Ladero BOOK PDF

AcaDeMarikina
ACADEMY AND BUSINESS CENTER OF
THE MARIKINA SHOE INDUSTRY
IN MARIKINA CITY
A Thesis Proposal Submitted to the
College of Architecture
University of Santo Tomas
In Partial Fulfilment
Of the Requirements
For the Degree of
Bachelor of Science in Architecture
IRYNE TINA ALEXANDRA S. LADERO
5 AR1
April 2019
AcaDeMarikina: Academy and Business Center
of the Marikina Shoe Industry 2
TABLE OF CONTENTS
LIST OF FIGURES ..................................................................................................... 11
LIST OF TABLES ....................................................................................................... 13
CHAPTER 1 ................................................................................................................ 16
1.1 Background of the Study .................................................................................... 16
1.1.1 History ....................................................................................................... 16
1.1.2 Development of the Marikina Shoe Industry ............................................ 16
1.1.3 Marikina Shoe Industry in the Local Market............................................. 19
1.2 Statement of the Problem ................................................................................... 21
1.2.1 Trade Liberalization Leads to the Increase in Import of Footwear Products ..... 21
1.2.2 Decreased Tariff and Smuggling in the Shoe Industry.............................. 22
1.2.3 Lack of Proper Standardization and Education ......................................... 23
1.3 Project Goal and Objectives ............................................................................... 24
1.3.1 Project Goal ............................................................................................... 24
1.3.2 Project Objectives ...................................................................................... 24
1.4 Significance of the Study.................................................................................... 25
1.5 Scope and Limitations ........................................................................................ 25
1.5.1 Theoretical Framework.............................................................................. 26
1.5.2 User Analysis ............................................................................................. 26
1.6 Definition of Terms ............................................................................................ 26
1.6.1 Acronyms and Abbreviations .................................................................... 28
CHAPTER II ................................................................................................................ 30
2.1 Shoe Manufacturing ........................................................................................... 30
2.1.1 The Shoe Making Process ......................................................................... 30
2.1.2 Home-based Shoe Manufacturing and Artisanal Skills ............................. 31
2.1.3 Parts of a Shoe ........................................................................................... 32
2.1.4 Components and Materials ................................................................................. 34
2.1.4.1 Shoe Last ................................................................................................... 34
2.1.4.2 Patterns ...................................................................................................... 35
2.1.4.3 Materials .................................................................................................... 36
2.1.4.3.1 Leather ....................................................................................................... 36
2.1.4.3.2 Textiles ...................................................................................................... 37
2.1.5 Types of Shoe Construction ............................................................................... 37
2.1.5.1 Cemented ................................................................................................... 37
2.1.5.2 Goodyear Welt ........................................................................................... 38
2.1.5.3 Blake Stitch................................................................................................ 39
2.1.5.4 Bologna ...................................................................................................... 39
2.2 Types of Shoes ................................................................................................... 41
2.2.1 Men’s Shoes .............................................................................................. 41
2.2.2 Women’s Shoes ......................................................................................... 42
2.3 Education ............................................................................................................ 43
2.3.1 Education in the Philippines ...................................................................... 43
2.3.1.1 Philippine Standard Classification of Education ................................... 44

2.3.2 Footwear Engineering................................................................................ 46
2.3.3 Trends in Design for Educational Facilities .............................................. 47
2.4 Business Center .................................................................................................. 49
2.5 Technologies and Strategies ............................................................................... 52
2.5.1 Band Beam and Slab.................................................................................. 52
2.5.2 Innovation Spaces ...................................................................................... 53
2.5.2.1 Open Planning and Shared Spaces ......................................................... 58
2.5.2.2 Shared Spaces as a Catalyst for Innovation ........................................... 59
2.5.2.3 Theoretical Framework .......................................................................... 60
2.5.2.4 Design Framework ................................................................................. 62
2.6 Disaster Mitigation ............................................................................................. 63
CHAPTER III .............................................................................................................. 65
3.1 Descriptive Research .......................................................................................... 65
3.1.1 Surveys ...................................................................................................... 65
3.1.1.1 Participants ............................................................................................. 65
3.1.1.2 Procedure ............................................................................................... 66
3.1.2 Interviews .................................................................................................. 66
3.1.2.1 Participants ............................................................................................. 66
3.1.2.1.1 Marikina Shoe Industry Development Office (MASIDO) ........................ 67
3.1.2.1.2 Black Wing Shoes ..................................................................................... 67
CHAPTER IV .............................................................................................................. 68
4.1 Site ...................................................................................................................... 68
4.1.1 Geographical Profile .................................................................................. 69
4.1.2 Demographic Profile.................................................................................. 72
4.1.2.1 Population and Household ..................................................................... 72
4.1.3 Institutional Statistics and Other Establishments ...................................... 73
4.1.4 Land Use .................................................................................................... 74
4.1.5 Physical Characteristics ............................................................................. 76
4.1.5.1 Geological Characteristics ..................................................................... 76
4.1.5.2 Topography ............................................................................................ 79
4.1.5.3 Fault Line ............................................................................................... 81
4.1.5.4 Drainage System and Water System ...................................................... 83
4.2 Site Selection ...................................................................................................... 86
4.3 Site Justification; Site 1 ...................................................................................... 91
4.3.1 Access to the Site ....................................................................................... 92
4.3.2 Vehicular Traffic ....................................................................................... 92
4.3.3 Pedestrian Traffic ...................................................................................... 92
4.3.4 City Landmarks and Related Establishments ............................................ 93
4.3.5 Shoe Manufacturers in Marikina ............................................................... 94
CHAPTER V ............................................................................................................... 96
5.1 Target Market Study .................................................................................. 96
5.1.1 Primary Target Users ................................................................................. 96

5.1.2 Secondary Target Users ............................................................................. 96
5.2 Client Profile.............................................................................................. 97
5.2.1 Zapateria .................................................................................................... 97
5.2.2 Philippine Footwear Federation Inc. (PFFI) .............................................. 97
5.2.3 Department of Trade and Industry (DTI) .................................................. 98
5.4.1 Occupational Safety and Health Standards ............................................. 134
5.4.1.1 Rule 1030: Training of Personnel in Occupation Safety and Health ...... 134
5.4.1.1.1 1033: Training and Personnel Complement ............................................ 134
5.4.1.2 Rule 1040: Health and Safety Committee ............................................... 136
5.4.1.2.1 1042: Types and Composition of Health and Safety Committee ............ 136
5.4.1.2.1.1 1042.01 Type A ................................................................................ 136
5.4.1.2.1.2 1042.01 Type B ................................................................................ 136
5.4.1.2.1.3 1042.03 Type C ................................................................................ 137
5.4.1.2.1.4 1042.04 Type D ................................................................................ 137
5.4.1.2.2 1043: Duties of the Health and Safety Committee .................................. 138
5.4.1.2.2.1 1043.01 Health and Safety Committee ............................................ 138
5.4.1.2.3 1044: Term of Office of Members .......................................................... 139
5.4.1.2.3.1 1044.01: Health and Safety Committee ........................................... 139
5.4.1.2.4 1045: Duties of the Employees ................................................................ 139
5.4.1.2.5 Duties of Workers .................................................................................... 140
5.4.1.2.6 Duties of Safety Man ............................................................................... 141

5.4.2 Manual of Regulations for Private Higher Education 2008 .................... 142
CHAPTER 6 .............................................................................................................. 161
6.1 Primary Research Data ..................................................................................... 161
6.1.1 Interviews .................................................................................................. 161
6.2 Secondary Research Data ........................................................................ 171
6.2.1 National Building Code (P.D. 1096) ......................................................... 171
6.2.2 Fire Code (R.A. 9514) ............................................................................... 194
6.2.3 Occupational Safety and Health Standards ............................................... 217
6.2.4 Time Saver Standards for Building Types ........................................... 236
6.2.5 Code on Sanitation of the Philippines (P.D. 856) ................................ 240
6.2.5.1 Structural Requirements....................................................................... 240
6.2.5.1.1 Classroom and Other Rooms of the School ..................................... 240
6.2.5.1.1.1 The size of the classroom and other rooms of the school is
influenced by lighting, ventilation and arrangement of seats. ............................ 240
6.2.5.2 Sanitary Facilities Requirement ........................................................... 241
6.2.5.2.1 Toilet Facilities ................................................................................. 242
6.2.5.2.1.1 Adequate and sanitary toilet facilities for male and female shall be
provided. 242
6.2.5.2.1.2 Toilet facilities shall be easily accessible to the students and school
personnel. 242
6.2.5.2.1.3 Adequate lavatories shall be provided within or adjacent to toilet
rooms. 242
6.2.5.2.1.4 Toilet rooms shall be properly lighted and ventilated. ................. 242
6.2.5.2.1.5 Basement toilets shall be avoided due to lack of sunlight, and
difficulty of ventilation and sewer connections. ................................................. 242
6.2.5.2.1.6 Toilet facilities shall be provided in all floors of the building. .... 242
6.2.5.2.1.7 All toilets shall have good ventilation either by windows or exhaust
fan. 242
6.2.5.2.1.8 Odor absorbent materials such as saw dust and activated carbon
shall be installed in the toilet rooms and shall be located in a place that is out of
reach of children. ................................................................................................ 242
6.2.5.2.1.9 The wall of toilet rooms shall be painted or finished in light color.
242
6.2.5.2.1.10 In pre-schools, toilets shall be located within or adjacent to
playroom or classroom. ...................................................................................... 243
6.2.5.2.1.11 In pre-schools and elementary schools, there shall be enough low
toilet seats with the height of 35cm. for the small children. ............................... 243
6.2.5.2.1.12 The toilet shall be accessible to person with disability. ............... 243
6.2.5.2.1.13 Toilet Structural Requirements ..................................................... 243
6.2.5.2.1.14 Toilet/Locker Room Requirements for Employees ...................... 244
6.2.5.2.1.15 Toilet Room Requirements for Pupils/Students ........................... 244
6.2.5.2.1.16 For schools with gymnasium, showers shall be provided at ration of
1:15 pupils/students per session. ........................................................................ 245
6.2.6 Revised National Plumbing Code of the Philippines ........................... 245
6.2.6.1 Section 410 Plumbing Fixtures Required ............................................ 245

6.2.7 TESDA Footwear Making NC II ......................................................... 247
7.1 List of Spatial Requirements ................................................................... 250
7.2 Summary of Area Requirements ............................................................. 256
7.3 Adjacency Matrix .................................................................................... 263
7.3.1 Academy .............................................................................................. 263
7.3.2 Business Center .................................................................................... 264
7.4 Bubble Diagram ....................................................................................... 265
7.4.1 Academy- First Floor ........................................................................... 265
7.4.2 Academy- Mezzanine Floor ................................................................. 265
7.4.3 Academy- Second to Third Floor ........................................................ 266
7.4.4 Academy- Fourth Floor........................................................................ 266
7.4.5 Business Center- First Floor ................................................................ 267
7.4.6 Business Center– Second Floor ........................................................... 267
7.4.7 Business Center- Third Floor ............................................................... 268
7.5 Room Data Sheet ..................................................................................... 269
CHAPTER 8 .............................................................................................................. 309
8.1 Design Objectives ............................................................................................ 309
8.2 Design Philosophy............................................................................................ 309
8.3 Design Concept ................................................................................................ 309
8.4 Design Considerations...................................................................................... 310
8.5 Design Solutions .............................................................................................. 311

8.5.1 Shared Corridors and Atrium .................................................................... 311
8.5.2 Façade Design............................................................................................ 311
8.5.3 Innovation Center ...................................................................................... 312
8.5.4 Passive Ventilation .................................................................................... 312
8.5.5 Raw Materials ............................................................................................ 312
8.5.6 Collaboration Spaces ................................................................................. 312
CHAPTER IX ............................................................................................................ 313
9.1 CONCEPT BOARD......................................................................................... 313
9.2 SITE DEVELOPMENT PLAN ....................................................................... 315
9.3 FLOOR PLANS ............................................................................................... 316
9.4 ELEVATIONS AND SECTIONS ................................................................... 322
9.5 ARCHITECTURAL BAY SECTION AND SPOT DETAILS ....................... 324
9.6 STRUCTURAL CONCEPT ............................................................................ 325
9.7 INTERIOR PERSPECTIVES .......................................................................... 326
9.8 EXTERIOR PERSPECTIVES ......................................................................... 330
BIBLIOGRAPHY ...................................................................................................... 333

LIST OF FIGURES
Figure 1 Shoe manufacturing process .......................................................................... 31
Figure 2 Goodyear welt ............................................................................................... 38
Figure 3 Blake stitch .................................................................................................... 39
Figure 4 Bologna stitch ................................................................................................ 40
Figure 5 Prestressed Band Beams ................................................................................ 53
Figure 6 Open space for collaboration ......................................................................... 55
Figure 7 Corridors and pathwalks for greater face-to-face communicatoin ................ 56
Figure 8 Atriums create connectivity between people and spaces .............................. 57
Figure 9 Technology can improve productivity within spaces of collaboration ......... 57
Figure 10 Theoritical framework concept on the physical environment in innovation
Source: Innovation Spaces: Towards a framework for understanding the role of the
physical environment in innovation ............................................................................. 61
Figure 11 Design framework on innovation spaces ..................................................... 63
Figure 12 Marikina City............................................................................................... 69
Figure 13. Map of barangay boundaries of Marikina City ......................................... 71
Figure 14. Zoning Map of Marikina City .................................................................... 74
Figure 15. Geological map of Marikina City ............................................................... 78
Figure 16. Slope map of Marikina City ....................................................................... 80
Figure 17. Valley Fault System ................................................................................... 82
Figure 18. Drainage System ......................................................................................... 84
Figure 19 River and Creek System .............................................................................. 85
Figure 20. Site 1 Commercial district .......................................................................... 86
Figure 21. Site 2 Industrial district .............................................................................. 87
Figure 22. Site 3: Institutional District ........................................................................ 88

Figure 23. Selected site ................................................................................................ 91
Figure 24. Landmarks and related establishments ....................................................... 93
Figure 25. Manufacturers in Marikina City ................................................................. 94
Figure 26. Department of Trade and Industry Organizational Chart Source: dti.gov.ph
.................................................................................................................................... 101
Figure 27. Summary of qualification for Footwear Making NC II Source: Training
regulations for Footwear Making NC II .................................................................... 123
Figure 28. Academy adjacency matrix ...................................................................... 263
Figure 29. Business Center adjacency matrix ............................................................ 264
Figure 30. Academy first floor bubble diagram ......................................................... 265
Figure 31. Academy mezzanine floor bubble diagram .............................................. 265
Figure 32. Academy second and third floor bubble diagram..................................... 266
Figure 33. Academy fourth floor bubble diagram ..................................................... 266
Figure 34. Business center first floor bubble diagram ............................................... 267
Figure 35. Business center second floor bubble diagram .......................................... 267
Figure 36. Business center third floor bubble diagram .............................................. 268
LIST OF TABLES
Table 1. Illustration of technical smuggling in shoes ................................................. 22
Table 2. Levels of Education ...................................................................................... 45
Table 3. Business Center concepts in the Netherlands ............................................... 49
Table 4. Barangays in Marikina City and their respective areas in sq. km. ............... 70
Table 5. Demographic profile of each barangay in Marikina City ............................ 72
Table 6. Statistics of establishments in Marikina City ................................................ 73
Table 7. Land Use of Marikina City according to classification ................................ 75
Table 8. Site Selection. ................................................................................................ 89
Table 9. Site Selection Criteria .................................................................................... 90
Table 10. Summary of programs and activities ......................................................... 107
Table 11. Academy Staff ........................................................................................... 110
Table 12. Academy calendar of activities – full course ............................................. 111
Table 13. Academy calendar of activities – short course .......................................... 112
Table 14. Business Center Staff ................................................................................. 113
Table 15. Business Center calendar of activities ....................................................... 115
Table 16. Basic competencies for footwear course ................................................... 116
Table 17. Common competencies for footwear course ............................................. 117
Table 18. Core competencies for footwear course..................................................... 118
Table 19. Course curriculum for Footwear Manufacture and Design ....................... 127
Table 20. Equipment used at Shoe Laboratory Building of Ateneo Shoe Academy. 131
Table 21. Facilities and Service of Ateneo Shoe Academy ....................................... 132
Table 22. Activities and options for ASPACE Co-working Space ........................... 133
Table 23. Number of safety man for hazardous workplace ....................................... 134
Table 24. Number of safety man for non-hazardous workplace ................................ 134
Table 25. Type A Health and safety committee ........................................................ 136
Table 26. Type B Health and safety committee ......................................................... 136
Table 27. Type C Health and safety committee ......................................................... 137
Table 28. Type D Health and safety committee ........................................................ 137
Table 29. General classification of use ...................................................................... 172
Table 30. Parking lot requirements ............................................................................ 177
Table 32. Floor area ratio ........................................................................................... 179
Table 33. Percentage of total lot area......................................................................... 180
Table 34. Sizes and dimensions of courts .................................................................. 181
Table 35. Stairs, exits, and occupant loads ................................................................ 186
Table 36. Dimensional criteria of stairs ..................................................................... 199
Table 37. Dimensional criteria of stairs ..................................................................... 200
Table 38. New minimum stair width ......................................................................... 201
Table 39. Dimensional criteria of ramp ..................................................................... 205
Table 40. Toilet minimum space requirements.......................................................... 243

Table 41. Toilet room requirements for employees ................................................... 244
Table 42. Toilet room requirements for male students .............................................. 245
Table 43. Toilet room requirements for female students ........................................... 245
Table 44. Plumbing fixtures requirements ................................................................. 246
Table 45. List of tools, equipment and materials ....................................................... 247
Table 46. Training facilities ....................................................................................... 249
Table 47. List of spatial requirements........................................................................ 250
Table 48. Summary of area requirements .................................................................. 256

