicable - This 1.6m2 per
and equipment, area may not be workstation
including computers, essential to this
phones, fax machines, project since this area
desks, libraries, and is primarily for office
supplies. work.
Operation and
Maintenace
Spaces
General Storage For items such as Applicable - Each
stationery, equipment, room/area must have a
and instructional storage for the
materials. equipment that may
be used relative to the
activity done in said
room/area
Food Preparation Area for food Applicable - The area 0-200 persons =
Area/Kitchen preparation around the site are 72 sq2m; 200-
mainly used as rice 300 persons =
fields, furthermore, 82 sq2m
the main commercial
area of that
municipality is
distant. Thus,
 28

providing an area for

food preparation and
serving is needed.
Loading Dock A specified area for Applicable - Some of
loading and unloading the programs involved
deliveries. in agricultural training
requires the use of
heavy equipment.
Providing a loading
dock for the deliveries
of said equipment
may be needed.
Maintenance Storage for cleaning Applicable - Required
Closets tools and general for storage of cleaning
purpose equipment and other materials
that may needed for
the overall
maintenance of the
building.
Source of list areas/spaces: https://www.wbdg.org/building-types/education-
facilities/training-facility

The areas listed in table 4 affect the spaces required for the facility to function as an
agricultural training facility. Areas deemed not applicable for the facility were listed
based on standards but are not included in the overall floor plan for the study.

Table 5 lists the applicable architectural approaches for the facility. The concepts
revolves around the site conditions and how these approaches may help the efficiency of
the spaces listed in Table 4.
 29

Table 5.

Architectural Concepts for the Overall Design of the Agricultural Training Facility.
Architectural Description Analysis
Approach
Vernacular Vernacular architecture is an Applicable -The site the
Architecture architectural style that is training facility is situated in is
designed based on local prone to flooding. The locals
needs, availability of normally build their homes on
construction materials and stilts as to elevate their homes
reflecting local traditions. to avoid flood water getting
inside. Application of
elevating the structure reflects
on local traditions on flood
resolution and may be
applicable to the design of the
training facility.
Philippine The architecture of the Applicable - The training
Architecture Philippines is a reflection of facility’s main purpose marks
the country's historical and the goal of the LGU (local
cultural heritage. Most government unit) to help
prominent historic structures improve the region
in the archipelago are based agriculturally. As a symbol of
on a mix of indigenous the LGU’s effort, applying
Austronesian, Chinese, Philippine Architecture to the
Malay, American, and project may be important to
Spanish influences. highlight its purpose of
developing the country.
Sustainable Sustainable architecture is Applicable - As a response to
Architecture architecture that seeks to global climate change,
minimize the negative applying sustainable designs to
 30

environmental impact of the project lessen its potential

buildings by efficiency and negative to the environment.
moderation in the use of
materials, energy, and
development space and the
ecosystem at large.
Sustainable architecture uses
a conscious approach to
energy and ecological
conservation in the design of
the built environment.
Contemporary Contemporary architecture is Applicable - To stay in trend to
Architecture the architecture of the 21st new technologies and the fast
century. No single style is development of innovations,
dominant; contemporary applying this style to the
architects are working in a training facility may give off
dozen different styles, from an impression to stay in trend
postmodernism and high-tech to new technologies and the
architecture to highly fast development of
conceptual and expressive innovations, not only to the
styles, resembling sculpture design of the training facility
on an enormous scale. The but also to the programs that
different styles and are offered by that vocational
approaches have in common education.
the use of very advanced
technology and modern
building materials and the
use of new techniques of
computer-aided design,
which allow buildings to be
designed and modeled on
 31

computers in three
dimensions, and constructed
with more precision and
speed.
Tropical Design Characterized by setting or Applicable - The application of
characters with tropical tropical design may be
weather conditions, or have a essential to the training facility
tropical form. But with the as site is situated in a region
development of the concept wherein the average
and technology, the building temperature ranges from 310C
with the concept or how to 340C during the daytime.
modern or high-tech, which Tropical design reduces the
might be called tropical need for artificial cooling thus
buildings this is mitigated by increasing the energy
a system of air circulation, efficiency of the training
ventilation, view openings, facility. In addition, natural
and the orientation of the cooling of areas increase user
buildings and the use of comfortability.
modern high tech materials
which does not damage the
environment.

Matrix Analysis
Areas were grouped by their main function, e.g. lecture spaces, user support
spaces, and administrative and maintenance spaces. Areas under each category were
analyzed wherein these spaces would be directly, indirectly, or not connected at all. The
analysis of the adjacency of the spaces helped layout the floor plan for the agricultural
training center. The matrix analysis considered factors on the functionality of the spaces
in respect to the flow of activities done by the users. In addition, the three main spaces
 32

are segregated to public, private, and support spaces to further identify the restriction of
access amongst the spaces.

Conceptual Massing
The overall massing for the agricultural training facility is greatly influenced by
the interrelationship of the three main spaces - the lecture spaces, user support spaces,
and operation and maintenance spaces. Considering also the environmental factor to
position the areas in such as way comfort is given to the users. Lecture spaces are located
away from any source of noise such as the two roads adjacent to the site. In addition,
rooms requiring the use of machinery is also located at a distance to the lecture spaces to
avoid disruption. User support spaces are a semi public spaces that is why most of the
spaces are positioned near the entrance of the facility. Operation and maintenance spaces
however has a direct access to one of the road for activities such as deliveries and the
like. These spaces also has an indirect access to almost all of the areas of the facilities to
maximize these spaces’ functions (see Appendix).

Overall Design Concept

Internationally, food production is a major process that involves various groups of people
in various differents ways. In the Philippines, agriculture is slowly fading due to jobs
and careers that pays more for less work. However, this should not be the case. The
Philippines is still a country whose main exports are from agricultural production.
The importance of agriculture is regularly promoted by the Philippine government and
one of the ways the government do that is through education. The Proposed Agricultural
Training Facility in San Jacinto,Pangasinan aims to answer problems on the need to
provide an area specifically for horticulture, crop growth, and farm management.
Various architectural concepts were considered for the overall design of the training
facility and 5 architectural approaches were considered for the training facility: utilitarian
design, Vernacular Architecture, Philippine Architecture, Sustainable concepts,
contemporary architecture, and tropical design concepts. The use of jalousie windows are
in reference to Philippine Architecture and tropical design concepts, along with the use of
 33

wide roof eaves like the classic “bahay kubo”. The repetitive use the same window type
is in response to the structure being utilitarian. The use of steel, glass, and concrete
responds to contemporary architecture.

CONCLUSIONS AND RECOMMENDATIONS

The main objective of this study was answered through the relation of
international standards and the programs from the agricultural course offered by TESDA.
Furthermore, the region’s problem on increasing the number of trained professionals may
be aided by providing an agricultural training facility. The first objective which was to
determine the functional areas of the proposed project was necessary to identify the
activities of an agricultural training facility. From the findings there are necessary areas
and facilities for the various program needed to finish the course. These areas revolve
around the practical education and use of farm tools and various crop works; while still
have the provision to have classrooms. In addition, ancillary areas such as auditoriums,
offices, and open spaces are also included to support the day to day running of the
facility. The second objective was answered various architectural concepts gathered from
international and local influences. In addition, architectural concepts on the overall
design and layout for the training facility were analysed whether they would help the
facility in teaching efficiency and/or student comfort. Furthermore these concepts are
listed to improve the building efficiency of the facility to lessen its negative effect on the
environment. For the further development of this study, researchers may add other related
courses that are provided by TESDA to increase the number of users. Lastly, innovations
on technology may be introduced to the overall design of the facility.

Acknowledgement

The researcher would like to acknowledge the contributions of the following people who
have a significant role in making this research proposal possible. First and foremost, he
would like to express his deepest gratitude to his instructor, Arch. Divine L. Rillera for
her guidance, suggestions and knowledge about the proposed problem that helped him
much in doing this study. To his classmates who also imparted their knowledge and
 34

giving the researchers a substantial data and information about his research. Above all, to
God who gave him strengths, blessings and courage for the whole duration of the study.

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environmental memory. Regional Environmental Change,18. 1741–1752.
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Quizon, J., Feder, G., Murgai, R.(2001). Fiscal Sustainability of Agricultural Extension:

The Case of the Farmer Field School Approach. Retrieved on August 3, 2018
from http://journals.plos.org/plosone/art icle?id=10.1371/journal.pone.0182982.

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https://link.springer.com/article/10.1007%2Fs10113-018-1307-9.

FAO, IFAD, UNICEF, WFP & WHO. (2017). The State of Food Security and Nutrition

in the World 2017. Building resilience for peace and food security. Retrieved on
August 5, 2018 from http://www.fao.org/state-of-food-securitynutrition/en/.