CHAPTER 1
INTRODUCTION
1.1 Background of the Study
1.1.1 History
Marikina City is well renowned for earning the title "The Shoe Capital
of the Philippines", for its progressive footwear industry. Shoes
manufactured and crafted from the city are regarded for their high quality
and esteemed aesthetics, garnering appraisal from the local and international
market. Shoe manufacturers regard their profession as a craft, executing their
work with utmost precision and thought (Angeles, n.d.).
The footwear industry of Marikina was pioneered by Don Laureano
Guevara, also renowned as "Kapitan Moy", in the year 1887. With the
assistance of Tiburcio Eustaquio, Amborcio Sta. Ines, and Gervacio Carlos,
Don Guevara dissected and analyzed a pair of Europe-manufactured shoes he
has purchased from one of his trips in Manila. The group then attempted to
duplicate the pair of shoes that was analyzed and successfully produced a
replica. Following the success of their attempt, Don Guevara proceeded to
educate other residents of Marikina about the process of shoe making. Since
then, shoe making has become a major source of livelihood in the city, adding
to fishing and farming (Angeles, n.d.).
1.1.2 Development of the Marikina Shoe Industry
The American occupation brought further opportunities for the industry
in 1898. The demand of army boots for the American soldiers prompted R.R.
McGuire to establish a factory that houses machinery to speed up the process

of production. Other shoe-firms followed suit, Other shoe-firms followed suit,
seeing the high market demand of the product. Firms such as the United States
Shoe Company, which later became the Hike Shoe Place, the Ang Tibay Shoe
firm, established by Toribio Teodoro, and the People's Shoe Company, were a
few of the firms that mass-manufactured shoes with the new technologies.
Factors such as the demand of the consumer market and the introduction of
machinery for a more efficient means of production contributed greatly to the
fast-growing industry (Angeles, n.d.).
By 1935, a total of 139 shoe manufacturing firms and shops have been
erected, producing over 300,000 pairs of shoes with a total worth of Php 762,
896.00. However, the success of the industry has attracted unwarranted
problems such as the control of the Chinese businessmen in Manila, where
manufacturers purchase raw materials. Inequality in the transactions led the
Marikina manufacturers to establish their own shops in the Manila district. It
was then that the "Tindang Bayan" shoe store cooperative was founded buy
Tiburcio Eustaquio. Preceding this, Tiburcio Eustaquio opened the "Marikit-
na" at R. Hidalgo Street, followed by the H. Santos Shoe Store and Star Shoes
by Herminigildo Santos and Roman Santos. The pursuit of these
manufacturers earned the support of the Philippine government by organizing
the National Footwear Corporation (Angeles, n.d.).
Following the World War II, measures were taken by the local
government to revitalize the shoe industry. Seated as mayor was Gil Fernando
who organized the Philippine Shoe Manufacturing Corporation. A capital was
established to properly fund the local manufacturers to further expand the
industry. More firms opened within Marikina as well as in Manila. The

continuing efforts of these manufacturers were receiving continued support
from the national government with the approval of R.A. 650 or the "Control
Law" in 1951. Five years after, Marikina gained the title "Shoe Capital of the
Philippines" to give recognition to its progressive shoe industry (Angeles,
n.d.).
Along with the local shoe manufacturers, the Marikina government
inaugurated various laws and organizations to pave way for the continuing
development of the industry. Administrative Order No. 1, Resolution No. 12
paved way to the creation of the Marikina Shoe Trade Commission (MSTC)
which sought to promote footwear manufacturing in the trade industry. In
addition to this, the commission's objective was to promote and subsidize the
needs of the manufacturers to increase production and sustain the industry
(Angeles, n.d.).
On the other hand, the Marikina Shoe Marketing Commission was
established to monitor and regulate the exporting of products to different
provinces in the country. This was achieved by aiding the manufacturers in
their purchase of raw materials, and in turn, the commission will market the
final products to different locations. Products were distributed to the different
corporations established by the commission such as the Marikina Shoe Expo,
Inc,, the Marikina Valley Marketing Corporation, and the Marikina Shoe
Crown Inc. (Angeles, n.d.).
The Marikina shoe industry plummeted with the implementation of
trade liberalization in the country. Small and large industries alike experienced
the grave consequences of the event as some factories were forced to close
down and employees had to be dismissed. Such a circumstance enabled the

local government and agencies to convene the remaining manufacturers which
led to the creation of the Marikina Footwear Manufacturers Exporters
Association. The association urged the introduction of modern technologies
and trends of business management for an advanced approach to the shoe
manufacturing industry. Following this, the revival of the Marikina Footwear
Development Council on February 25, 1987, led to the systematization of the
industry, from the manufacturing to the marketing stage. Due to the
intervention of liberalization, a disturbance to the local industry stirred the
manufacturers. Through the efforts of the national and local government, the
Republic Act 9290 by Congressman Del R. De Guzman and the Ordinance
No. 50 Series of 2011 by Councilor Mario de Leon, were authored and
implemented to further the development of the footwear and tannery industry
(Angeles, n.d.).
Treasured by the local residents, the Marikina shoe industry has long
been supported by the local and national government, as well as private firms
and agencies. The perseverance of the Marikenos to preserve the pride of their
locality can well be seen in their shoes, through the well-practiced craft in the
highest form of quality (Angeles, n.d.).
1.1.3 Marikina Shoe Industry in the Local Market
With the development of the local shoe industry, it is still evident that
qualitative data on the local footwear industry appears to be scarce. In a study
done by Joel Q. Tanchuco entitled "Liberalization and the Value Chain
Upgrading Imperative: the Case of the Marikina Footwear Industry"
(2006), analysis of the data is inferred from several statistical data. In the case
of the domestic market, Tanchuco assumed the computation to be domestic
demand is equal to total deomestic footwear production less total foot wear
imports plus total footwear exports. His data led to the conclusion of the
domestic footwear market amounting to an estimated Php 38.02 billion in
2001.
In addition to this, the difference in the prices of shoes sold in the
domestic market and the average consumer capacity strikes an imbalance with
the marketing system of the industry (Tanchuco, 2006). Products are sold at
higher prices are not the priority of the domestic market. The average price of
footwear products range from Php 182.5 to Php 483.3 per pair. shows that it
is only in the eighth income bracket that allocation for apparel and footwear
expenditure at Php 441 per person in one household, does the average price of
Php 436 begin to be affordable.
In the advent of revitalizing the Marikina shoe industry, large scale
manufacturers and small and medium enterprises have made their efforts to
sustain the local shoe industry. Valentino shoes, renowned for its well-crafted
shoe products, was established in 1932 (PIO Department, 2018). The firm has
endured the effects of trade liberalization and the influx of imported shoes but
still remain amidst the tumultuous competition in the market. Key factors to
their resiliency are their continuing passion for the industry, and their loyal
employees who have greatly contributed to the business as well as the industry.
Another well-known brand, Carmelletes Shoes has been in the industry for
more than 50 years, earning the title of "Queen of Shoemaking" in 2012.
Renowned for their ladies' shoes, the firm's sales have been increasing at 20%
per year. Manufacturers such as Lara Erika Shoe Manufacturing, which started
in 1983, have been supplying for local brands such as Ohrelle, Le Donne,
Rusty Lopez and SM shoe brands. An estimated growth of 15-20% of their
sales was observed from 2012 to 2015 (Nicolas, 2015). The reputation of the
Marikina shoe industry has led to the establishment of newer businesses and
manufacturers. Mariquina Shoemaker,a brand founded by Kayne Litonjua and
Juancho Del Rosario, envisions to one day uplift the local shoe industry to
global standards (Cerezo, 2018).
1.2 Statement of the Problem
1.2.1 Trade Liberalization Leads to the Increase in Import of Footwear
Products
The membership of the Philippines to the World Trade Organization
(WTO) in 1995 enabled a more flexible system for the import and export of
goods. Goods sold at cheaper prices from neighboring countries such as China,
Korea, and Taiwan entered the country and brought on a disturbance with the
local demand of footwear products. Imports of footwear products were rapidly
increasing, reaching a volume of 60.2 million pairs in 2003 from the 38.5
million pairs imported in 1999 (Cruz, n.d.). Cheaper prices pushed consumers
to turn away from more expensive locally-made leather shoes, increasing their
interest in commercialized foreign shoe brands such as Nike, Adidas, and
Converse, which outsource their production in countries that offer lower labor
costs such as China (Andaquig, 2005).

1.2.2 Decreased Tariff and Smuggling in the Shoe Industry
An article by Ben O. de Vera (2017) reports the apparent smuggling of
imported goods from China. China has been a constant importer of different
goods into the country. A significant decline of the figure has been determined
between the exported goods from China and its import counterpart into the
country. The difference, as Finance Secretary Carlos G. Dominguez III stated,
was reported at 57% in 2015, 48.7% in 2016, and 48% in the first semester of
2017. Although numbers have been decreasing, the previous years of
smuggling has greatly affected the industry. In her article "Smuggling is
Killing Shoe, Garments, Textile Industries", Tess Bacala (2004) expresses the
loss of employment in the industry. In 1994, there were 104, 799 employees
registered under 513 shoe manufacturers while in 2003, only 42, 311
employees and 188 shoe manufacturers remained.
Tariff rates on the import of footwear products were at 15% in 2001,
10% in 2002, 7% in 2003, and 5% in 2004, under Executive Order 334. Despite
the regularization of the tariff rates at 10%, smuggling of footwear proved to
be evident. The table below shows the comparison between the quantity of
imported shoes to the value that was declared. An apparent imbalance between
the two elements of the table summarizes the cases of smuggling in the
industry, done trough undervalulation and overquantity.
Year Quantity Value in US Dollars
1997 28, 242, 755 75, 927, 646
1998 36, 730, 091 56, 361, 314
1999 50, 629, 523 61, 654, 061
2000 51, 139, 368 56, 627, 488

2001 60, 098, 492 53, 545, 2727
2002 64, 434, 546 54, 703, 536
2003 56, 103, 431 55, 550, 168
Percentage 212.79% Percentage 70.52%

increase in decrease in value
quantity
Table 1. Illustration of technical smuggling in shoes
Primary Source of Data: National Statistics Office
Processed by: Bureau of Export Trade Promotion (BETP)
Analyzed and prepared by: Samahan ng Magsasapatos sa Pilipinas
Cruz (n.d.) explains undervaluation as declaring the value of a product
to be at a much lower cost than its actual cost. An example to this would be
the declaration of a single-strap slipper at only 10 centavos per pair, compared
to its actual value of 40 centavos a pair. Overquantifying on the other hand,
refers to the declaration of the imported goods to be a much smaller quantity
of the items than the actual quantity of items being imported. Cruz sites MG
Sanchez Trading, an importer of slippers, who declared their Entry Number
C-35021 dated April 5, 2005 of 3, 628 pairs of slippers, a much lesser quantity
to the actual 40,088 pairs being imported.
The incidences of undervaluation and overquantifying has played a
major role in the decline of the shoe industry. On the part of the consumers,
they are met with a more diversified set of products to choose from. Products
from different countries have gained access to the local market, and their
cheaper prices have gained the vote of the consumers (Cruz, n.d.).
1.2.3 Lack of Proper Standardization and Education
In an interview with Noel B. Box, Officer in Charge of the Marikina
Shoe Industry Development Office (MASIDO), one of the problems the shoe
industry aims to tackle is the lack of a standard procedures for the
manufacturing of shoes. He insisted that the need for proper education is
substantial in the progression of the industry. He sites that along with other
prominent shoemakers in Marikina, he was sponsored to study Shoe
Engineering abroad. With the knowledge he has earned, he wishes to
promulgate practices and learnings that could benefit the industry. One of the
notable drawbacks of the programs was the limited number of scholars and the
extent they can draw upon themselves to teach others. Black Wing Shoes
(2018) stresses the importance of continuing the craft of shoemaking through
education. Along with this, programs on proper business mapping and direct
consultation with the shoemakers hold relevance to creating a more sustainable
and progressive industry.
1.3 Project Goal and Objectives
1.3.1 Project Goal
The project goal focuses on revitalizing the Marikina Shoe Industry through
the intervention of education and market opportunities towards globalization.
1.3.2 Project Objectives
1. To aid the local and national government’s efforts towards the
development and progression of the Marikina Shoe Industry;
2. To promulgate proper practices and ample knowledge on shoemaking,
business planning, and marketing to the public and the involved
individuals; and
3. To enhance the opportunities of local shoemakers with a competitive
awareness to globalization.
1.4 Significance of the Study
As mentioned in an interview with Noel B. Box of MASIDO, the role of
education is vital in order to concur a set of standardized procedures and practices
to be observed by shoe manufacturers. This statement is supported by the
recommendations provided in the Pearl2 Project, a project funded by the Canadian
International Development Agency and managed by the Agriteam Canada
Consulting Ltd. Included in the document prepared by the aforementioned agencies
are recommendations towards provisions for training courses in human resource
management, planning and accounting practices. Another recommendation is to
establish a common business center where footwear firms can coordinate in the
research and development of the industry as well as to provide relationships
between the involved sectors (Pearl2 Project, 2006). In line with this, Mayor Marcy
Teodoro has also enumerated measures to aid in the progression of Marikina’s shoe
industry. Through the MASIDO, actions are being carried out such as introduction
of Footwork Technology courses to senior high schools in Marikina, and a four-
year course on management to facilitate the younger generation’s continuing
interest in the local shoe industry (Marikina City PIO Department, 2018).
1.5 Scope and Limitations
The project shall include the design for the Academic and Research and
Business Center, inclusive of the site development plan showing hardscapes and
softscapes, plans with ample facilities as required by standards, and significant
amenities for the productivity of the users, as well as the overall function of the
facility.
1.5.1 Theoretical Framework
The overall design shall entail methods and standards derived from
consideration of theoretical frameworks applicable to designing spaces for
academic facilities. Such theoretical frameworks must be applicable to the
formation and design of spaces and environments. Theories that do not reflect
the objectives of this project may be taken into consideration, with the
provision of having high relevance to the project.
1.5.2 User Analysis
Behavioural analyses of the users will be used in the planning and design
process of the project. Supported by theories and observations, the role of the
users will greatly benefit the planning and design of the facility.
1.6 Definition of Terms
The terms listed below are for the perusal of the readers for better understanding
of the literatures.
By-product – something produced in usually industrial or biological process in
addition to the principal product
Collaboration- to work jointly with others or together especially in an
intellectual endeavour
Concrete – mixture of cement, sand, and water to form a solid form of mass
Co-working – a style of work that involves a shared workplace and independent
activity
Democratization – to introduce a democratic system to an organization,
supporting a system in which all citizens have a voice or a vote
Education- the action or process of teaching someone especially in a school,
college, or university
Ergonomics- an applied science concerned with the designing and arranging
things people use so that the people and things interact most efficiently and
safely
Footwear – wearing apparel such as shoes or boots for the feet
Framework – a basic conceptual structure
Globalization- the development of an increasingly integrated global economy
marked especially by free trade, free flow of capital, and the tapping of cheaper
foreign labor markets
Heel – a solid attachment of a shoe or boot forming the back of the sole under
the heel of the shoe
Incubator - an organization or place that aids the development of new business
ventures especially by providing low-cost commercial space, management
assistance, or shared services
Industrialization- to build and operate factories and businesses in a city,
region, country, etc.
Industry – a group of businesses that provide a particular product or service
Innovation – the act or process of introducing new ideas, devices, or methods
Insole – the bottom of the inside of a shoe
Integration – to form, coordinate, or blend into a functioning or unified whole
Interaction – mutual or reciprocal action or influence
Midsole – a layer between the insole and the outsole of a shoe
Modernization – to make modern and more suited to present styles or needs
Outsole – the outside sole of a boot or shoe
Placemaking – a people-centered approach to the planning, design, and
management of public spaces

Planning – the process of particularizing and harmonizing the demands of
environment, use and economy
Programming – research and decision-making process that identifies the scope
of work to be designed
Shoe – an outer covering for the human foot typically having a thick or stiff sole
with an attached heel and an upper part of lighter material
Shoe Manufacturing or Shoemaking- the process of making footwear
Sole – the part of an item of footwear on which the sole rests and upon which
the wearer treads
Start-up – a new business
Sustainable – involving methods that do not completely use up or destroy
natural resources
Toe box or toe cap – a piece of material covering the tow of a shoe and
reinforcing or decorating it
Upper – the part of a shoe or boot above the sole
1.6.1 Acronyms and Abbreviations
CITC - Cottage Industry Training Center
CHB - Concrete Hollow Block
DTI-NCRO - Department of Trade and Industry National Capital
Regional Office
EGD - Environmental Graphic Design
ISCED - International Standard of Classification of Education
LGU - Local Government Unit
MASIDO - Marikina Shoe Industry Development Office
MSME - Micro, Small and Medium Enterprises

MSMED Council - Micro, Small and Medium Enterprises
Development Council
MSTC - Marikina Shoe Trade Commission
NGO - Non-Government Organization
PDP - Philippine Development Plan
PFFI - Philippine Footwear Federation Incorporated
PLMar - Pamantasan ng Lungsod ng Marikina
PQF - Philippine Qualifications Framework
PSCED - Philippine Standard Classification of Education
TESDA - Technical Education and Skills Development Authority
TVET - Technical Educational Vocational Training
TVL - Technical-Vocational-Livelihood
UNESCO - United Nations Educational, Scientific and Cultural
Organization
USC - University of Southern California
WTO - World Trade Organization

CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Shoe Manufacturing
2.1.1 The Shoe Making Process
The shoe making process is in itself an art form that follows a systematic
procedure. Design only takes a minimal part in the process. Engineering plays
a major role in the design process, taking into consideration proportion of
measurements and such factors affect the comfort and satisfaction of the
consumers. Ergonomics is also a contributor to the design process, providing a
sound basis for properly designed footwear (Ozkan, 2015).
As such, the procedures undertaken to create shoes are to be done with
great care and precision. According to Khan (2015), there five departments in
shoe manufacturing that takes a step by step process for the progression of the
product. The first department is Designing and Pattern Making wherein product
development occurs. It is in this department and this stage that the ideas of the
designers start to be implemented. Initial patterns for the shoes are also to be cut
in this stage or department. Following this is the Clicking or Cutting
Department. Material selection is to be done in this department, alongside
cutting the pattern for the shoe. This is then followed by the Closing or
Machining Department. Individual parts are to be sewn together to assemble the
two-dimensional pattern of the upper to a three-dimensional pattern. Other
elements such as eyelets may also be added in this department. After such, the
product will be brought to the Lasting and Making Department. Molding the
shoes into its final form takes place in this stage with the help of a last. An insole
is first attached to the bottom of the formed shoe, and the upper is stretched and
molded over the last. A welt is then to be sewn through the rib and excess
material is to be cut off. This department is completed with the addition of the
heel. The process is capped off in the Finishing Department, where the product
is buffed, stained, polished or wax to finalize the finishing product. This process
can be further summarized in the chart presented below.
Manufacturing of shoes of any model follows the same process.
Figure 1 Shoe manufacturing process
Source: A research on footwear and foot interaction through anatomy and human engineering
2.1.2 Home-based Shoe Manufacturing and Artisanal Skills
As Marikina’s shoe industry started in the home of Kapitan Moy,
founder of the said industry, so did most of the small enterprises and artisans
that produce bespoke footwear products. The prevalence of home-based shoe
manufacturing businesses can be observed throughout Marikina. Considered as
an art form and a craft, the practice of shoemaking has been handed down from
generation to generation. Okello (2015) states the impact of handing down the
craft to the next generation on the production of shoes. She further states that
“although techniques and processes vary widely from one design to the next,
footwear production generally takes place in the small firms, sometimes with
multiple family members engaged in different aspects of the process. Even
where organized artisan structures exist, artisans typically produce within
community settings and skills are passed down from one generation to another
through apprenticeship”. This demonstrates the programming of small
enterprises to be directed towards skills development in the form of experience
and exposure to the craft. The importance of working within a community
settings exemplifies shoemaking as a communal art, although developed
individually.
2.1.3 Parts of a Shoe
Despite having a wide variety of designs, shoes are generally constructed
with the same parts. Shoes that have more complex designs or are designed for
specific usage have additional parts to them. The main parts of a shoe are the
sole- consisting of the insole, outsole, and sometimes the midsole-, heel, upper,
and toe cap (Shoeguide.org, 2018) with other components such as the lining, toe
puff, stiffener, sock, and shank (Choklat, 2012).
The part of a shoe that comes in contact with the ground is called the
sole. It can be made from various materials such as natural rubber, polyurethane
or polyvinyl chloride compounds. The sole mainly consists of three different
sections namely the insole, midsole, and the outsole. The insole refers to the
bottom of the shoe, coming in contact with the foot under the foot bead, and is
usually made of cellulosic paper board or synthetic non-woven insole board. It

attaches the lasting margin of the upper which is wrapped around the last during
the lasting operation. The outsole, on the other hand, is the layer that comes in
direct contact with the ground. A variety of materials can be used for this
component such as rubber, leather, or synthetic materials. The midsole lies in
between the insole and outsole and is usually added for shock absorption.
Midsoles are commonly seen in athletic shoes and specialty shoes (Best, 2017).
The heel sits at the bottom and rear part of the shoe, supporting the heel
of the foot. Most often than not, this component is made from the same material
as the sole and varies the height of the shoes. Aside from this, the heel improves
the balance of the shoe, the posture of the wearer, as well as serving as a
decorative feature of the shoe (Best, 2017).
The upper is the part that covers the foot of the wearer (Shoeorg.com,
2017). It is the most decorated part of the shoe and is connected to the sole by a
welt, often a strip of leather, rubber, or plastic stitched between the sole and the
upper. Mechanisms are usually added to the shoe to hold together and tighter
around the wearer’s foot. Examples of these mechanisms are laces, straps,
zippers, velcros, and the like. A part of the upper is the vamp which covers the
front of the foot all the way to the back of the shoe (Best, 2017).
The toe box or the toe cap covers and protects the toes (Best, 2017). A
variety of toe caps are used for different shoes. Toe caps may completely replace
the front upper of the shoe, stitched over for an added layer of protection, and
introducing solid materials such as a metal for protective purposes
(Shoeorg.com, 2018).
In addition to the main parts of a shoe are components that act as
additional support to the shoe. The lining, which also acts as a support, keeps
the internal parts of the upper properly structured. It is commonly made of
pigskin, calfskin, kidskin, or textiles. The stiffener is a semi-rigid thermoplastic
material or leather that maintains the shape of the heel cup on the rear side of
the shoe, as well as keeping the heel of the foot in place. A shank may be placed
to support the bridge from the heel to the ball of the foot. This is usually comes
as a strip of steel, nylon, wood or even leather. A covering may be placed on top
of the insole to support the footbed of the wearer. This is an additional
component where branding is commonly placed. Lastly, a toe puff is a semi-
rigid thermoplastic material or leather that maintains the shape and height of the
frontal part of the shoe (Choklat, 2012).
2.1.4 Components and Materials
Before a shoe is completed various materials and components are
involved in the conceptualization and development of the design. The beginning
of a shoe involves that of creating a pattern on a shoe last. These patterns are
then used as basis for the construction of the shoe, which involves choosing the
right materials. Aside from the design, the materials of the shoes is just as
important as how they fit and look on the wearer.
2.1.4.1 Shoe Last
A shoe last is integral in both the design development and the
manufacturing phases of a shoe. It is a stylized foot-shaped form from
which the design and form of the shoe are based on. Shoe lasts are
traditionally made from wood but the insurgence of new technologies

paved way to the use of recycled polyethylene to form different shapes
and sizes. Last-making is a highly specialized skill and takes years to
master. The accuracy of the measurements holds a vital role in the design
of the shoe and how it affects the wearer. A shoe last is not to be mistaken
for having the exact measurements of a shoe as it forms the shape of a
shoe, rather than that of a foot. It also determines how the shoe fits and
what adjustments can be done to the shoe (Choklat, 2012).
2.1.4.2 Patterns
A pattern is the two-dimensional representation of the three-
dimensional surface of the last. The produced patterns are used as a basis
for the different components of the upper, or the other parts of a shoe,
and can also be the basis for the design of a shoe. Patterns are formed by
using two methods; the first involving the use of masking tape, and the
second is used with a vacuum form.
The first method is the traditional method of creating a pattern.
The shoe last is completely covered with a layer of masking tape and the
pattern is drawn directly on the tape. The layer of tape is then peeled out
and laid flat on a surface. Lastly, the patterns are precisely cut as draw
on the tape.
The second method involves a vacuum form. A plastic form is
heat-molded onto the last and much like the taping method, the patterns
are directly drawn on to the plastic. The plastic form is cut and flattened
afterwards, followed by the cutting of the pattern. As it requires more

complex materials, this method is commonly used by large scale
manufacturers (Choklat, 2012).
2.1.4.3 Materials
Choosing the materials dictates the function and design of a shoe.
With the different materials available in the market, shoe designers have
innovated and improved on traditional shoe design.
2.1.4.3.1 Leather
Leather is one of the by-products of the meat industry.
Durability, flexibility, and breathability of leather are the
characteristics that makes it suitable for the manufacturing of
shoes. Although leather can be produced from various sources,
there are three main categories that the market uses. These are
bovine, which refers to hoofed animals such as cows, ungulates,
coming from even-toed animals such as pig, and exotics, which
are from snakes, reptiles and fish (Choklat, 2012).
For it to be used as a shoe product, the animal hide must
be tanned in order to prevent putrefaction and to turn it into
leather. The two main tanning methods are chrome tanning and
vegetable tanning. Chrome tanning makes use of chromium salts
and aids in increasing the leather’s resistance to certain
conditions such as high heat encountered in shoe manufacturing.
This method creates coloring and consistency that designers aim
for. Safety precautions must be highly considered due to the
toxic residues that this method produces. Vegetable tanning, on

the other hand, makes use of vegetable extracts and is commonly
applicable to soles, belts and luggage. This method allows the
leather to react to light which can add to the finish of the leather
(Choklat, 2012).
2.1.4.3.2 Textiles
Textiles as materials for shoes have paved way for different styles
and functions. It is often associated with summer due to the
lightness of the material, as well as its prevalence in design for
athletic shoes.
2.1.5 Types of Shoe Construction
The method in which shoes are constructed is just as important as the
design. Not only is it a necessary process in assembling the shoes, it also caters
to the specific function of the shoes. The four most common methods of
construction are Cemented, Goodyear Welt, Blake Stitch, and the Bologna.
2.1.5.1 Cemented
Cementing mode of construction is the most common among all
methods due to its simplicity and low cost of materials and skill
(Ingelvadsson, 2015). It is done by attaching the sole to the upper with
the use of adhesives. The very nature of this method makes it most
suitable for inexpensive shoes that are worn more commonly than other
shoes. Shoes of this type are mass-produced, aided by the speed at which
the shoe is completed with this method. However, the very advantages
of it causes its disadvantage. Due to the use of only adhesives, the shoe
is not as durable as that of other shoes. In time, the upper may be
unattached from the sole and may not be placed again (Centenal, 2017).
2.1.5.2 Goodyear Welt
Taking after its inventor, the Goodyear Welt was invented by
Charles Goodyear, Jr. and paved way to new opportunities for footwear
due to its innovative nature. The process starts with the upper shaped
over the last. This is followed by gluing a canvas rib underneath the
insole. The upper and the welt, which is usually a strip of leather, are
stitched to the canvas rib, and the welt is then stitched to the outsole.
The void created by the lining of the welt is then filled commonly with
cork. With the welt acting as the anchors for the upper and the outsole,
it allows the outsole to be detachable from the upper making it easy to
replace the sole while keeping the upper. The provision of the welt also
makes the shoe water-proof as it provides an extra lining from the
outside. On the other hand, shoes of this type are more expensive as it
requires more time and skill (Centenal, 2017).
Figure 2 Goodyear welt
Source: oliviergerardi.com
2.1.5.3 Blake Stitch
According to Antonio Centenal, stated in his audio vlog, The
Blake Stitch method of construction is almost the same as that of the
Goodyear welt, but it differs where the stitching occurs (2017).
Compared to a Goodyear Welt, the Blake Stitch is done on the inside of
the shoe. It is done either by stitching the insole, the upper and the
outsole together, or accomplished by stitching the insole to the midsole,
then the midsole to the outsole. This makes the shoe relatively
waterproof but not in the same extent as the Goodyear Welted
construction. Due to the stitch being inside the shoe, this method
provides a cleaner design and offers more flexibility than the Goodyear
Welt (Ingelvadsson, 2015).
Figure 3 Blake stitch
2.1.5.4 Bologna
Often called sacchetto, the Bologna method of construction
originated from Italy. It is characterized by the elegant and sophisticated

look it gives to a shoe (Olivier Gerardi, 2017). Like the Blake Stitch, the
Bologna method attaches the insole to the outsole by stitching them
together. This is done by stitching the upper and the lining directly on
the outsole, with a probable provision of a thin leather insole. It is only
when the upper is fully completed that it is to be stitched on the outsole
(Ingelvadsson, 2015). In their official website, shoe company Olivier
Gerardi states that the Bologna method of construction provides the
greatest level of comfort since the shoe is in direct contact with the lining
rather than the outsole. Although it provides great comfort, shoes of this
method are delicate and are not suitable to be worn in the rain (2017).
Figure 4 Bologna stitch
2.2 Types of Shoes
2.2.1 Men’s Shoes
Men’s shoe have largely contributed to a man’s identity, whether it be
in the form of power, money, or fame. Ultimately, most of the women’s shoes
are patterned after men’s shoes.
Men’s shoes can be generally categorized into two different groups,
formal and casual wear. Formal wear mostly entail footwear made of leather
products. The most common and basic form of footwear would be the Oxford,
Derby, and Monk shoes. Oxford, also referred to as Balmorals, shoes have their
vamp attached with laces with the vamp on top. This allows for Oxford shoes
to be more formal, owing to the slim and sleek silhouette a closed-lacing
mechanism can achieve. Derby shoes, on the other hand, are similar to that of
Oxford shoes only the laces are attached to two pieces of leather and are glued
or stitched, creating an open lacing mechanism. In this way, the Derby shoes are
deemed to be less formal than the Oxford shoes. Lastly, Monk shoes have no
lacing, using a lace and buckle mechanism to hold the shoe to the foot. It is most
appropriate for business attire, but is hardly seen for formal attires (Best, 2017).
Aside from having dress shoes, casual shoes have paved their way into
the market. With the rise of industrialization and globalization, the global
market has provided ways to cope with the demands. Among these trends are
the Slip-ons and Plain-toes. Slip-ons are classified by having no securing
mechanism around the ankle area and Plain-toes are classified having an extra
layer of leather around the toe area thus earning its name.
2.2.2 Women’s Shoes
Women’s shoes have come in a variation of designs and patterns,
evolving throughout the years. Trends, preferences, and technology have paved
way to modern designs. In the advent of modernization, classic styles prevail in
the global shoe industry for their established structure, formed by the changes
brought about by society, culture and fashion (Kletina, 2013). Women’s shoes
were historically hidden from view, veiled underneath dresses of floor-lengths.
The emergence of shoe design was formed by the evolution of women’s
lifestyle. It was in the twentieth-century that shoe design was globally known,
rising parallel with its introduction as an accessory and the emergence of couture
fashion (Sancaktar, 2006).
As societal influences have played a great role in shoe design, a number
of new styles have been patterned by the societal and functional demands in the
market. With these new styles, classic styles have been known for their
durability and timeless appearance. Sveta Kletina (2013) elaborates in her
online course the different classical shoe styles for women, namely Derby shoes,
Oxford shoes, Moccasin shoes, and Pump shoes. Derby shoes are described
having open laces, “in which the side parts are sew on the front side”, keeping
the sides open, while Oxford shoes are close-laced shoes in which side parts are
tied with a lace and are sewn underneath the front part. Kletina described
Moccasin shoes whose side parts and details are made from one piece of
material. Pump shoes or Court shoes on the other hand, are heeled shoes with
low vamps.
With the introduction of the twentieth-century came the trends for shoe
design. Women’s shoes were viewed not only for their functionality, but also
their role in the fashion scenery as accessories. Modern shoes are usually
classified as High-heeled shoes, Stilettos, Sling backs, Mules, and Ballet Flats.
High-heeled footwear are typically raised at two inches high, and are commonly
used for formal events, while its counterpart, the Stiletto, is featured with a long
and narrow heel post. Sling-backs are generally high-heeled shoes with
supportive straps lining behind the heel instead of over the foot. Mules, in
comparison to Sling-backs, are typically heeled shoes with no supportive
fastening around the ankle. Ballet flats, on the other hand, are very low and flat-
heeled (Khan, 2015).
2.3 Education
Education is an important element when it comes to developing ideas and
addressing issues. It helps in providing integrity to the students that invest in a particular
field of learning for quality outputs that they may provide for the society. Even in the
shoe industry, education plays a key role in developing what is currently deemed to be
a necessity in the lifestyle and activities of individuals
2.3.1 Education in the Philippines
The Philippine’s concern for education is rooted on the the
government’s efforts to uplift the economic and developmental status of the
country. This vision was prompted by the Philippine Development Plan (PDP)
of 2011-2016, allowing government leaders to be guided towards economic
advancement and livelihood enhancement (UNESCO, 2015). One of the main
targets of this program is the reduction of poverty which was defined as the state
of bereavement in terms of health, education, and basic living standards. To
address this pressing issue, the Department of Education formulated strategies
such as access to complete basic education, developing the curriculum for

different educational programs, and to enhance the management of educational
institutions.
In line with this, the Technical Education and Skills Development
Authority (TESDA) had also rendered strategies of their own. The first strategy
encourages Filipinos to pursue economic opportunities, aided by the expansion
of access to different facilities and the development of workforce competencies.
The following strategy focuses on the managerial aspect of the workforce.
Programs in line with the Technical-Vocational-Livelihood (TVL) Track aim to
improve on leadership and management skills of students. Apart from this,
enhancement and developing innovations is also highly encouraged in this
strategy.
2.3.1.1 Philippine Standard Classification of Education
The Philippine Standard Classification of Education (PSCED)
aims to procure a systematic and detailed data of all the programs and
educational levels offered in the Philippine education (PSA, 2018). This
systematized classification is determined by the level of education, and
subject-matter content of the specific programs, and is patterned after
the International Standard of Classification of Education (ISCED)
generated by United Nations Educational, Scientific and Cultural
Organization (UNESCO). The revised PSCED shall be used for
standardization of statistical data of the educational standing of the
country in terms of planning, manpower training, labor market studies
and the like.

Levels of education are presented in ascending order, from the
most basic educational standard to the highest level of education. These
levels are classified as shown in the figure below.
0 Early Childhood Education
1 Primary Education
2 Lower Secondary Education
3 Upper Secondary Education
4 Post-Secondary Non-Tertiary Education
5 Short-Cycle Tertiary Education or Equivalent
6 Bachelor Level Education or Equivalent
7 Master Level Education or Equivalent
8 Doctoral Level of Education or Equivalent
Table 2. Levels of Education

Source: PSCED
Programs in footwear making fall under Level 4, Post-Secondary
Non-Tertiary Education, categorized under Textiles (clothes, footwear,
and leather). This level is driven by preparations for entry to the labor
market as well as to tertiary education. Programs are not considered
tertiary education as they are usually in the lines of vocational and
terminal programs specifically patterned for entry to the labor market.

Included in this level of educations is the Technical Educational
Vocational Training (TVET) due to the demand of technical courses and
Information Communications Technology courses.
TVET courses offer a variety of vocational programs, delivered
in three ways; institution-based, enterprise-based, and community-based
(Macha, Mackie & Magaziner, 2018). Institution-based programs are
offered in schools and training centers accredited by TESDA.
Enterprise-based programs are offered to employees or trainees of a
certain company, often geared towards apprenticeship and training
programs collaborated within the workplace which serves as the school.
Community-based programs, on the other hand, are designed for the
lower sector of the society, and administered alongside the local
government and NGOs.
Footwear Making is classified to have an attainable National
Certificate II of the Philippine Qualifications Framework (PQF).
Programs under this certification level require skills and knowledge that
are manual, practical and operational in focus with various options.
2.3.2 Footwear Engineering
“Shoe design is a complex process that involves the collaboration of a
variety of individuals, including runners, craftsmen, technicians, scientists, and
doctors.” According to an article written by the University of Southern
California (2000), the engineering behind shoe design plays an important role
in the manufacturing of shoes that caters to the needs of people with their
everyday lives.
As simple as the concept of footwear designing and engineering may
seem, the process behind the shoes requires a tantamount of tedious tasks in
order to produce a quality pair. With production, the integral elements in the
development is knowing and embracing the different structures, movement, and
gait pattern that varies from person to person. Moreover, the proper education
with regards to the study of human feet, biomechanics, and human motion are
important, which makes human anatomy a key learning in shoe engineering.
From the article of USC, it is clarified that through the study of movement,
engineers will be able to apply mathematical and engineering principles in order
to formulate applicable learnings on shoe development that will aid in user
preference and needs.
2.3.3 Trends in Design for Educational Facilities
Through globalization and the rapid advancement of modernization, the
demand for the betterment of facilities where people work or educate
themselves in rises. Design evolves hand in hand with the advancement of time
as innovation is integrated in design as well as technology, thus gives more the
reason to address the demands.
Numerous solutions are provided for the improvement of educational
facilities that will cater to modernization. One of which is the provision of open,
welcoming, and secure entrances. In an article titled “Interior Design Trends
Defining Schools This Year,” schools designed in the year 2018 now negate the
issues faced by users of circulation and path-finding. With a more open and
comfortable space as a means of welcoming its users, a sense of visibility and
security are conveyed that will entice visitors to feel at ease whilst circulating
around the facility.

Environmental graphic design is now a trend when it comes to deigning
facilities, may it be commercial or educational. Environmental Graphic Design
(EGD) has limitless potential when it comes to informing the users about the
space they are currently situated in. Educational facilities are especially affected
by EGD as both educators and its other users are driven to inspire and to lead
because of how the environment affects them (Curry, 2017). EGD is embodied
by different methods in harmoniously capturing the essence of a space through
creativity, giving purpose to the space as it translates a brand or message that is
to be psychologically implanted in the minds of its users that will affect the
output of the work, their emotions, and impressions.
Versatile and flexible spaces play an integral role in education,
especially with the current trend of maker-spaces wherein innovation is
encouraged to its users through collaborative and comfortable spaces (Wolf,
2018). Spaces that are designed not for just one specific use, rather for a variety
of activities are in itself sustainable for educational facilities which makes it a
trend in school designs. Another factor that must be considered when it comes
to flexibility in spaces, is that not only must it cater to different uses, but it must
also cater to different users.
According to an article titled “Designing the Classroom of the Future:
Technology as a Force Multiplier,” technology greatly enhances learning
flexibility. With globalization and innovation, the utilization of advanced
methods of learning has been integrated in numerous schools all over the world.
Educators and students equally benefit from the flexibility of education with the
aid of technology through technical methods that support efficiency in
production of ideas and learnings (Ark, 2018). The minds of students will be
enriched with immersive ways of learning such as virtual or augmented reality,
enabling the visualization of learning materials advanced, approachable, and
more importantly, accessible, which aids in innovating and building ideas
flexibly.
2.4 Business Center
2.4.1 Business Center Concepts
Business centers and offices were often planned for their functionality
and purpose rather than having considered the environmental relationship of the
users and the space at which they perform. Office spaces were often designed
with grid layouts, monochromatic cubicles, and economical designs. With the
introduction of innovation and globalization, there has been a constant change
in how business offices, and in turn business centers, operate. In a study entitled
“Differences between business center concepts in the Netherlands” (Appel-
Meulenbroek, De Vries, Romme & Weijs-Perre, 2016), the authors have
studied the characteristics of different business center concepts.
Business Serviced Co-working Incubator
Center Office Office
Objective Offer office Offer Creating a Supporting and
space flexible work facilitating start-
office community, ups, promote
space, stimulate a local job
business sense of creation,
services, collaboration technology
facilities, and synergy transfer and

and economic
managed development
technology
Tenants A wide range of SME’s, SME’s, Start-up
(Prime target businesses freelancers freelancers, enterprises
group) large
enterprises
and location-
independent
professionals
Tenants Formal/informal Formal Informal Formal/Informal
(Atmosphere)
Facilities/ Low service Business Business Business
Services level, some services, IT services, IT services, IT
shared facilities services services and services and
or services and secretarial secretarial
secretarial services, and services, and
services access to access to
networking networking
events and events and
workshops workshops, and
business support
services
Spaces Separate units Separate Open plan Separate units/
units spaces Open plan
spaces
Table 3. Business center concepts in the Netherlands
Source: Differences between business center concepts in The Netherlands
The concepts observed and studied by the authors vary in functions
according to the services they cater. Highlighted in the table are the concepts
Business Center, Serviced Office, Co-working Office, and Incubator. A regular
Business Center caters to a wide variety of enterprises including small
enterprises, start-up enterprises, as well as large enterprises. Services offered
usually range from shared services facilities and small office spaces, which have
expanded to a variety of shared services, other facilities, and support services
(Appel-Meulenbroek, De Vries, Romme & Weijs-Perre, 2016).
Serviced Offices, on the other hand, are an expanded form of business
centers, owing to its larger availability of support services and the introduction
of managed technology. This growth in services has garnered a variety of
functions described by different people. Such of these functions are being
available for larger companies that can sustain their financial needs, an avenue
for freelancers, and offices for short term lease. The possibility of having
different tenants require Serviced Offices to have shared office accommodation,
business services, facilities, and managed technology. Despite its variation of
services, these offices are not made to promote interaction and collaboration
between tenants, as compared to other facilities (Appel-Meulenbroek, De Vries,
Romme & Weijs-Perre, 2016).

The third type of business center is the Co-working Space, introduced
in the 1990’s by Brad Neuberg. The concept behind a Co-working Space is a
having a community-driven environment, centered towards collaboration. This
allows tenants to interact and exchange ideas within a shared space. Limitations
do not bound the extent of Co-working Spaces as the concept in itself offers
flexibility (Appel-Meulenbroek, De Vries, Romme & Weijs-Perre, 2016).
Lastly, the type of business center that has spanned three generations is
the Incubator. Beginning as a business center with low cost office spaces and
limited shared services, the Incubator continually grew to introduce skills
training, and later on involved access to external providers. Such services allow
start-up companies, usually those needing trainings, access to capital and
funding, and other services, to flourish into a more established enterprise.
Incubators, like Co-working Spaces, are also flexible in terms of organizational
structure, facilities and target users (Appel-Meulenbroek, De Vries, Romme &
Weijs-Perre, 2016).
2.5 Technologies and Strategies
2.5.1 Band Beam and Slab
This construction system differs from conventional construction in
which it integrates the beam and slab load bearing elements. The floor slab is a
two-way continuous slab which spans transversely between the band beams. On
the other hand, the band beams are parallel, wide and shallow beams carrying
the load of the slab. The beams allow for longer spans along the slab due to its
shallow but wide cross section.