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Saharan Africa. Agricultural Systems, 98(1), 1-9. doi: 10.1016/j.agsy.2008.03.004
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Development Plan 2017-2022. Philippines

 37

APPENDICES

Figure 6. Lot Plan

 38

Figure 7. Lot Description

 39

Figure 8. Lot Title

 40

Figure 9. Bubble Diagram of Spaces

 41

Figure 10. Interrelationship Diagram of Spaces

Lecture Spaces 1 2 3 4 5 6

1.Auditorium II I III III II

2. Conference Rooms II II III III II

3. Seminar Rooms I II III III II

4. Farm Machinery III III III I III

5. Greenhouse III III III I II

6. Classrooms II II II III II

Legend: I – Direct Access/ Primary Adjacency

II – Indirect Access/ Secondary Adjacency
III – Distant/ Remote Adjacency
User Support Spaces 1 2 3 4 5 6 7 8 9 10
 42

1.Trainee Storage Space I I III III II II III II III

2. Library I I III II II III III I III

3. Business Stations I I III II II III III II II

4. Convenience Store III III III I I I III III III

5. Lobby III II II I I II II II I

6. Common Space II II II I I I II I II

7. Cafeteria II III III I II I II I III

8. Infirmary III III III III II II II III III

9. Restrooms II I II III II I I III III

10. Parking III III II III I II III III III

Legend: I – Direct Access/ Primary Adjacency

II – Indirect Access/ Secondary Adjacency
III – Distant/ Remote Adjacency
Operation and Maintenance Spaces 1 2 3 4 5

1.Administrative Offices II III III III

2. General Storage II I I II

3. Kitchen III I I II

4. Loading Dock III I I III

5. Maintenance Closets III II II III

Legend: I – Direct Access/ Primary Adjacency

II – Indirect Access/ Secondary Adjacency
III – Distant/ Remote Adjacency
Figure 11. Space Matrix of Spaces
 43

Legend:
- Direct Access

- Indirect Access

- Pedestrian
Vehicular entry

Figure 12. Interrelationship Diagram of Main Spaces

Workshops
Classrooms

Operational
support spaces
Administrative Public User
spaces Support Spaces
 44

Figure 13. Conceptual Massing

Computation of spaces
Area/ Space Space Requirements Computed Applied
Lecture Spaces
Auditoriums 1.2m2 per seat 240sq.m 300sq.m
Conference 1.8m2 per person 16.2sq.m 21sq.m
Rooms
Farm Machinery 2m2 per person 100sq.m 77sq.m
(Workshop)
Practical 2m2 per person 100sq.m 100sq.m
Greenhouse
(Workshop)
Classrooms 1.2m2 per person 49.6
User Support
Spaces
Library 1.3m2 per person 258sq.m
Lobby 70sq.m
Cafeteria/Dining 1.2m2 per person 240sq.m 114.8sq.m
Hall
Infirmary 0.6 to 1.3 m2 per person 49sq.m
Restrooms 1 water closet per 34
males; 1 urinal per 16
males;
1 water closet per 50
(female); 1 sink per 100;
1 service sink
Parking 1 parking slot per 3 12 parking slots
classrooms 1 bus parking
1 per head office
1 bus parking
 45

Adninistrative
Support Spaces
Administrative 1.6m2 per workstation 10.5sq.m per
Offices office
Food Preparation 0-200 persons = 72 sq2m; 28sq.m
Area/Kitchen 200-300 persons = 82
sq2m
Table 6. Computation of spaces

CURRICULUM VITAE

JEANERETTE LLOYD UGABAN LIMET

LOT 27 BLOCK 11 Phase 3 Eagle Crest Bakakeng Sur,

Baguio City

PERSONAL INFORMATION

Date of Birth September 25, 1995

Place of Birth Baguio City

Citizenship Filipino

Civil Status Single

Provincial Address Baguio City, Benguet

EDUCATION

Tertiary Bachelor of Science in Architecture

University of Baguio

Secondary University of Baguio Science High School

Baguio City

March 2012
 46

Elementary Baguio Patriotic High School

Baguio City

March 2008

ORGANIZATIONAL MEMBERSHIP

Class Representative Architecture Collegiate Society

2015-2016

Treasurer UAPSA-UBARCS

2016-2017

Treasurer UAPSA-UBARCS

2017-2018