This system has various advantages due to the simplicity of
construction. Its formwork is relatively simple and is allows services to run
underneath the slab. The system is also cost-efficient in relation to the time of
construction due to it simple formwork. One of the greatest advantageous of this
construction system is its ability to accommodate longer spans, which is
beneficial for flexible and curved designs. Amongst the system’s disadvantages,
however, include long-term deflection and the need for service penetrations
through the beams.
Figure 5 Prestressed Band Beams
Source: Guide to Long-Span Concrete Floors
2.5.2 Innovation Spaces
Different factors have led to the creation of these spaces. With the
introduction of new office environments, come the different classifications of

spaces specifically tailored for their use. Among these spaces are incubators,
co-working spaces, and innovation spaces. Throughout much discourse, these
spaces appear to have less differences than their similarities. Differentiation
between these spaces rely on different aspects. Incubators emerged due to the
nature of start-up businesses wherein incubation or acceleration of these
businesses take place. Co-working spaces, on the other hand, are dependent on
the time of usability of a certain space while innovation spaces rely heavily on
technology and equipment for product development.
The rise of spaces centered for collaborative work are driven by three
main trends. First is the open and collaborative nature of innovation changing
how humans design spaces, followed by the increasing need for face-to-face
communication, and the use of spaces for experimentation of different use.
The first trend is highly inspired by the nature of innovation to be that
of a collaborative effort. Collaboration throughout different fields have shown
increasing results as compared to that of a sole entity. The exchange of ideas
between different professions has allowed for a holistic intervention driven
towards the production of an idea or an item. Collaboration has also been used
as a means of competition within a firm, an organization, and institution.

Figure 6 Open space for collaboration
Source: Innovation Centers
The very nature of collaborative effort is to place different professions
and personnel in a space that allows them a flexible exchange of ideas. This
can be achieved through the design of a shared space, with minimum barriers
and physical divisions between the professions. This stimulates the interaction
between people of different disciplines, allowing them to communicate better,
which accelerates the formation of partnerships and ideas. Provision of
individual work spaces within the facility also helps foster the needs of
individual users. A hybrid approach that entails collaborative and individual
work spaces can allow for an effective design. Following this would be the
implication of the spaces to be flexible for a wide range of activities and users.
This can come in form of moveable walls and equipment, as well as structural
elements that cater to such activities.

Figure 7 Corridors and pathwalks for greater face-to-face communicatoin
The second trend sees the value of face-to-face communication in the
place of innovation. This is supported by a great demand for team building and
active problem solving. An exchange of information requires rich interactive
communication systems, such as two-way communication between people.
With the rise of technology, some people have neglected face-to-face
communication, especially within organizations. But with the idea of
incorporating different disciplines towards a certain goal, communication
between these personnel are highly important and should not be easily
intercepted. In order to achieve this, the use of convergence spaces, both of
high and low foot traffic, can be implemented.

Figure 8 Atriums create connectivity between people and spaces
Source: Innovatoin Spaces
Atriums within a building create a seamless connection between users.
Visual connectivity between spaces and people are the most basic form of
communication. Circulation spaces such as corridors and staircases are also
highly valued points of interaction. A more formal take on this would be the
inclusion of public gathering spaces within a facility. This can take in the form
of a café, a library, or a lounge.
Figure 9 Technology can improve productivity within spaces of collaboration

The last trend is accompanied by the rapid growth of technology and
how it transforms spaces into experimental spaces for the users. From the early
days of technology where people are required to be stationary, modern day
innovations are allowing people to move around freely. Mobile technology has
influenced the way designers program space. With the continuing growth of
and introduction of new technologies, designers are challenged to find ways
to adapt to these. By including new equipment to the spaces, information can
be transferred more thoroughly and keeps the users informed with real time
information.
The very nature of innovation centers is the human-ness of
collaborative design. Adapting to these environments can foster creativity and
productivity for the users. There is also a growing need to enhance spaces to
make way for new technologies. With these interventions, an innovation center
can function freely, shaping the progress of the users giving a great emphasis
on collaborative and shareable spaces.
2.5.2.1 Open Planning and Shared Spaces
Placemaking has evolved throughout recent years and plays a
vital role in social conditions that drive innovations (Storring, 2015). It
has allowed for a variety of design strategies and intricate planning that
provides benefits for the users of different origins and professions. In
effect, it brings people together, providing a shared space for various
uses.
Open planning was experimented and integrated in office spaces
during the 20th century, with the rise of new businesses and industries.
Of its benefits include a higher appreciation for a sense of community

and better communication and exchange of information throughout the
office (O’Neil, 2018). With the lack of physical partitions and barriers,
employees are able to have an easier access to their co-workers and are
not limited to the space allocated to themselves. In this regard, such an
occurrence also poses a negative impact on people who prefer to have a
private and enclosed space for themselves. This proves that open
planning is not merely for everyone, but strategies can adhere to such a
preference if dealt with accordingly.
Open planning creates shared spaces wherein users of different
professions and designations can collaborate and communicate. Shared
spaces have been observed to be more effective in the presence of small
organizations in one space, as compared to large organizations. Small
organizations are more likely to share spaces and equipment, owing to
the number of employees and the diversity present within a shared space.
This space becomes an avenue for interaction and exchange, amplifying
the collaborative effect of the space (Storring, 2015).
2.5.2.2 Shared Spaces as a Catalyst for Innovation
Innovations in different industries are continuously evolving,
contributing to new technologies and advances in product development.
These innovations and created and cultured in different classifications of
spaces namely incubators, co-working spaces, start-up spaces, research
institutes and innovation centers. Variation is mainly seen within the
context of their activities and how these spaces are managed and
handled. Although differences are set by their operational activities, one

commonality arises from the dissection of these spaces, which is the
innovation space (Wagner & Watch, 2017).
Innovation spaces are supported by the ideology that promotes
the integration of the needs and wants of the users, which comprises of
people of diverse professions. This has led to the democratization of
innovation, wherein spaces are dictated by how the users intend for them
to be used and planned according to their specific needs for a more
productive work environment (Wagner & Watch, 2017).
The very core of innovation spaces, and its efficacy, is
determined by its purpose and function (Wagner & Watch, 2017).
Aesthetic design is outweighed by these two elements, providing more
focus on proper planning and programming. This discerns innovation
spaces from innovative spaces, wherein innovative spaces are indicated
as novelties and bring excitement but not necessarily introducing
innovative work or creative output performed in those spaces
(Rodriguez, 2017).
2.5.2.3 Theoretical Framework
The design framework for the implementation of innovation can
be first derived from a theoretical framework on the role of the physical
environment in innovation. This theoretical framework stems from the
relationship fostered by the spatial location and the users of the space. It
seeks to find a connection between the design of the workspace and the
creativity in innovation. The theoretical framework is based on an input-
output methodology wherein underlying questions of why the

workspace should integrate an innovation environment and how this
environment can connect to the creative process are answered. The
resulting framework begins with the formulation of the Strategic Intent,
followed by the Physical Space, and lastly the Realized Intent (Dissel et.
al., 2007).
The Strategic Intent initializes the idea, based on the
organizational aspect of the firm, its goals and objectives. This is
followed by the Process of Creation indicates the needed resources for
the purpose of coming up with the Physical Space. The Physical Space
has the intention of answering the goals indicated in the first phase. The
Process of Use elaborates the actual resources at hand for the attainment
of the goal, which is formulated in the Realized Intent. The Realized
Intent refers to the qualitative and quantitative evidence of the
achievement of the Strategic Intent (Dissel et. al., 2007).
Figure 10 Theoritical framework concept on the physical environment in innovation Source:
Innovation Spaces: Towards a framework for understanding the role of the physical environment
in innovation
2.5.2.4 Design Framework
Collaboration takes in effect when users of different professions
are able to communicate freely and exchange ideas and information.
This feat has been used by different firms to foster a community within
their offices. Oftentimes, translation of this ideology is misconceived.
By creating shared spaces without relative context, an environment of
hierarchy and control could be the result. In order to avoid this, it is
important to note that the organizational culture of a firm serves as an
abstract framework that ties the firm together (Wagner & Watch, 2017).
Cited in the book Change Your Space, Change Your Culture: How
Engaging Workspaces Lead to Transformation and Growth (2014),
“innovation is tied to collaboration and collaboration is tied to
engagement, and the first ring of an innovative culture is an engaging
workplace”.
The design framework follows that of a shared space as a place
for collaboration. The framework first analyzes the implications of a
physical vertical barrier between two spaces of different usage. Although
placed in the same horizontal plane, the two spaces have little to no
avenue for collaboration. The introduction of a shared common room in
between the two spaces allows for a connection and limited collaboration
between the users of the spaces. With the integration of the two spaces
as one, optimal collaboration may be achieved. Having minimal barriers
within the space allows for free collaboration within the users, therefore
engaging the users in communication with each other.

Figure 11 Design framework on innovation spaces
Source: Innovation Spaces
2.6 Disaster Mitigation
Due to rampant urbanization, Metro Manila has adapted to the growing needs
of the citizens by providing avenues for residence, commerce, and the overall
development of the City. With development in the city comes the rapid influx of
rural migrants seeking employment in the metro. Promising jobs lead these migrants
to take residence within the overly dense urban cities, and are thus thwarted to reside
in illegal settlements due to lack of affordable housing.
Accompanying these sub-standard housing amenities is the construction of low-
quality buildings and structures throughout the metro. Infrastructures are easily
degraded by natural and human stimuli, thus amplifying the risks users may
encounter.
With its geographical location, the Philippines is highly susceptible to numerous
natural disasters such as typhoons, storm surges, floods, earthquakes, and
landslides. A study in 2008 by the World Bank instigates that 50.3% of the land
area and 81.3% of the country’s population were vulnerable to natural calamities,
having a disaster risk index of 27.98%. Such has greatly affected natural resources,
infrastructure, and human mortality.

CHAPTER III
METHODOLOGY
3.1 Descriptive Research
3.1.1 Surveys
Survey questionnaires will be given out to different sets of participants
according to their functions and contributions to the Marikina shoe industry.
The questionnaires will be formulated and divided in accordance to the two
main respondents, participants involved within the manufacturing of the shoe
industry and those outside the shoe industry.
3.1.1.1 Participants
The first set of survey questionnaires will address the
conditions of shoe manufacturing and the shoe industry in the
perspective of those who are involved in the production and marketing
aspect of the industry. The intended respondents may comprise of
shoemakers, administrative workers, members of LGUs and NGOs,
and firm owners. Questions regarding the current conditions of the
industry, the respondent's experience, and their expectations and
visions for the industry shall be addressed.
Likewise, the second set of respondents will answer survey
questions regarding their knowledge about the shoe industry. The
intended respondents are the consumers, of whom the industry's market
is target to, as well as junior high school and senior high school
students who have taken an interest in shoemaking. Respondents will

also address questions regarding their contribution and role in the
industry.
3.1.1.2 Procedure
Contents of the survey questionnaires will be derived from
information collected by the researched regarding the shoe industry.
Such information will be drawn from article sources, educational
materials, and other possible media. Gathered information will be
critically analyzed to formulate questions in line with the presented
project objectives, as presented in the previous chapters. Upon further
analysis, the questions will be grouped and divided according to the
targeted participants. The survey questionnaires will then be handed
out to their respective participants, and shall be returned to the
researcher. Data collected from the survey questionnaires will then be
collated and analyzed.
3.1.2 Interviews
Interviews will be conducted in order to gather data from users, and shall
be of more detail in comparison to providing survey questionnaires. Questions
may be derived from the survey questionnaires, but shall be more extensive. The
interviews shall include standardized questions to be used with other
correspondents, as well as questions specifically catered to each correspondent.
3.1.2.1 Participants
Participants will entail Local Government Unit (LGU)
personnel, Non-Government Organization (NGO) personnel, and
employees at local shoe firms. Data to be gathered from these
participants will encompass the nature of the shoe industry and the
different ways to address the pressing problems of the industry. Aside
from this, questions regarding the proper planning and the needed
facilities for the project will be asked, to pave way to a design properly
catering the needs of the immediate users.
Interviews may also be conducted with consumers and students
from different levels to garner idea regarding the modern needs of
students and the consumer's opinions regarding the steps to be taken to
revitalize the shoe industry.
3.1.2.1.1 Marikina Shoe Industry Development Office
(MASIDO)
Respondent: Noel B. Box, Officer in Charge of MASIDO
The Marikina Shoe Industry Development Office
(MASIDO), established in 2011, is the local government unit in
charge of the operations relating the Marikina Footwear and
Leathergoods Industry. MASIDO administrates strategies, plans,
programs, and regulatory and mitigating procedures contributing
to the development of the involved industries.
3.1.2.1.2 Black Wing Shoes
Respondent: Buddy Tan, Owner
Black Wing Shoes is a small concept brand-workshop
which focuses on experimenting on various aspects of the shoe
making industry. The brand was established with roots tracing to
shoe supply and was eventually brought to fruition by owner
Buddy Tan.
CHAPTER IV
SITE SELECTION
4.1 Site
Site selection, being an integral part in the development of the thesis proposal,
must consist of steps with utmost consideration of the site’s impact on the project and
vice versa. The thesis proposal centralizes on the Philippines’ local shoe industry and
the revival of its cultural, social, and economical impact on the country, hence a fitting
location for the project would be a site that has a history with the industry itself.
Marikina, coined as the shoe capital of the Philippines, known for its flourishing
shoe industry, is a prevailing location to house a project that focuses on reviving the
industry, furthering the community’s and outsider’s knowledge of the importance and
impact capitalized by the shoe business. Moreover, Marikina is known nationally to
house the world’s largest shoe, which boosts the city’s integrity in being the best
suitable site for the project.
With weighing the positivity of Marikina as the best possible site for the project,
a few setbacks are considerable hindrances in the development of the project which
makes the meticulousness of the selection of site in the city even more important. Some
of which are heavy floods and the Marikina fault line. Though the disadvantages
presented of having Marikina as a site may weigh heavily in selecting a site, light is
shed on the city through the continuous efforts of the Philippine Government along with
the Marikina local government unit to prevent disasters from affecting the quality of
life in the city.

4.1.1 Geographical Profile
Figure 12 Marikina City
Source: Google Maps
Geographically, Marikina is located in the National Capital Region of
the Philippines, bounded by Quezon City and Antipolo City. According to the
local government unit of the City of Marikina, indicated in their main website,
Marikina is approximately 2,150 hectares, about 3.42% of the total land area of
Metro Manila. The city has one main water channel called the Marikina River
which flows from the Sierra Madre Mountains in Rodriguez Rizal, and is also a
tributary of the Pasig River (Marikina Government, 2018).
The city contains numerous landmarks that are notably visited regularly
by locals and visitors such as the Marikina Sports Center, the River Banks,
Marikina City Footwear Museum, and many more spots that offers a variety of
activities for leisure, business, and the like.

As of the year 2018, Marikina has a population of 531,128 inhabitants,
and currently houses 16 barangays, subdivided into two separate districts,
namely:
Barangay Area (sq.km.)

District 1 8.00
1. Sto. Niño 1.64
2. Malanday 0.87
3. Barangka 1.17
4. San Roque 1.09
5. Jesus Dela Peña 0.82
6. Tañong 0.73
7. Kalumpang 0.72
8. Industrial Valley Complex 0.65
9. Sta. Elena 0.44
Barangay Area (sq.km.)
District II 13.50
1. Concepcion Uno 2.13
2. Tumana 1.82
3. Concepcion Dos 1.84
4. Marikina Heights 2.06
5. Nangka 1.82
6. Parang 1.64
7. Fortune 2.19
Table 4. Barangays in Marikina City and their respective areas
in sq. km.
Source: Marikina.gov.ph
Figure 13. Map of barangay boundaries of Marikina City

4.1.2 Demographic Profile
4.1.2.1 Population and Household
As of the 2015 census, Marikina has a total population of 531,
128, and a total number of household of 112, 727.
Barangay Population Household
1. .Kalumpang 23, 262 5, 005
2. Barangka 30, 805 6, 640
3. Tanong 15, 297 3, 098
4. J. dela Pena 14, 607 3, 045
5. I.V.C. 20, 768 4, 443
6. San Roque 24, 646 5, 365
7. Sta. Elena 8, 869 1, 771
8. Sto. Nino 40, 844 9, 007
9. Malanday 57, 732 12, 391
10. Conception I 57, 794 12, 437
11. Marikina Heights 42, 384 8, 386
12. Parang 56, 013 12, 217
13. Nangka 38, 931 8, 072
14. Concepcion II 29, 160 5, 083
15. Fortune 34, 332 7, 422
16. Tumana 35, 533 7, 625
Total 531, 128 112, 727
Table 5. Demographic profile of each barangay in Marikina City

Source: National Statistics Office
4.1.3 Institutional Statistics and Other Establishments
No. of Schools
Public 17
Private 53
Size of Enrollment
Public 98, 198
Private 26, 260
No. of Hospitals and Health Centers
Public 1
Private 9
Health Centers 17
No. of Markets
Public 1
Private 31
Supermarkets 7
Others
No. of Business Establishments 16, 677
No. of Tourism Establishments 11
No. of Banks 89
Table 6. Statistics of establishments in Marikina City
Source: Marikina.gov.ph
4.1.4 Land Use
Figure 14. Zoning Map of Marikina City
Source: Marikina City Government

Classification Area (in hecatares)
Existing Approved
Residential 813. 06 801.45
Commercial 132.82 243.81
Industrial 280.57 295.65
Mixed Use 155.22 0.00
Institutional 72.60 95.23
Open Space/Park 61.91 50.08
Priority Development 179.02 179.02
Socialized Housing 40.96 41.28
Cemeteries 37.89 37.89
Cultural Heritage 0.25 0.25
Agricultural 1.90 1.90
Roads 373.80 403.44
Total 2, 150 2, 150
Table 7. Land Use of Marikina City according to Classification

Much of Marikina’s land is allocated for low rise residential use
spanning throughout the city. Barangay Concepcion II has the largest
percentage of land zoned for residential use at 15.10%. This is followed
by Nangka and Parang having their shares at 14.99% and 10.93%
respectively. Barangay Kalumpang and Sta. Elena have the least
residentially-zoned area at 2.98% and 1.51% respectively.
Industrial and manufacturing companies such as Fortune
Tobacco Corporation, Tower Steel Corporation, Arms Corporation of

the Philippines, and Care Asia Health Products can be found in
Barangay Fortune, claiming most of Marikina’s industrial land.
Most of the commercial establishments in Marikina are located
at barangays Sto. Nino, Concepcion I, and San Roque. Famous
establishments such as the RiverBanks Mall, Blue Wave Mall, and
smaller commercial establishments can be found within the
aforementioned areas.
Barangay Marikina Heights has the largest land area allocated
for institutional use. Among the institutional establishments in this area
are St. Scholastica’s Academy Marikina, Marist School, St.Camillus
College of Seminary, and Marikina Heights National High School.
4.1.5 Physical Characteristics
Marikina’s rich topographical and geological characteristics owe
to its location. The City is bounded by the Sierra Madre
Mountains and Antipolo City, east of the city, Quezon City on
the west, San Mateo on the north, and Pasig City and the
municipality of Cainta on the south.
4.1.5.1 Geological Characteristics
Rock units surrounding the city are mostly classified as
alluvial deposits and some clastic rocks. Aside from this, inter-
bedded shale and sandstone with occasional thin lenses of

limestone, tuff and reworked sandy tuffs, calcareous sandstone
and partly tuffaceous shale.
The city is mainly characterized by three soils namely
Quingua fine sandy loam, Marikina clay loam and Antipolo clay
loam. The Quingua fine sandy loam takes up about 602 hectares
of the total land area of the city, and is mostly evident in the
western part of the city, while the Marikina clay loam can be
mostly observed in the center of the city occupying 774 hectares
of land. Lastly, the Antipolo clay loam covers over 774 hectares
of the city’s land and is evident in the eastern part of the city.
Figure 15. Geological map of Marikina City

4.1.5.2 Topography
Majority of Marikina City’s land is classified under Type
A slope at 0-25%. This takes up about 71% of the city’s total
area, evidently in the western and central parts of the city for
urban development and mechanized farming purposes. On the
other hand, the northeastern and southeastern parts of the city are
classified under Type B and Type C. Type B covers around 215
hectares of land, while Type C occupies 366 hectares of land.
These areas are mainly suitable for certain developments but also
having concerns with regards to the treatment of the soil against
erosion.
Figure 16. Slope map of Marikina City

4.1.5.3 Fault Line
Due to its geographical location, the country is highly
susceptible for volcanic and tectonic activities. The Philippines
is home to various fault lines that contribute to possible
earthquakes and movement of the ground.
The Marikina Valley Fault System, also known as the
Valley Fault System, extends from Dingalan Aurora traversing
through Nueva Ecija, Bulacan and Rizal, ending at Canlubang,
Laguna. The fault system surpasses Metro Manila, affecting
major cities such as Quezon City, Marikina City, and Pasig City.
Figure 17. Valley Fault System

4.1.5.4 Drainage System and Water System
Marikina’s main drainage system is the Marikina River,
which originates from the Sierra Madre mountains and continues
towards the Pasig River. Other bodies of water that also serve
the waterways of the city include the Nangka River, which
separates the city from the municipality of San Mateo Rizal,
Bangkaan Creek, Park Creek, and Concepcion Creek.

Figure 18. Drainage System

Figure 19 River and Creek System

4.2 Site Selection
Site 1: COMMERCIAL DISTRICT
Figure 20. Site 1 Commercial district
Source: Google Maps
The first site is located at the corner of Sumulong Highway and Mayor
Gil Fernando Avenue with an area of 1.07 hectares. Advantages of the site
include access points along the two major roads bounding the site which makes
it accessible to users. The location serves as a prime spot as it can be easily
found and accessed. However, rampant noise caused by vehicular traffic may
affect the activities within the proposed facility. A busy surrounding may also
affect the users and traffic conditions may be considered.

Site 2: INDUSTRIAL DISTRICT
Figure 21. Site 2 Industrial district
Source: Google Maps
Figure 14. Site 2 Industrial district
Site number two is bounded by a minor road, Mayor Gil Fernando
Avenue, and E. Mendoza Street. The elongated site measures to a total area of
0.8 hectares which is viable for a sprawling type of planning. The site can be
easily accessed by users along Mayor Gil Fernando Avenue and E. Mendoza
Street. Its proximity to the Marikina City Engineering Office and City
Veterinary Office Impounding Area may cause disturbances with the activities
in the facility. Proper noise control shall be implemented for the mitigation of
noise pollution.
Site 3: INSTITUTIONAL DISTRICT
Figure 22. Site 3: Institutional District
Source: Google Maps
The third site is located within a compound specifically zoned for
institutional use. Roads such as Oxford Street, Sierra Madre Street, and
Rainbow Street, bound the exterior perimeter of the lot. The lot may be accessed
from inside the compound, entering through Russett Street, opposite of Sierra
Madre Street. Residential establishments around the area do not contribute to
the possible disruption of the activities within the site. As the activities do not
generally produce loud noises, there shall be no expected disturbances with the
residential owners. As compared to the two previous sites, the third site does
not lie along roads with heavy traffic, which can the affect the usage of the
facility, negatively and positively.

Site 1 Site 2 Site 3

Perce Criteria Score % Score % Score %
ntage
Site conditions,
zoning,
topography,
availability of
utilities
20% 4 20% 3 16% 3 20%
Operational
Efficiency of
the Academy
and Business
Center
25% 4 25% 3 22% 3 25%
Accessibility
into and out of
the site,
presence of
roads and
15% 4 15% 3 15% 4 25%
transportation
Accessibility to
sources of
Business
Marketing and
Educational
20% 4 20% 3 20% 2 20%
Amenities
Source of Vista,
Natural
Lighting, Noise
10% Buffer 3 10% 3 10% 4 10%
Proximity to
related
structures,
10% 4 10% 4 9% 2 10%
government and
private
organizations
Total 23 100% 19 97% 18 95%
Table 8. Site Selection
Rating Description
4 Excellent The site exhibits the necessary requirements for the
implementation of the project as well as having
avenues for additional amenities.
3 Good The site exhibits necessary requirements to
accommodate the minimum set of requirements for
the project.
2 Moderate The site exhibits necessary features that allows for the
minimum set of requirements for the project but lack
key amenities.
1 Limited The site lacks the necessary requirements for the
implementation of the project, only meeting a few of
the requirements.
0 Not Applicable The site does not exhibit any avenues for the
implementation of the project.
Table 9. Site Selection Criteria

4.3 Site Justification; Site 1
Figure 23. Selected site
The selected site, Site 1, is located in Barangay Sto. Nino, zoned specifically
for institutional use. The total area of the site is approximately 1.07 hectares, allowing
for a large space for the facility. Such a site poses an advantage due to its capacity to
accommodate a wide variety of activities and amenities. It also allows for a sprawling-
low rise design which will enable the facilities to blend well with the built environment.
In proximity to the site are institutional establishments that are part of the lot
wherein the site is also located. The Marikina Polytechnic College, which also offers
courses on shoe engineering, is located near the site. Institutional establishments such
as the Marikina City Hall, the Marikina City Engineering Office are within
approximately 600 meter-radius from the site. Also observed within such distance are
Marikina Central Post Office, TESDA Marikina and Marikina Elementary School.
Proximity to these establishments retain the atmosphere conducive productivity within
the academy and the business center.

4.3.1 Access to the Site
The site can be accessed on two sides, Sumulong Highway and Mayor
Gil Fernando Avenue. Access along Sumulong Highway faces that of Blue
Wave-Marquinton Mall, a highly commercialized establishment while access
from Mayor Gil Fernando Avenue face that of Toyota Marikina.
Vehicular access can be provided at both major thoroughfares, providing
two different access points to the site. In accordance to the zoning of the
buildings within the site, each access point will cater to a specific building. To
illustrate, zoning of the academy may be along that of Mayor Gil Fernando Ave.,
and as follows, vehicular and pedestrian access specifically for users of the
academy shall be provided along that road. Service access may be provided at
both access points to avoid intermingling with private user access.
4.3.2 Vehicular Traffic
Vehicular traffic observed along the two major thoroughfares at the
perimeter of the site are mainly caused by private and public vehicles alike.
Public vehicles such as jeepneys, UV Express vans, and tricycles pass through
Sumulong Highway and Mayor Gil Fernando Avenue. Light to moderate
vehicular traffic can be seen from 9:00am to 4:00pm while moderate to
moderately heavy vehicular traffic can be observed from 7:00am to 9:00 am and
4:00pm to 8:00pm.
4.3.3 Pedestrian Traffic
Pedestrian traffic can be observed along the two roads bounding the site.
Higher foot traffic is generated along Sumulong Highway due to the presence
of more commercial establishments along that line. Pedestrians include passers-

by, employees of the nearby establishments, students, and residents. With the
presence of commercial establishments such as Blue Wave-Marquinton and
Robinsons, pedestrians are observed to flock those areas, garnering most of the
foot traffic near the site. An overhead walkway provides access from the site to
Blue Wave-Marquinton. Sidewalks are well-maintained for the use of the
pedestrians, although not providing much safety for them.
A PUV drop-off is provided along Sumulong Highway where
pedestrians are to be dropped-off or hail vehicles mostly in the form of jeepneys.
The drop-off is only accentuated by a small waiting shed and is not provided of
a lay-by. This creates minimal traffic hindrances for vehicles. Much is also
observed along Mayor Gil Fernando Avenue but with the absence of a waiting
shed. Pedestrians alight PUVs at different locations along that stretch which
may cause minimal disturbances to the vehicular traffic.
4.3.4 City Landmarks and Related Establishments
Figure 24. Landmarks and related establishments

Figure 20 shows the different landmarks and structures within the
proximity of the site. It shows different establishments of relative function to
the proposed project and enhances the goal of the project. These structures not
only serve as landmarks for wayfinding, but also determines the context of the
project in relation to the macro site.
Indicated in the figure shown above are the institutional structures such
as the Marikina City University, Marikina Polytechnic College, and the
Marikina Engineering Department. Other establishments include the Fortune
Tobacco Corporation, Rusty Lopez, Blue Wave, Marikina RiverBanks Center,
and the Shoe Museum.
4.3.5 Shoe Manufacturers in Marikina
Figure 25. Manufacturers in Marikina City
Shown in the figure are shoe manufacturers located in Marikina. These
include large shoe manufacturing companies and those of small and medium
scale manufacturers. Small manufacturers still prevail in numbers as compared

to big manufacturers. In this regard, these small manufacturers are seen to be
listed in organizations that aid the business ventures of these manufacturers.
On the other hand, large scale manufacturers can stand on their own, thus not
needing organizations to support them.

CHAPTER V
PROJECT PROFILE
5.1 Target Market Study
5.1.1 Primary Target Users
The project will entail two different facilities. The first facility will be
an academy which will hold training seminars and courses for programs
related to footwear manufacturing and management. On the other hand, the
second facility will be that of a business center which can hold a wider variety
of activities that will contribute to the shoe industry.
For the academy, the primary target users are mainly the enrollees and
the trainers or instructors. The enrollees will comprise of the majority of the
percentage of the users of the facility, and as such, the project will be designed
in accordance for the productivity of their work. In addition to this, trainers or
instructors are next to be prioritized as target users of the academy. Their needs
for an effective delivery of the lectures will also be taken into consideration
for the formulation of the design.
The business center will mainly house amenities and spaces for the
further development of the shoe industry. Among the target users for the
business center will be business owners, organizations recognized by the
Marikina shoe industry, and their respective employees.
5.1.2 Secondary Target Users
The secondary target users for the project will mostly entail visitors of the
facilities. Those who are interested in partaking the courses offered in the
academy, or for employment purposes, shall be considered as secondary target
users of the academy. Visitors for other purposes within the scope of the
academy shall also be considered.
The secondary target users for the business center shall also constitute of
visitors and clients. Activities of these users may include inquiring, attending
meetings, attending gatherings, and the like.
5.2 Client Profile
5.2.1 Zapateria
Zapateria is a co-creation hub intended for known shoemakers and
aspiring ones. They aim to give a home to hobbyists and artisans where they
can freely explore new ideas and express their creativity. As a co-creation hub,
they provide spaces for design and creation, as well as spaces for workshops
and end-to-end experiential immersion.
Staying true to their mission, Zapateria also has na in-house commercial
store which they call the ‘marketplace’. This area is designated to showcase
homegrown creations of local designers and shoemakers who have
collaborated with them and those in need of a commercial outlet.
5.2.2 Philippine Footwear Federation Inc. (PFFI)
The Philippine Footwear Federation Inc. (PFFI) is recognized as an
organization that strives to develop, promote and protect the state of the local
shoe industry of the country. Answering to to its mission and vision are their
activities such as training programs and seminars for all who are interested in
the business and the art of shoe making. They have partnered with different
organizations, both private and government, in spearheading different projects
and activities.
Mission
We are committed to develop, promote the footwear and allied
industries by providing cheaper and better services to our members; to ensure
that our members are in business and to protect the state of the Philippine
footwear industry.
Vision
The Philippine Footwear Industry Inc. will be placed in the world
market with globally competitive footwear products; recognized as the
innovative and progressive footwear representative in the country.
5.2.3 Department of Trade and Industry (DTI)
The Department of Trade and Industry (DTI) was established on June
23 1898 under the provision of then President Emilio F. Aguinaldo to form
four government agencies namely the Departments of Navy, Manufacturing,
Agriculture and Commerce, under which DTI started. Following the years, the
Department of Trade was created under Presidential Decree 721 on June 2
1975. It was on February 27 1987 that DTI was formed under Executive Order
133.
5.2.3.1 Mandate
The DTI is responsible for realizing the country’s goal of
globally competitive and innovative industry and services sector that
contribute to inclusive growth and employment generation.
Pursuant of the Philippine Development Plan (PDP) 2017-2022,
we shall endeavor to reduce inequality and poverty by expanding
economic opportunities in industry and services, and by increasing the
access particularly of micro, small and medium enterprises (MSMEs),
cooperatives and overseas Filipino to these opportunities, to attain these
sector outcomes by 2022, we need to:
1. Increase local and foreign direct investments
2. Increase competitiveness, innovativeness and resilience of industries
and services
3. Improve access to finance, to production networks, and to markets
4. Enhance productivity, efficiency, and resiliency
5. Ensure consumer access to safe and quality goods and services.
These should be accomplished by the following major final outputs:
MFO 1: Trade and Industry Policy Formulation Services;
MFO 2: Trade and Investment Promotion Services;
MFO 3: Technical Advisory Services;
MFO 4: Consumer Protection Services;
MFO 5: Business Regulation Services

DTI commits to effect good governance by delivering public service
that is predictable, participatory, accountable, efficient, transparent, and
honest.
5.2.3.2 Functional Group
1. Office of the Secretary (OSEC)
2. Provides full support and efficient coordination of information to
the DTI Secretary and among functional group of the
Department.
3. Competitiveness and Ease of Doing Business Group (CEODBG)
4. Established in support of Agenda 3 of the Presidents 0+10 socio-
economic agenda to increase competitiveness and ease of doing
business.
5. Consumer Protection Group (CPG)
6. In charge of the enforcement of laws to protect consumers,
consumer education, and formation of consumer group.
7. Industry Development and Trade Policy Group (IDTPG)
8. Responsible for trade and industry policy formulation and
implementation of the Manufacturing Resurgence Program.
9. Management Services Group (MSG)
10. Delivers effective, adequate, and timely services to clients in the
shortest possible time and at the least cost. It also provides
industry policies and coordinates and monitors the
implementation of the operating plans and programs of the

agenda, and provides an overall information and communication
support.
11. Regional Operations Group (ROG)
12. Responsible for the field of operations of the DTI in the regions
and provinces.
13. Trade and Investments Promotion Group (TIPG)
14. Responsible for DTI’s export and investment development
program.
5.2.3.3 Organizational Structure
Figure 26. Department of Trade and Industry Organizational Chart
Source: dti.gov.ph
5.2.3.4 Department of Trade and Industry-National Capital Region
(DTI-NCR)
DTI- National Capital Region (NCR) under the DTI Regional
Operations Group (ROG) aims to contribute to the overall goal of
inclusive growth through poverty reduction, income and employment
generation, and competitive business environment creation in Metro
Manila.
The four Area Offices mandated to monitor and assess trade
performances are as follows
Area 1: Manila, Makati, pasay
Area 2: Pasig, Taguig, Pateros, Las Pinas, Paranaque, Muntinlupa
Area 3: Quezon City, Marikina, Mandaluyong, San Juan
Area 4: Caloocan, Malabon, Navotas, Valenzuela
5.2.3.4.1 Programs and Projects
SME Roving Academy is a management training program for
would-be entrepreneurs, SME owners, and managers of micro and
small to medium-sized businesses. This initiative is meant to
provide continuous learning program for entrepreneurs to help
them better set up and step up their operations and improve their
competitiveness, thereby facilitating easier accesses to domestic
and international markets.

The Academy is an on-site learning institute for SMEs
which integrates business development services at the local and
national levels. Business modules in the early stages of an
enterprise’s journey in starting, growing and exporting will be
developed, tailor-fitted to the requirements of local entrepreneurs.
These accelerated training modules are designed to assist
entrepreneurs in making meaningful progress toward business
success and sustain business growth.
1. Setting up an Academy Network
2. Bringing the training to local SMEs in all regions/provinces
3. Implementing applied learning sessions in various stages
4. Expanding business growth
5. One-on-One Business Counseling by Trained SME Counselors
5.2.4 Marikina Shoe Industry Development Office (MASIDO)
The Marikina Shoe Industry Development Office (MASIDO) is one of
the departments in the Marikina City Hall that oversees the entire Marikina
footwear & Leathergoods Industry. It is mandated to promote, enhance,
institutionalize and spearhead the full development of the footwear and
leathergoods industry. MASIDO plays a vital role in formulating strategies,
plans, programs and regulatory and mitigating measures related to the
development of the involved industries in Marikina City.
5.2.4.1 Vision
A horizontal integration of all constituents involved in the city’s
Footwear and Leathergoods Industry.

An empowered Footwear and Leathergoods Industry that is the core and
capital of the Philippine Footwear and Leathergoods Industry.
A reputation in the global market as the Shoe Capital of the Philippines.
5.2.4.2 Mission
In fulfillment of this vision, the office will consistently develop
and administer strategies, opportunities, programs and facilities centered
to promoting the Marikina Shoe and Leathergoods Industry not only for
economic advancement but also for its cultural and historical relevance.
5.2.4.3 Service
1. MASIDO does not engage in purchasing and selling of products,
but instead promote and market quality products such as:
a. Footwear in the forms of ballet flats, sandals, dress shoes,
sneakers, industrial shoes, military and security guard
shoes, Derbies and Oxfords, and topsiders.
b. Leathergoods and accessories such as bags, wallet, coin
purses, belts, key fobs and the like.
c. Raw material supply companies for supply of products
such as synthetic uppers and linings, leather and skins
from different sources, leather for outsoles, accessories,
adhesives, tools and machines.
d. Allied services involved in footwear and leathergoods
manufacturing offered by sole finishers, heel makers,
wedge makers, cutting services, professional pattern-
makers, as well as the DTI Shared Service Facility.

2. Business Matching Program where MASIDO matches interested
entrepreneurs who wish to put up their own footwear retail
business with the appropriate manufacturers who could most
likely support their requirements.
3. MASIDO also serves as the center for students’ research for
studies regarding the Marikina Footwear and Lethergoods
Industry status.
4. MASIDO provides guidance and mentorship to students who are
creating footwear prototypes and students undertaking thesis
study regarding the Marikina Footwear Industry.
5. Apprenticeship programs to be offered for students and
entrepreneurs.
6. MASIDO coordinates with different schools to create a Footwear
Engineering course in the Philippines.
7. MASIDO is tasked for the implementation of Impact Projects
such as outreach programs to the “Silong-silong ng gawaan” and
partnerships with BJMP and the Rotary Club Marikina West.
8. MASIDO promotes and markets the Footwear and Leathergoods
Industry through marketing and sales activities such as the
Sapatos Festival, Back to School Bazaar, and the Philippine
Footwear and Leathergoods Trade Show.
9. Curation and incubation of different manufacturers and their
brands.
10. Trainings such as:
a. Footwear Product Knowledge Training

b. Customer Service Training
c. Footwear Pattern Making: Applied Footwear Design 1,
2, and 3
d. Leathergoods Pattern Making
e. Photography Class
5.2.4.4 Industry Partners
1. Department of Trade and Industry
2. Department of Science and Technology
3. Department of Labor and Employment
4. Philippine Chinese Chamber Inc.
5. Filipino-Chinese Chamber of Commerce, Inc.
6. MERALCO
7. Bureau of Internal Revenue
8. Marikina Business Processing and Licensing Office
9. Marikina Tourism Department
10. Marikina Shoe Museum
11. Marikina Public Library
12. Marikina Polytechnic College
13. San Roque National High School
14. Marikina High School
15. Pamantasan ng Lungsod ng Marikina
16. Philippine Footwear Federation Inc.

5.2.4.5 Organizational Chart
Noel B. Box
Officer-In-Charge
Marikina Shoe Industry Development
Office
Clarissa M. Badong
Consultant
Brenda P. Lenie D.G. Alfredo R. Ricardo D.G.

Tejado Dunca Javier Mariano
Admin Aide III Admin Aide III Manufacturer Consultant
Coordinator
5.3 Programs and Activities
Program/Activity Description
Training courses for Shoe The primary function of the Academy
Manufacturing, Shoe Design, is to provide training courses for the
Manufacturing Management, and enrollees for programs specifically
related courses designed and designated for them,
which will be performed in respective
lecture rooms and studio laboratories.
Shoe Manufacturing (for users other Selected visitors may also partake in
than enrollees) short production courses within the
facility. Such programs will not
exceed a day of activities.

Shoe Exhibit Shoes of excellent quality and design
shall be exhibited for the perusal and
viewing of the primary and secondary
users of the facility.
Educational Tours Tours for educational purpose may be
held within the facility in order to raise
awareness of the local shoe industry
and promulgate the art of shoe
making.
Business and Educational Seminars Seminars regarding the development
of the shoe industry may be held
within the facility. Organizations
recognized for their contribution to the
footwear industry shall be permitted to
deliver such events.
Business Meetings and Ventures The business center shall serve as a
common ground for business owners
and manufacturers. This can create
promote healthy business relationships
with other manufacturers and those
who work hand in hand for the
development of the local shoe
industry.
Table 10. Summary of programs and activities

5.3.1 Academy
Following the goals of the local government and involved private
organizations, the Academy envisions itself to be the catalyst for towards the
standardization and professionalization of the shoe industry, particularly in
Marikina City. By providing students and staff with an educational facility
catered for their needs, the Academy aims to develop well-trained advocates
of the said industry.
Appearing under this section are the administrative and non-
administrative staff involved in the operations of the Academy. The
administrative staff are those responsible for the legal and operational
activities of the Academy. They are to have jurisdiction over the
activities, funds, and pertinent projects for the academy. Aside from this,
they also serve as the connection to the proposed Business Center, as
well as other organizations who wish to collaborate with the Academy.
On the other hand, non-administrative staff consist of the faculty
and the support staff. The faculty staff serve as the instructors of the
students of the Academy, and oversees the activities provided by the
program for the use of the students. The support staff are assigned for
the supporting facilities and activities for a more efficient operation of
the facility.
Administrative Staff
Director Oversees all operational activities
in the Academy and maintains
relations with outside
organizations
Secretary Aids the Director in decision-
making and oversees operational
activities in the Academy
Accounting Head Oversees financial operations and
consults the Director and/or the
Secretary for budget and funding
advisories
Admissions Officer Responsible for admission
operations of students including
transcript and records filing
Student Affairs Officer Responsible for curricular and
non-curricular concerns of the
students as well as maintaining
discipline and order within the
Academy
Non-administrative Staff
Teaching Faculty Instruct the students with
educational tools, following the
course program provided by the
administrative staff
Clinic Personnel Responses to the concerns of the
students in terms of their health,
ailments, as well as providing
immediate interventions
Engineering & Maintenance Responsible for maintaining the
Personnel cleanliness and order of the
Academy grounds as well as
aiding other personnel in other
operational functions
Table 11. Academy Staff
5.3.1.2 Calendar of Activities
5.3.1.2.1 Full Course
Duration: August – May
Admission Period: September
1st Semester
August Start of 1st Semester
September Course Activities
October Midterm Activities
November Course Activities
December Finals Activities; Start of
Semestral Break
2nd Semester
January Start of 2nd Semester
February Course Activities
March Midterm Activities
April Course Activities
May Finals Activities; Graduation
Rites
Table 12. Academy calendar of activities – full course
5.3.1.2.2 Short Course
Duration: June- July
Courses Offered: Shoe Design
Shoe Construction
Short Course
June Start of Classes; Course
Activities
July Course Activities; End of
Classes
Table 13. Academy calendar of activities – short course
5.3.1.2.3 Workshop
Duration: All-year round; 3-5 Workshops a year
Activities: 1-Day Workshops regarding Shoe Design, Shoe
Construction, Management, and Marketing Strategies

5.3.2 Business Center
Furthering the development of the shoe industry would be putting up a
business center wherein all those involved in the sector are free to collaborate,
meet, and converse. The Business Center will serve as hub for designers,
entrepreneurs, and innovators. In this center, users are free to use the facilities
for conversation, exchange of ideas, workshops, and the like, in order to shape
the industry to be more progressive and globally competitive.
This section discusses the key personnel and staff, namely the
Administrative Staff, responsible for the operational activities of the
Business Center. The Administrative Staff oversees the activities held
within the facility and makes sure of the uninterrupted operations of
the users. They also help regulate order within the facility.
Administrative Staff
Director Oversees all operational activities
in the Business Center and
maintains relations with the
Academy and outside
organizations
Secretary Aids the Director in decision-
making and oversees operational
activities in the Business Center
Accounting Oversees financial operations and
consults the Director and/or the

Secretary for budget and funding
advisories
Operations & Reservations Responsible for on-ground
activities within the facility, and
makes sure activities are
functioning smoothly; Organizes
reservations and negotiations for
activities to be held within the
facility
Marketing Responsible for the discussions
and negotiations for marketing
activities for the Business
Center; Advices the Director
and/or Secretary for marketing
strategies
Corporate Communications Maintains continuous
relationships with outside
organizations and other pertinent
groups to aid the industry
towards its development
Table 14.Business Center staff

5.3.2.2 Annual Activities
Event Date
Balik-Eskuwela Shoe Sale May
Marikina Shoe Trade Fair October
Philippine Footwear and April
Leathergoods Conference
Competitions and Workshops All year round
Exhibit March, June, December
Awards & Recognitions for the January
Footwear & Leathergoods
Industry
Table 15. Business Center calendar of activities
5.3.3 Case Studies
5.3.3.1 Technical Education and Skills Development Authority
(TESDA), Philippines
This course is designed to enhance the knowledge, skills and attitudes of
a footwear maker in accordance with industry standards. It covers core
competencies such as check cut upper and lining components, perform
blocking and crimping operation, perform skiving operations, perform
leather splitting, perform machine perforating and gimping operation,
perform folding operation, perform stitching operation on upper and/or
lining components, perform hand stitching operation, prepare upper for

hand lasting, perform basic hand lasting, attach insole by machine,
perform puff and stiffener activation, perform basic machine lasting,
perform chilling operation, perform pre-bonding operation, perform
bonding operation, perform heel attaching operation, perform sock
attachment and cleaning operation, perform polishing operation,
perform quality check, repair and packaging of de-lasted shoes.
5.3.3.1.1 Basic Competencies
Unit of Assessment
Learning Outcomes Methodology Approach
Competency
1 Participate in 1.1 Obtain and convey  Group  Demonstratio

workplace workplace information. discussion n
communicatio
1.2 Complete relevant work  Interaction  Observation
n
related documents.  Interviews/
questioning
1.3 Participate in workplace
meeting and discussion.
2. Work in a 2.1 Describe and identify  Discussion  Demonstratio
team team role and responsibility n
in a team.  Interaction
environment
 Observation
2.2 Describe work as a team  Interviews/
member. questioning
3. Practice career 3.1 Integrate personal  Discussion  Demonstratio

professionalis objectives with n
organizational goals.  Interaction
m
 Observation
3.2 Set and meet work  Interviews/
priorities. questioning
3.3 Maintain professional
growth
and development.
4. Practice 4.1 Evaluate hazard and  Discussion  Observation
occupational risks
 Plant tour  Interview
health and
safety  Symposium
4.2 Control hazards and

ris
ks
4.3 Maintain occupational

health and safety awareness
Table 16. Basic competencies for footwear course
Source: Training regulations for Footwear Making NC II
5.3.3.1.2 Common Competencies

Unit of Learning Assessment
Competency Outcomes Approach
Methodology
1. Apply footwear 1.1 Apply Group discussion Observation
production knowledge of
practices and footwear Interaction Demonstration
principles products and Interviews/
systems in the Questioning
workplace
1.2 Demonstrate
productive
work practices
2. Carry out 2.1 Obtain Group discussion Observation
measurements measurements
and calculations Interaction Demonstration
2.2 Perform simple
calculations Interviews/
Questioning
2.3 Estimate
approximate
quantities
3. Use & care for 3.1 Select Group discussion Observation

hand and power appropriate
tools tools for work Interaction Demonstration
3.2 Use hand and Interviews/
power tools Questioning
3.3 Follow safety
and hazard
control
procedures
3.4 Care for hand
and power tools
4. Set-up and 4.1 Set machines Group discussion Observation

operate
machines 4.2 Conduct Interaction Demonstration
sample run
Interviews/
4.3 Test machine Questioning
output
4.4 Re-adjust
machine setting
to meet
requirements
4.5 Maintain
records
5. Perform basic 5.1 Perform Group discussion Observation
maintenance machine
adjustments Interaction Demonstration
5.2 Clean and Interviews/

operate Questioning
machine
5.3 Check machine
operation
6. Apply quality 6.1 Assess own Group discussion Observation
standard work
Interaction Demonstration
6.1 Assess quality
of received Interviews/
components Questioning
parts
6.2 Record
information
6.3 Study causes of
quality
Table 17. Basic competencies for footwear course
5.3.3.1.3 Core Competencies
Unit of Assessment
Competency Learning Methodology Approach
Outcomes
1. Check cut 1.1 Inspect Discussion  Observation
upper and received Demonstration with oral
lining cut upper and questioning
components lining  Demonstration
components. with oral
questioning
1.2 Segregate cut

upper
and lining
component
1.3 Bundle cut

upper
and lining
components
2. Perform 2.1 Prepare Discussion  Observation
blocking machine Demonstration with oral
/crimping and upper for questioning
operation blocking  Demonstration
with oral
2.2 Perform questioning
blocking
operations
2.3 Perform
/trimming of
vamps
3. Perform 3.1 Perform Discussion  Observation
Skiving machine Demonstration with oral
operations procedures questioning
 Demonstration
3.2 Skive with oral
components questioning
3.3 Perform
machine
maintenance
leather machine Demonstration with oral
splitting setting questioning
procedures Demonstration with
oral questioning
4.2 Perform
splitting
operations
machine machine Demonstration with oral
perforating setting questioning
and  Demonstration
gimping 5.2 Perform with oral
operation perforating questioning
operation
5.3 Perform
gimping
operation
5.4 Perform
machine
maintenance
6. Perform 6.1 Prepare the Discussion  Observation
folding components Demonstration with oral
operation for questioning
folding  Demonstration
with oral
6.2 Fold questioning
components

stitching machine for Demonstration with oral
operation on stitching questioning
upper and/or  Demonstration
lining 7.2 Stitch upper with oral
components and /or questioning
lining
components
8. Perform hand 8.1 Prepare shoe Discussion  Observation

stitching upper Demonstration with oral
operation questioning
8.2 Select hand  Demonstration
stitching tools with oral
and materials questioning
8.3 Perform hand

stitching
9. Prepare upper 9.1 Prepare toe Discussion  Observation
for hand puff and Demonstration with oral
lasting stiffeners. questioning
 Demonstration
9.2 Attach toe puff with oral
and questioning
stiffeners to
shoe
upper.
9.3 Prepare and

attach
insole to shoe
last
using tacks.
9.4 Position shoe

upper to shoe
last.
10. Perform basic 10.1 Attach upper Discussion  Observation

hand lasting to insole/last Demonstration with oral
10.2 Apply questioning
adhesive to  Demonstration
upper with oral
components questioning
and insole
10.3 Carry out toe
lasting
10.4 Perform seat
and side
lasting
10.5 Flatten upper
to feather
edge
11. Attach insole 11.1 Set insole Discussion  Observation
by machine attaching Demonstration with oral
machine questioning
11.2 Attach insole  Demonstration
with oral
questioning
12. Perform toe 12.1 Prepare Discussion  Observation
puff and machine Demonstration with oral
stiffener questioning
activation 12.2 Activate toe  Demonstration
puff/stiffeners with oral
12.3 Prepare questioning
workpieces
to transport
for the
next stage.
13. Perform basic 13.1 Attach shoe Discussion  Observation
machine upper to Demonstration with oral
lasting shoe last questioning
with insole.  Demonstration
with oral
13.2 Set machine questioning
for
lasting
13.3 Carry-out toe
lasting
13.4 Perform seat

and side
lasting.
14. Perform 14.1 Set chilling Discussion  Observation
chilling machine Demonstration with oral
14.2 Monitor
chilling
operation  Demonstration
with oral
questioning
15 Perform pre- 15.1 Perform Discussion  Observation
bonding roughing and Demonstration with oral
operation scouring questioning
 Demonstration
15.2 Perform with oral
bottom questioning
cementing
and filler
attachment
15.3 Perform sole

wiping
and
cementing
16 Perform 16.1 Perform sole Discussion  Observation

bonding attaching and Demonstration with oral
operation pressing questioning
 Demonstration
16.2. Perform edge with oral
cleaning questioning
operations
16.3. Perform de-

lasting
and
inspection of
shoes
17 Perform heel 17.1 Prepare Discussion  Observation
attaching workpieces Demonstration with oral
17.2 Attach heel  Demonstration
to sole with oral
questioning
17.3 Fix heel to
sole
polishing shoe, and Demonstration with oral
operation polishing questioning
materials  Demonstration
(chemicals) with oral
18.2 Apply questioning
polishing
chemicals
18.3 Perform
polishing
and brushing
19. Perform sock 19.1 Prepare and Discussion  Observation

attachment and attach Demonstration with oral
cleaning sock lining in questioning
operation the  Demonstration
shoes. with oral
questioning
19.2 Clean shoes
20. Perform 20.1 Inspect shoes Discussion  Observation

quality for Demonstration with oral
checking, final dispatch questioning
repairing and 20.2 Repair  Demonstration
packaging of (minor) with oral
de-lasted shoe defects questioning
shoes. 20.3 Pack shoes
on
their
appropriate
boxes
Table 18. Core competencies for footwear course

Figure 27. Summary of qualification for Footwear Making NC II Source: Training regulations for Footwear Making
NC II
5.3.3.1.4 Training Delivery
The delivery of training should adhere to the design of
the curriculum. Delivery should be guided by the 10 basic
principles of competency-based TVET.
 The training is based on curriculum developed from the
competency standards;
 Learning is modular in its structure;
 Training delivery is individualized and self-paced;
 Training is based on work that must be performed;
 Training materials are directly related to the competency
standards and the curriculum modules;
 Assessment is based in the collection of evidence of the
performance of work to the industry required standard;
 Training is based both on and off-the-job components;
 Allows for recognition of prior learning (RPL) or current
competencies;
 Training allows for multiple entry and exit; and
 Approved training programs are Nationally Accredited
The competency-based TVET system recognizes various
types of delivery modes, both on and off-the-job as long as the
learning is driven by the competency standards specified by the
industry. The following training modalities may be adopted
when designing training programs:

 The dualized mode of training delivery is preferred and
recommended. Thus programs would contain both in-school
and in-industry training or fieldwork components. Details
can be referred to the Dual Training System (DTS)
Implementing Rules and Regulations.
 Modular/self-paced learning is a competency-based
training modality wherein the trainee is allowed to progress
at his own pace. The trainer just facilitates the training
delivery.
 Peer teaching/mentoring is a training modality wherein
fast learners are given the opportunity to assist the slow
learners.
 Supervised industry training or on-the-job training is an
approach in training designed to enhance the knowledge and
skills of the trainee through actual experience in the
workplace to acquire specific competencies prescribed in the
training regulations.
 Distance learning is a formal education process in which
majority of the instruction occurs when the students and
instructor are not in the same place. Distance learning may
employ correspondence study, audio, video or computer
technologies.
5.3.3.1.5 Trainee Entry Requirements
Trainees or students wishing to gain entry into this course should
possess the following requirements:
 can communicate both orally and in written
 physically and mentally fit
 with good moral character
 can perform basic mathematical computation
5.3.3.2 School of Fashion and Arts (SoFA) Design Institute,
Philippines
Course Title Certificate in Shoe Design and Construction
Duration March 5 – July 14
5.3.3.2.1 Course Description
Students will be provided with a comprehensive
overview of designing and constructing shoes. Two of the major
focuses of the course are design conceptualization and the
execution of the finished product. Through classes like Shoe
Design Studio and Materials and Resources, students will learn
about the design development process of shoemaking. Aside
from this, lectures on business management will also be offered.
5.3.3.2.2 Short Courses
1. Shoe Design Studio

Using conceptual frameworks, students will develop a
distinctive shoe collection in this class. Two minor
collections and two major collections will be created.
2. Shoe Construction
This class will provide an introduction to shoe construction
and pattern making, Techniques on sewing, finishing, and
incorporating local resources will be discussed. Trips to
shoe workshops may be included.
3. Materials and Resources
Students will be introduced to the materials and textiles
used for shoes and bag. This class will also encourage
students to search for new resources that can elevate their
design into a unique and creative solution.
4. Marketing and Promotions for Accessories and Brands
This class will help students create brand identity,
marketing concepts and product promotions. Both local
and global markets will be discussed.
5.3.3.3 Central Footwear Training Institute (CFTI), India
Course Title Diploma in Footwear Manufacture and Design
Duration 1870 hours
The Central Footwear Training Institute, previously known as
Central Footwear Training Center, was founded on July 1957 with the
help of Ford Foundation. In 1996, the center was converted to be an
autonomous institution, thus garnering its current name. The training
institute makes use of modern machinery to accommodate modern
methods for shoe manufacturing. The CFTI has held trainings for
6,000 candidates since its foundation including 154 foreign nationals
from countries like countries like Nigeria, Mauritius, Figi, Tibet, and
the Philippines.
Module Course Subject Time Required
First Year
Design and Pattern Art, Design & Fashion 20
Cutting Design & Pattern Cutting 140
Pre-Production
40
Technology
Materials Materials & Testing 120
Footwear Technology Clicking Technology 80
Practical & Theory Closing Technology 120
Lasting & Making

120
Technology
Hand Shoe Making 40
Introduction to Purchasing and Stores

20
Management Control
Basic Costing 40
General Quality Assurance and

50
Control
Studies Computer Studies 40
International Business &

50
Language
Applied Science 20
Total Hours 970
Second Year
Design & Pattern Cutting Product Sketching &

20
Design
Pattern Cutting & Product

60
Development
CAD & Pattern

70
Engineering
Materials Materials & Testing 80
Clicking 60
Closing 120
Lasting & Making 100
Shoe Faults & Customer

50
Complaints
Advanced Technology 30
Foot Comfort 20
Applied Management Industrial Engineering 60
Financial Controls 20
Human Resource
20
Management
Marketing 50
Factory Work Experience 80
Setting Up In Business 120
Final Project Final Project 120
Total Hours 970
Table 19. Course curriculum for Footwear Manufacture and Design

course
Source: cftichennai.in
5.3.3.4 Ateneo Shoe Academy
Ateneo Shoe Academy is the technical-vocational outreach
program of the Ateneo de Davao University. The Academy offers a 10-
month shoe making course, and covers training in core competencies of
shoe designing, manufacturing, and product costing in the academy’s
own shoe laboratory. The Ateneo Shoe Academy is the first of its kind
in Mindanao. It has been in operation since August 2016, with the
financial assistance of the Foerderverein Philippinenhilfe, e.V.
The Ateneo Shoe Academy aims to establish a source of
livelihood for Mindanawons, and produce footwear industry leaders,
shoe designers, shoe crafters, and social entrepreneurs in the community,
and in the Mindanao region. It commits to producing graduates who are
not just equipped with the technical knowledge of shoemaking, but are
also rooted in the Ignatian values of competence, conscience, and
compassionate commitment to change.

5.3.3.4.1 Facilities and Equipment
The Ateneo Shoe Academy is located in Barangay
Magtuod, Ma-a, Davao City. The Academy compound contains
of a Workshop Building, where the students take their lectures,
and a Shoe Laboratory Building, where the manufacturing of the
shoes take place. The Shoe Laboratory Building also contains
the living quarters of the students. Two dormitory rooms—one
for male, and one for female—are also located within the Shoe
Laboratory Building. A common room and a kitchen are also
provided for the in-house students.
The Shoe Laboratory Building is furnished with several
machines used to design and manufacture shoes.
Equipment/Unit Quantity
Skiving machine 3
Zig-zag sewing machine 1
Single needle post type 25
Double needle post type 5
Clicking machine swing arm 1
Bench type cutting machine 2
Marking machine 1
Insole press 1
Toe lasting machine 1
Side lasting machine 1
Marking machine 1
Guffing machine 1
Sole press 1
Sole stitcher 1
Brushing and waxing machine 2
Numbering machine 1
Last removing machine 1
CAD-program/Plotter cutter 2
Table 20. Equipment used at Shoe Laboratory Building of

Ateneo Shoe Academy
Source: http://www.philippinenhilfe.org
5.3.3.4.2 Facilities and Services
Education and Basic Shoe Basic Design and

Training Craftmanship Course Pattern Development
Cutting of Leather and
Non-Leather Materials
for Shoe Uppers
Upper Making
Component Making
Hand Last and
Machine Lasting
Training
Sole Attaching
Finishing
Future Shoe Design and
Certificate/Diploma Patter Making
Courses to be offered Shoe CAD
Last Engineering
Sole Engineering
Footwear
Entrepreneurial
Shoe Design and
Merchandising
Consultancy Services Product Design and Development
Production Management
Manufacturing Shoe Production
Die Cut Servicing
Pattern Development and Prototyping
Table 21. Facilities and services of Ateneo Shoe Academy
Source: http://www.philippinenhilfe.org
5.3.3.5 ASPACE Co-working Space, Philippines
ASPACE is one of the leading co-working offices in the
Philippines, with branches in Metro Manila and Cebu. They are geared
towards innovation and cultivating the framework of their tenants.
Services and facilities are catered for a wide variety of users including
artists, businessmen, and performers.
The facilities offered in ASPACE are structured towards the
needs of their clients. These facilities fall into three categories namely
Work Space, Meet Space, and Event Space.
Location Makati City Bonifacio Cebu City

Global City
Ideal Space Private Shared Lounge A mix
Office desks space
Duration At least a year Less than a A few months at
year most
Team Solo Fewer 5-10 11-20 Less More
Participants than 5 than than
50 50
Table 22. Activities and options for ASPACE Co-working Space
Source: aspacemanila.com
5.4 Legal Framework
5.4.1 Occupational Safety and Health Standards
5.4.1.1 Rule 1030: Training of Personnel in Occupation Safety and
Health
5.4.1.1.1 1033: Training and Personnel Complement
(1) The training course prescribed by the Bureau under this rule shall
be a requisite for the appointment of the safetyman in place of
employment.
(2) At least the following number of supervisors or technical
personnel shall take the required training and shall be appointed
safety man, full time or part-time depending on the number of
workers employed and the type of workplace whether hazardous
or non-hazardous under Rule 1013 of this Standards.
A. Hazardous Workplace
Number of Workers No. of Safety Man
200 and below One (1) part-time safety man
Over 200 to 1000 One (1) full-time safety man
For every 1000 workers One (1) full-time safety man
Table 23. Number of safety man for hazardous workplace

Source: Occupational Health Standards
B. Non-hazardous Workplace
Number of Workers No. of Safety Man

Less than 1000 One (1) part-time safety man
For every 1000 One (1) full-time safety man
Table 24. Number of safety man for non-hazardous workplace
(3) Duties of the Safety Man: The duties of the safetyman are
specified under rule 1040 of this Standards. A part-time safety man
shall be allotted at least four (4) hours per week to perform the duties
as safetyman.
(4) The employment of a full-time safety man may not be required
if the employer enters into a written contract with a qualified
consultant or consulting organization whose duties and
responsibilities shall include the following, among others:
a. to assist, advise or guide the employer in complying with
the provisions of this Standards, including the development
of health and safety programs;
b. to make at least a quarterly appraisal of programs and
safety performance of the establishment, including the
activities of the safety committee;
c. to be present during scheduled safety inspection by
authorized government agents, and during regular safety
committee meetings; and
d. in the performance of these activities, to be in the
establishment at least six (6) hours a week. The
employment of consultant, however, will not excuse the
employer from the required training of his supervisors or
technical personnel.
5.4.1.2 Rule 1040: Health and Safety Committee
5.4.1.2.1 1042: Types and Composition of Health and Safety
Committee
5.4.1.2.1.1 1042.01 Type A
In every workplace having a total of over four hundred
(400) workers the following shall compose the Health and
Safety Committee:
Chairman The manager or his authorized representative

who must be a top operating official
Members Two department heads
Four workers (must be union members, if
organized)
Company physician
Secretary Safety man
Table 25. Type A Health and safety committee
5.4.1.2.1.2 1042.01 Type B
In every workplace having a total of over two hundred (200)
to four hundred (400) workers the following shall compose
the Health and Safety Committee:

who must be a top operating official
Members One supervisor;
Three workers (must be union members, if
organized);
Company physician or company nurse
Table 26. Type B Health and safety committee
5.4.1.2.1.3 1042.03 Type C
In every workplace having a total of over one hundred (100)
to two hundred (200) workers the following shall compose
the Health and Safety Committee:
Members One foreman;
organized);
Nurse
Table 27. Type C Health and safety committee
5.4.1.2.1.4 1042.04 Type D
In every workplace with less than one hundred (100)
workers the following shall compose the Health and Safety
Committee:
Chairman Manager
Members One foreman

organized);
Nurse/First-aider
Secretary Part-time safety man
Table 28. Type D Health and safety committee
5.4.1.2.2 1043: Duties of the Health and Safety Committee
5.4.1.2.2.1 1043.01 Health and Safety Committee
The Health and Safety Committee is the planning and
policymaking group in all matters pertaining to safety and
health. The principal duties of the Health and Safety
Committee are:
(1) Plans and develops accident prevention programs for
the establishment.
(2) Directs the accident prevention efforts of the
establishment in accordance with the safety programs
safety performance and government regulations in order
to prevent accidents from occurring in the workplace.
(3) Conducts safety meeting at least once a month
(4) Reviews reports of inspection, accident investigations
and implementation program.
(5) Submits reports to the manager on its meetings and
activities.
(6) Provides necessary assistance to government inspecting
authorities in the proper conduct of their activities such
as the enforcement of the provisions of this Standards.
(7) Initiates and supervises safety training for employees.
(8) Develops and maintains a disaster contingency plan and
organizes such emergency service units as may be
necessary to handle disaster situations pursuant to the

emergency preparedness manual for establishments of
the Office of Civil Defense.
5.4.1.2.3 1044: Term of Office of Members
5.4.1.2.3.1 1044.01: Health and Safety Committee
In order to provide an opportunity for other workers to
become members and participate in safety program
planning, a periodic change in membership is encouraged.
For this purpose, the term of office of the department head
in the committee may be one (1) year. The term of office of
the worker members in Type A and Type B may be for two
(2) years each; in Type C, D and E Committees, may all be
one (1) year. The chairman, physician or nurse and the safety
man shall be permanent members of the committee.
5.4.1.2.4 1045: Duties of the Employees
Health and Safety committees play very important roles
in eliminating work hazards. Developing workers’ interest and
participation in the planning and development of safety program
is the responsibility of the employer. The employer must
exercise the necessary leadership and provide support to make
the program work. The principal duties of the employer are:
(1) Establishes and adopts in writing administrative
policies on safety in conformity with the provisions of
this Standards outlining therein his responsibility and
authority delegated.
(2) Reports to the enforcing authority in two (2) copies of
the policies adopted and the health and safety
organization established to carry out the program on
safety and health within one month after the
organization or reorganization of the health and safety
committee.
(3) Reports to the enforcing authority having jurisdiction
at least once in every three (3) months, counting from
January, the health and safety program of the
organization outlining the activities undertaken
including its safety performance, health and safety
committee meetings and its recommendations and
measures taken to implement such recommendations.
(4) Acts on recommended measures by the health and
safety committee by adopting the elements of the
health and safety program in the production process or
workplace and in case of a non-adoption of the Health
and Safety Committee’s recommendation, to inform
the committee of his reasons.
5.4.1.2.5 Duties of Workers
(1) Works in accordance with accepted safety practices and
standards established by the employer in compliance with
the provisions of this Standards.

(2) Reports unsafe conditions and practices to the supervisor by
making suggestions for correction or removal of accident
hazards.
(3) Serves as members of the Health and Safety Committee.
(4) Cooperates actively with the Health and Safety Committee.
(5) Assists government agencies in the conduct of health and
safety inspection or other programs.
5.4.1.2.6 Duties of Safety Man
The principal function of the Safety Man is to act as the
employers’ principal assistant and consultant in the application of
programs to remove the hazards from the workplace and to
correct unsafe work practices. For this purpose, the Safety Man
has the following duties:
(1) Serves as Secretary to the Health and Safety Committee. As
such, he shall:
a. prepare minutes of the meetings;
b. report status of recommendations made;
c. notify members of the meetings; and
d. submit to the employer a report of the activities of
the committee, including recommendation made.
(2) Acts in an advisory capacity on all matters pertaining to
health and safety for the guidance of the employer and
workers.
(3) Conducts investigation of accidents as members of the
Health and Safety Committee and submits his separate report
and analysis of accidents to the employer.
(4) Coordinates all health and safety training programs for the
employees and employer.
(5) Conducts health and safety inspection as member of the
committee.
(6) Maintains or helps in the maintenance of an efficient
accident record system and coordinates actions taken by
supervisors to eliminate accident causes.
(7) Provides assistance to government agencies in the conduct of
safety and health inspection, accident investigation or any
other related programs.
(8) For purposes of effectiveness in a workplace where full-time
safety man is require, he shall report directly to the
employer.
5.4.2 Manual of Regulations for Private Higher Education 2008
5.4.2.1 Article VII: Internal Organization: Administrators
Section 31. Governing Board. Every private higher education institution
shall have a governing board that shall exercise general supervision,
have exclusive control and direction of all funds, prescribe policies,
make rules and regulations and establish practices that are not consistent
with law and the policies and rules of the Commission.

A private higher education institution organized as a non-stock
corporation shall have a Board of Trustees composed of not less than
five (5) nor more than fifteen (15) members, provided, that the total
number of trustees shall be multiples of five (5), unless otherwise
provided for by law.
For an institution organized as Stock Corporation, the provisions
of the Corporation Code shall govern the number and term of the Board
of Directors.
The control and administration of higher education institutions
shall be vested in citizens of the Philippines except those established by
religious groups or foreign mission boards. Every member of the Board
of Trustees or Directors of a private higher education institution shall
possess at least a bachelor’s degree.
Section 32. Qualifications of the Head. Every private higher education
institution shall have a head who may be President, Rector, or Director
and shall be the chief executive officer responsible for the efficient and
effective administration of the institution towards the realization of its
goals and objectives.
The head must (1) be a Filipino citizen, except for institutions
established by religious groups of foreign mission boards, (2) possess at
least a master’s degree or a professional license requiring at least a
bachelor’s degree, (3) have managerial competence or have a
background of demonstrated service and competence in his previous
field of endeavor, and (4) be of good moral character.

Section 33. Qualifications and Functions of the Dean. The dean for
undergraduate degree programs shall hold at least a master’s degree and,
where applicable a professional license requiring at least a bachelor’s
degree. However, in specific fields where there is dearth of holders of
Master’s degree, a holder of a professional license requiring at least a
bachelor’s degree may be qualified. The dean for graduate degree
programs must hold an appropriate doctoral degree and has published
research works.
A dean must have at least five (5) years of satisfactory teaching
experience and at least two (2) years of satisfactory managerial
experience. He shall assist the school head in the attainment of
institutional goals and objectives, and shall perform the functions and
responsibilities as may be expressly and legitimately prescribed by the
school.
The general functions and responsibilities of a dean usually include the
following:
1) to assist the school head in all matters affecting the general
policies of the entire institution;
2) to provide academic leadership in his/her college or unit; and
3) to provide overall administrative supervision over all activities
in his/her college or unit
Among the specific duties and responsibilities of a dean are the
following:
1) to recommend, through channels, the curriculum and program of
study to be adopted for approval by the Commission;
2) to recommend the appointment, promotion, or separation of
faculty members in his/her college or unit;
3) to recommend subject assignment of faculty members in his/her
college or unit;
4) to help formulate educational policies in his college, and to issue
necessary rules and regulations for their effective implementation;
5) to institute a definite program of supervision to raise the
efficiency of instruction;
6) to supervise all the curricular and co-curricular activities of all
departments under his charge in collaboration with other officials
concerned;
7) to enforce the institution’s policies, rules and regulations on
admission and registration of students, transfer of credits, subject
loads, subject sequence and subject pre-requisites, scholarship,
residence, promotion, and others; and
8) to approve the list of candidates for graduation of the college or
department.
A dean may perform such other functions and responsibilities that
are inherent to the position.
Section 34. Qualifications and Functions of the Registrar. The registrar
shall hold a bachelor’s degree and have at least three (3) years of training
or experience in the servicing and maintenance of student academic
records and related school work.

The Registrar shall be responsible for the school records of
students, and shall perform the functions and responsibilities that the
institution may expressly and legitimately require. Unless otherwise
indicated by the school, the Registrar shall be the institution’s principal
liaison with the Commission.
Every private higher education institution shall preserve and
maintain the integrity and confidentiality of its student records. The
Registrar shall issue student records in accordance with law and this
Manual.
5.4.2.2 Article VIII: Internal Organization: Academic and Non-
academic Personnel
Section 35. Minimum Faculty Qualifications. The minimum
qualifications of a faculty in a higher education institution shall be as
follows:
1) For undergraduate programs:
1. Holder of a master’s degree, to teach mainly in his major
field and where applicable, a holder of appropriate
professional license requiring at least a bachelor’s degree for
the professional courses. However, in specific fields where
there is dearth of holders of Master’s degree, a holder of a
professional license requiring at least a bachelor’s degree

may be qualified to teach. Any deviation from this
requirement will be subject to regulation by the Commission.
Section 36. Full-time and Part-time Faculty. Asa general rule, all private
higher education institutions shall employ full-time faculty or academic
personnel consistent with the levels of instruction.
A full-time faculty or academic personnel is one who meets all the
following requirements:
1) Who possesses at least the minimum academic qualifications
prescribed under this Manual for all academic personnel;
2) Who is paid monthly or hourly, based on the regular teaching loads
as provided for in the policies, rules and standards of the
Commission and the institution;
3) Who devotes not less than eight (8) hours of work a day to the
school;
4) Who have no other remunerative occupation elsewhere requiring
regular hours of work, except when permitted by the higher
education institution; and
5) Who is not teaching full-time in any other higher education
institution.
All faculty or academic personnel who do not meet the foregoing
qualifications are considered part-time.
Except when permitted by the higher education institution, all faculty or
academic personnel who are at the same time holding positions in the
government, whether appointive or elective, shall also be considered
part-time.
Section 39. The Other Institution Officials, Academic Support and Non-
Academic Personnel. The officers, including academic personnel, who
are occupying supervisory positions involved in the implementation of
the policies of the institution, are classified as other institution officials.
Those who perform certain prescribed academic functions directly
supportive of teaching, such as registrars, librarians, guidance
counselors, researchers, and others performing similar functions
including institution officials responsible for academic matters and
affairs shall be considered academic support personnel.
The non-academic personnel of an institution shall comprise the rank-
and-file employees of the institution engaged in the administrative
functions and maintenance of the institution, but are not classified under
foregoing paragraphs.
5.4.3 TESDA 2018 Planning Guidelines
5.4.3.1 The Planning Framework
For the new directions and a higher level of priorities espoused by the 4th
cycle of the National TESD Plan, the 17-Point TESDA Reform and
Development Agenda, coupled with the directions of the national (PDP
and Ambisyon 2040) and international (UN’s SDG) development goals,
TESDA has to adapt to the new challenges, risks and opportunities
brought about by the global and local drivers of change which impact on
TVET. TESDA has to be more relevant, effective and efficient in

addressing the new demands and expectations of the industries and at the
same time attend to the diversified needs of its target clients.
Ultimately, TESDA will be measured on its mandate to ensure that TESD
interventions will be able to increase or enhance the employability of its
intended clients, the TVET graduates and/or workers. To achieve its
vision to be the “transformational leader in TVET”, TESDA must re-
position and re-think its strategic responses and consider the “contribution
of value” from all of its activities to intended results.
The transition of TESDA’s quality management system attuned to the
requirements of the ISO9001:2015 requires that the organization must
adopt a systematic approach to controlling and managing risks to achieve
its organizational targets and objectives. Risk Management is a key
feature in all of TESDA’s core processes to mitigate or control the
negative impact of the identified risks and maximize the realization of
opportunities.
For the next 5 years, TVET is realigned to address 3-pronged directions:
TVET for global competitiveness, TVET for social equity, and in the
middle of the TVET continuum is TVET for job-readiness. TESDA, as
the Authority in TVET, is expected to respond accordingly to the
requirements of its clienteles/stakeholders it serves. The policies,
programs and services have to follow these directions/responses:
1. “AGILITY” for TVET for Global Competitiveness
2. “SCALABILITY” for TVET for Job-Readiness
3. “FLEXIBILITY and SUSTAINABILITY” for TVET for Social Equity

”AGILITY” as the Response for “TVET for Global Competitiveness”
For high end industries in the global and local arena which move in
“galloping” and “sprinting” steps to keep up with the technological
advancements and connected world of work, TVET has to be “agile” in
order not to lose its relevance. Effective skills anticipation and matching
future skills for future of work, based on high quality labor market
information and use of tools, can link education, training and employment.
This hopes to encourage partnerships and cooperation to deliver TESD
relevant to the workplace and respected by employers. Policies and
regulations can be less restrictive and flexible to engage more private-
sector-led TESD. Provision of incentives and rewards would help
generate wider industry support and commitment. Technical assistance
and capability building interventions shall be provided to industries for
IT-BPM, green jobs etc. to enable them to perform their role as TVET
partner
Expanding and purposively directing scholarships and other training
assistance to critical and hard-to-find skills and higher technologies is
another strategy to keep TVET more agile
“SCALABILITY” as the Response for TVET “for Job-Readiness”
For the industries with steady growth and would need massive hiring of
people at entry level, TVET has to check its “scalability” and capacity to
keep pace with the massive skills requirements of industries in sectors like
Construction, Tourism, Agriculture and Metals. There is a need to

increase and build up TVET capacity, both horizontally and vertically.
Strategies would focus on the horizontal expansion of TVET capacity by
increasing the training seats available in the TVET institutions to be able
to produce more skilled workers. The vertical expansion of TVET shall
cover development and delivery of programs for more qualifications at
higher levels of technologies and qualifications.
“FLEXIBILITY and SUSTAINABILITY” as the Response for
“TVET for Social Equity”
Under this direction, TVET is addressing the informal economy and how
it will be linked to the formal economy through “inclusive business”
strategy. Convergence and inclusivity are the main focus. Policies and
regulations have to be “flexible” and “less restrictive” since most of the
TVET beneficiaries here, mostly coming from the disadvantaged sector,
are not high school graduates and after enskilling, they cannot be
employed unless small and family or social enterprises will absorb them.
Special skills training programs must be designed to respond to the
specific needs of the beneficiaries. Other national government agencies
like DSWD, DOLE and DTI, among others, are also source of training
outputs.
5.4.3.2 General Planning Parameter – TESD Program
5.4.3.2.1 TVET Delivery
1. TESDA shall continuously exert and expand its effort to ensure
“inclusive and quality TVET for all”.
2. Regional Target Setting

a. Regional training targets shall be determined based on the
maximum accomplishment level during the last three years
(2015-2017) with due consideration of the labor force
situation and economic status (whether industrial growth
area or low income regions with high poverty incidence) and
other distinct profile of the region. The local TESD plans and
Skills Priorities Plan as well as the economic and socio-
demographic indicators of the area will be used as guide or
reference for setting the targets. These include such
indicators as Gross Value Added (GVA), Gross Regional
Domestic Product (GRDP) and Employment.
b. The training delivery mix can be derived from the number
of existing training providers in the area: i. Institution-based
- TVIs, TTIs, SUCs, HEIs, LUCs ii. Enterprise-based -
companies implementing apprenticeship, learnership,
companies doing in-house training (DTS and DTP as part of
Institution-based training shall be also be monitored) iii.
Community-based – LGU-run skills training programs,
TVIs including TTIs doing outreach programs, other skills
training programs of national government agencies
c. The product/service mix per region will differ depending
on the economic capacities and situation of the region. The
regions will be guided with the identified strategies of the
region and national TESD plans considering the key

employment generators and at the same time addressing the
requirements of areas where there is high poverty incidence.
d. For progressive and industrialized regions, the enterprise-
based training programs such as the apprenticeship and
learnership program, including the DTS and DTP shall be
strengthened and vigorously pursued to increase the share of
the EBT output from the existing 5% share of the total
training output. The national target for EBT shall be
increased to 10% of the total training target estimated at
210,000 graduates. The ROs and POs shall set their targets
for EBT based on the number of establishments in their area
and other relevant indicators and shall purposively increase
their targets to reach the target share.
3. TESDA shall render extra attention and consideration to the
poor, marginalized and underserved sectors of the society for its
regular skills training and scholarship packages.
4. TESDA shall observe gender equality in the design and
implementation of its skills training programs.
5. TESDA shall promote/highlight training and employment
opportunities in the agricultural sector, emerging green jobs and
future skills.
6. TESDA shall work closely with industry associations to
establish more industry government training schemes and
collaborations to produce more job-ready workers.

a. Establish Institutional Arrangements with Industry Boards
(IBs) or Industry Association (IAs)
b. Review the implementation strategies and strengthen
database on Enterprise-based Training. The list of
apprenticeable trades shall also be reviewed and expanded.
c. Undertake massive advocacy campaigns through industry
consultation/fora to promote and further increase
engagement of industry players in TVET delivery.
7. Strengthen and deepen partnership with industry and encourage
the establishment / maintenance of industry boards / industry
training councils to assist TESDA in the various concerns related
to TVET such as but not limited to skills requirements, standards
development, training delivery and capacity building.
8. Expand and pursue training opportunities for the marginalized
sectors and linkages with government technical vocational schools
and state universities and colleges offering TVET programs.
9. When the regional targets for training and assessment do not
total to the national targets, the ROs/POs shall be consulted on the
re-allocation/adjustment of targets to meet the committed national
target.
10. The target training mix, mechanisms and parameters shall be
on a rolling plan basis and will be continuously reviewed and
updated to achieve a more robust process.

5.4.3.2.1.1 Scholarship Programs
1. TESDA shall extend/provide scholarship assistance to
qualified and deserving individuals willing to undergo
training and be productive as workers or entrepreneurs in
critical sectors.
2. The Training for Work Scholarship Program (TWSP)
which targets the skills development for wage employment in
industries and the Special Training for Employment Program
(STEP) which readies the communities to become productive
through self-employment or entrepreneurs shall follow the
sectoral distribution as follows: 11 i. Construction – 25% ii.
Agri/fishery – 22% iii. Manufacturing – 20% iv. IT-BPM –
15% v. Tourism – 10% vi. New and Emerging Industries –
5% vii. Logistics – 3%
3. To address the TVET for Social Equity, the scholarship
program (STEP) shall cover not only free training cost and
assessment, but also includes provision of allowance and
starter tool kits to promote social enterprises, self-
employment and serviceoriented activities in the community.
4. To fully support the Build, Build, Build program of the
government, both scholarship programs (TWSP and STEP)
shall be used to produce a pool of workers needed for the
massive infrastructure projects of the government.

5. The full implementation of the Universal Access to Quality
Tertiary Education shall be done through the implementation
of TTI programs.
6. To assist in the promotion of sustainable agriculture and
fishery productivity and rural development, a separate
scholarship will be implemented through the Program on
Accelerating Farm School Establishment (PAFSE), in close
coordination with the Department of Agriculture –Agriculture
Training Institute (DA-ATI) and the Department of Agrarian
Reform (DAR). The special technical assistance program on
PAFSE shall be charged to TWSP funds.
7. Provision of free competency assessment and certification
for workers under the CACW (Competency Assessment and
Certification for Workers) shall be continued in a bigger scale
– increased funds and increased total targets, and to be funded
through the TWSP funds.
8. Returning and interested OFWs shall be provided with free
skills training, retooling or skills upgrading for reintegration -
new employment or putting up business.
9. There will be an authorized 1% Administrative Cost from
the approved TWSP funds.
10. PESFA or the Private Education Student Financial
Assistance (PESFA) shall also be provided through offering
higher level TVET programs such as Diploma program.

11. The SMO shall issue the specific guidelines on all
scholarship programs, including the regional allocation.
5.4.3.2.1.2 Other Programs
1. The TESDA Online Program (TOP) shall be implemented
and monitored as an alternative mode of TVET delivery. For
2018, the priority programs are continuous development of
Courseware, institutionalization of TOP through TTIs,
advocacy and capacity building programs for TOP
implementers (trainers and developers).
2. The Barangay Skills Needs Survey, as one of the sources of
beneficiaries for TESDA scholarship programs, shall be
continued and shall be promoted and advocated to the LGUs
through the CTECs.
3. The Community Training and Employment Coordinators
(CTECs) shall be revitalized and organized at the municipal
and barangay levels, respectively. Close collaboration with
the DILG and the Leagues of Cities, Municipalities and
Barangays shall be pursued. Capacity building programs for
CTECs shall also be implemented.
4. To facilitate and enhance the employability of TVET
graduates, TVET career talk, career guidance, purposive
conduct of job fairs for TVET graduates shall be implemented
and pursued by all RO and POs/DOs, in coordination with the

Department of Labor Employment and PESOs/CTECs of
LGUs; 12
5. Capacitate stakeholders to become partners of TESDA in
delivering key services through provision of capability
building programs in cooperation with the regional offices.
6. Expand Trainers Development Program, through the
National TVET Trainers Academy (NTTA) and its zonal
centers, including regional and provincial initiatives. The
ROs/POs shall ensure the participation of the TVET trainers
in their respective areas in the programs of NTTA. The NTTA
Training Calendar issued for this purpose shall be adhered to.
5.4.3.2.1.3 Management and Supervision of TESDA
Technology Institutions
1. The Regional Directors, in their role as area manager shall
lead in the achievement of the targets for TTIs as follows:
a. Formulate and implement its Institutional Development
Plan aligned with the local and national strategies and
directions.
b. Provision of learning in the schools/ centers, with the
enterprises (OJT/SIT, DTS/DTP), and for the communities
(technology-based community programs, mobile training,
online learning, etc.)

c. Relevance of programs and services to needs of the
locality and responsive regional and national directions and
priorities. Supportive to this is the conduct of research
towards localized LMI (labor market information)
d. Promote care for environment, nationalism, awareness
and prevention of drug addiction and HIV/AIDS.
e. Regular updating of curricula aligned to the PQF
descriptors, 21st Century skills and provision of safety to the
environment. Conduct of GREEN activities including, but
not limited to, tree planting, solid waste management, 3Rs,
etc.
f. In partnership with other TTIs/TVIs or HEIs, endeavor the
design and offering of higher level qualifications including
but not limited to NC-III, bundled qualifications, and even
PQF Level 5 programs.
g. For the trainers and learners to enroll and utilize relevant
modules and learning materials available in the TESDA
Online Programs (TOP).
h. Learning Facilitators Development Program both for
teaching and nonteaching personnel, including compliance
to the Industry Work Experience Requirement, thru
implementation of, among others, the Regional Program for
Industry Immersion of Trainers (Quality RPIIT).

i. Allocate at least 5% of their respective budgets for
maintenance and management of their respective facilities,
tools and equipment.
j. Compliance to quality and transparency of programs and
services thru sustained accreditation in APACC and the
TESDA STAR Rating System.
k. Technology Researches are conducted conscious of
Industry 4.0, supportive of innovation in training delivery,
enhancing instruction, incubation of technology, and
enterprises.
l. Implementation of Regular Training Programs January-
June 2018 and the Universal Access to Quality Tertiary
Education Act (UAQTEA) for July 1- December 31, 2018).

CHAPTER 6
RESEARCH DATA PRESENTATION
6.1 Primary Research Data
6.1.1 Interviews
6.1.1.1Marikina Shoe Industry Development Office (MASIDO)
Mr. Noel Box, the Officer-in-Charge of the Marikina Shoe
Industry Development Office (MASIDO), oversees the operational
activities of MASIDO. The local government unit is in charge of the
promotion, enhancement, and institutionalization of the development of
the footwear and leathergoods industry of Marikina. Its service is
extended to those involved in the shoe industry such as shoemakers,
shoe designers, businessmen, and students. Transcribed below is an
interview conducted with Mr. Noel Box, who has provided his insights
and cognitions to the following questions:
1. Would the project, an academy and business center, be
beneficial for the Marikina Shoe Industry?
According to Mr. Box, the implementation of an academy and
business center is very timely to answer the growing needs of the
local shoe industry. In line with the projects of the local government,
which is to offer courses for shoe manufacturing to colleges and
schools and the development of the shoe industry, an academy and
business center may serve as avenues to implement these projects.
Apart from the projects of the government, private institutions
and agencies have also made efforts for the furthering of the local
shoe industry. The Philippine Footwear Federation Inc. (PFFI), as
stated in the interview, is a private organization that ties up with the
Department of Trade and Industry (DTI) for its Shared Services. DTI
has purchased different types of machines and heavy equipment to
aid the manufacturing of shoes. These machines and equipment are
placed under the jurisdiction of the PFFI for the perusal of
shoemakers and manufacturers. One problem Mr. Box pointed out is
the lack of the necessity of these machines. He stated that jumping
into such advance processes does not guarantee the best outcome,
especially put in the local context. Many manufacturers are still not
well-versed with the use of these machines thus hindering them from
proper usage. Mr. Box further iterates that a grassroots approach
should be considered when implementing such measures. The
machines used become a white elephant. It does not match the needs
of the industry along with innovations which is why he proposes the
industry be professionalized.
2. What do you wish to be recognized in the shoe industry?
Standardization plays a big role for the development of the
shoe industry. As is common in the context of Marikina, handmade
shoes are widely practiced across the city. Handmade products have
their own set of standards. Components are based on international
standards followed by other countries. In the case of the Philippines,
handcrafted products are based on experience-learning, which in
return makes production slower and less efficient. With the

introduction of academic-learning in handcrafted production,
efficiency and quality are improved.
Mr. Box expresses that development of the system and
innovations should be parallel to the academic learning inculcated to
the manufacturers and shoemakers. With the introduction of
innovation, manufacturers should have the learning and experience
to further the expansion and development of their own companies as
well as the local industry. Set of standards that should be
implemented could indicate specification that can generate a more
systematic way of production. This can be properly implemented
through academic involvement.
Among the visitors of the MASIDO are numerous students, of
different programs and institutions, that inquire about possible
training offerings for shoemaking. Sadly, there are not much avenues
for work and training and education that the office can offer. Instead,
they would refer to Pamantasan ng Lungsod ng Marikina (PLMar)
and Marikina Polytechnic College (MPC) for classes regarding
shoemaking. These students, as Mr. Box states, can become the
market of the proposed academy. It can provide an opportunity for
learning with training seminars and workshops for conceptual,
research and technical courses.
3. What concurrent problems have made an impact on the local
shoe industry?
With the struggle to revitalize the industry, Mr. Box
enumerates the numerous problems that the local shoe industry faces.
Lack of workers, lack of innovation, and the imbalances in the supply
chain are among the struggles the industry has to address. The lack
of workers may be derived from the displacement of shoe
manufacturing companies dating back in its golden years, and the
lack of knowledge being handed down to the youth. In addition to
this, workers, are not given the basic benefits they should receive as
employees. SSS, PhilHealth, PAG-IBIG, and even wages are given
at a minimal effect. Such an occurrence is detrimental to the dignity
of the workers.
The lack of innovation is very prominent in the area of
manufacturing. Machines and equipment that are being used are
dated 20-30 years of usage from the time they were purchased,
compared to other countries wherein machines they use are only used
until their expectancy of 5 years. A concrete example would be the
cylinder sowing machine that is commonly used. These machines
have been used for over 10 years and are sold and used as refurbished
items. In effect, the equipment does not perform at its best and slows
down the manner of production. Mr. Box reiterates the need for
innovation to be able to meet the standards of the market. This
situation also leads to the problem in the supply chain.
According to Mr. Box, others would say that the problem of
the shoe industry lies with the market. He contradicts this by saying
that the market is always present, rather it is supplying the market
with their needs that poses a threat to the economic side of the
industry. With the lack of competency and the deterring efficiency of

the manufacturers, the market is not fully met. He expresses that it is
only a matter of responding to the problem of supplying the demands
of the clients.
4. What facilities and programs can be implemented to address
the problems of the shoe industry?
With the presence of heavy and large equipment, a minimum
area of 300 to 500 sq.m. must be provided for the accommodation of
amenities. The ground floor is usually allotted for the storage of
machines such as pneumatics and hydraulics for the machines while
work spaces are located at the upper floors. Warehouses for storage,
and galleries for exhibits should also be taken into account for various
events. Convention halls may also be placed for large gatherings. It
is also important, for Mr. Box, that tours be conducted in the facility
so as to showcase the art of shoemaking. This does not only help
market the shoe industry, but is also an avenue for education for those
interested. Workshops and laboratories are needed for the lectures
and seminars to be held within the facility.
On an ending note, Mr. Box expresses the importance of
morals in education, carried over to other experiences. He wishes for
the academy not only to impart intellectual learnings, but should
more importantly instill ideologies and practices that shape the
morals and ethics of the students and users of the facility.

6.1.1.2 Black Wing Shoes
Black Wing Shoes is a small concept brand-workshop which
focuses on experimenting on various aspects of the shoe making
industry. The brand was established with roots tracing to shoe supply
and was eventually brought to fruition by owner Buddy Tan.
Innovation is one of the main drives for Black Wing Shoes, using
it as an avenue not only to improve the Marikina shoe industry, but also
to alleviate the craft of shoe making. Clients are entertained according
to their requests and shoes are custom made to fit these requests. Veering
away from the industrious trends in shoe manufacturing, the brand relies
on handcrafted construction methods with the assistance of small
machineries. In this way, they hope to preserve the craft of shoe making
while improving methods and procedures thwarted towards innovative
creativity.
To achieve a further understanding of the shoe industry, an
interview was conducted with Mr. Buddy Tan as transcribed below:
1. How did the company start?
Growing up in a shoe supply company, Mr. Buddy Tan has
always been exposed to how the shoe industry works. The start of
the local shoe industry created a very active market and production
was found everywhere in Marikina. A drastic decline took in effect
when the imports came in and defeated the local market in the
early 2000s. Shoemakers and firm owners saw the negative impact
it brought to the industry but no one took a step forward to address
the issue. The older generations would argue that nothing could be
done and had given up on battling the bigger imported brands.
They did not see the problem in a different perspective and thus
decided to settle down with the low cost market.
The larger shoe manufactures such as Rusty Lopez and
Gibi should have been the ones to inspire the local shoe industry
to fight against international importers. Instead, they were the ones
who pioneered importation. As the retail landscape was widening,
these brands had to find ways to cope with the demands of the
market. The rapid growth of malls in the early 2000s greatly
contributed to this phenomenon. In order to keep up with the mass
demands of these clients, manufacturers had to rely on quality
control and speed in manufacturing, which Marikina was not
capable of. These manufacturers had to turn to other countries,
specifically China and Hong Kong, to measure up to the units
needed to be supplied. What can be created in Marikina within six
months, can be accomplished by the mentioned countries in just
one month. There was a large disparity between the skill of the
local industry and the international industry.
2. What problems did you encounter in putting up a
company?
While dealing with the decline of the local shoe industry,
Mr. Tan encountered his own problems in putting up a company.
To elaborate, workers were showing resistance to different factors,

there was an apparent lack of formal training for the workers, and
the trouble of enticing the youth.
In order to deal with the issues brought by the decline of the
industry, Mr. Tan states that he had a lot of changes in mind. These
changes were as large as changing the market of their company,
and as miniscule as improving the work stations of the workers.
Such changes were not welcomed by the employees, especially by
the older generations. Shoe designers and manufacturers were still
stuck with the old ways and were not welcoming of the ideas of
innovation. Habits formed in the previous years were still kept by
the shoemakers, which placed a barrier for further development.
Accompanying the resistance by the workers is the lack of
formal training in shoe making. The labor is done just as how
tradition goes. The skill is learned by the individual shoemakers
and are just passed down to the younger generations. These
mentors also depend on their experience, most of which spent
focusing on just one part of the whole shoe making process. They
tend to be intent with the skills they have mastered that no room is
left for innovation and exploration. The lack of formal education
has also led to the degradation of the dignity of the workers.
Workers do not receive proper wages as they are paid on how
much they can produce at a certain time. This situation has also
posed problems to entice the youth. The newer generation is very
resistant to certain realities of the industry such as the low wages,
while the older generation lacks the willingness to teach students.

3. What problems does the local industry encounter?
Following the insurgence of imported goods, the local
industry suffered with the addition of other problems. The
downfall of the industry led to various problems such as the lack
of mechanizing production. During the reign of then President
Marcos, his aim to preserve the handcrafted shoe manufacturing
was both a boom and a curse, as Mr. Tan puts it. The Marcoses
protected the market from imports while preserving the skills of
the shoemakers. Local businessmen and manufacturers were
reliant on the fact that they were constantly receiving orders from
clients, allowing their businesses and the industry to flourish. This
became detrimental when mass importation took place. The
sudden decline of the industry created a backlog in modernization
the mode of production. Manufacturers were not able to keep up
with the wave of imports, coupled by their age old machines. The
move to modernization was not set in the vision of the
manufacturers, making it difficult for the newer generation to
revitalize the industry.
One other contributing problem that Mr. Tan observed is
how manufacturers from Marikina did not take the time to
properly study their market. The practice of shoe making in
Marikina started with the ideology “build and they will come”. No
proper assessment of the market was done which carried over to
the current standing of the industry. With the new demands of the
market, it is only right that manufacturers are able to adapt to these

concerns, which the local shoe industry was not able to
accomplish. Technology and style were not progressing together,
which only led to more problems for the industry.
4. What improvements can be done to help the industry grow?
As with any other art form, the shoe industry has a
potential to grow and improve. It is important to impart to the
youth that shoe making is an artisanal craft, as well as having
engineering attached to it. To produce a proper shoe maker, a
student should know the entire process and eventually be able to
make a shoe by themselves. Shoemakers should be knowledgeable
about the whole process, from start to finish. Mr. Tan states that
no innovations will come out if one does not know the process of
the design and the manufacture of a shoe, so as to mitigate
problems that may be encountered and find avenues for
innovation. Education, he adds, should be holistic. It should foster
both technical and spiritual elements, constantly inspiring the
students. As with the craft, there should be a marriage between
form and function, to constrain and to inspire.
In that sense, shoe making is a worthy pursuit. Countries such as
Australia, Singapore, and Hong Kong are looking for shoemakers
to be brought over their territories to start manufacturing or
teaching. This demand should serve as a catalyst for the local
industry to continuously improve.

Aside from its artisanal element, the practice of shoe
making is reliant on the purpose of service. Clients should be seen
as partners, and there should be a mutual respect for both the
clients and the shoemakers. As Mr. Tan describes it, the purpose
to serve acts as the soul of the industry. To serve others, be humble
and learn from mistakes shows growth and is an integral part of
the learning process
6.2 Secondary Research Data
6.2.1 National Building Code (P.D. 1096)
Promulgated in February of 1977, the Presidential Decree No.
1096, aims to form a comprehensive set of standards for the proper
administering of building provisions. The code, renowned as the
National Building Code of the Philippines, serves as a backbone for
those involved in the design and construction industry as it provides
regulations and requirements for regulating the site, quality of materials,
construction, and maintenance. The code also specifies different
classifications of zoning, of which should be strictly followed for the
procurement of land use plans for different areas.
In accordance with the code, proper zoning and planning of the
facility with respect to its site is a highly considered component in the
design process. Through this, the design and the project itself will be
tailored to the standards and the requirements set by the code. The safety
and security of the users shall be of high importance, as well as the
specific provisions needed for the facility.

6.2.1.1 Classification and General Requirements of
All Buildings by Use or Occupancy
With the proposal of an academy and a business center, the two
different facilities fall under different classifications of
occupancies as stated in the code. The academy falls under
Group C Division C-1 for educational and recreational use.
Stated specifically are buildings for educational purposes in the
form of schools, colleges, universities, vocational, institution,
seminars, convents, and the like. On the other hand, the business
center is categorized under Group E Division E-2 for
occupancies of business and mercantile nature.
General
Classification of Principal Accessory
Use
C-1 1. Educational
institutions like
schools, colleges,
universities,
vocational,
institutions,
seminaries, convents,
including school
auditoriums,
gymnasia, reviewing
stands, little theaters,
concert halls, opera
houses
2. Seminar/workshop
facilities
3. Training
centers/facilities
4. Libraries, museums,
exhibition halls and
art galleries
Division E-3 1. All permitted uses in 1. All uses allowed in R-

(Business and Division E-1 (or for 1, R-2 and R-3 Zones
Mercantile, C-1 and C-2 class) 2. All uses allowed in C-
where no repair buildings/ structures 1, C-2 and C-3 Zones
work is done 2. Aircraft hangars 3. Some uses allowed in
except exchange 3. Commercial parking I-1 Zones
of parts and lots and garages 4. All uses allowed in GI
maintenance 4. Department stores, Zones and SI Zones
requiring no open shopping 5. Parks and Recreation
flames, welding malls/centers and Entertainment
or use of highly commercial and class
flammable liquid) sports buildings/structures
complexes/areas
5. Institutional uses as
university complexes
6. Other
commercial/business
activities not
elsewhere classified
(n.e.c.)
Division H-1 1. Theaters and

(Recreational, auditoriums
which are 2. Concert halls and
assembly open houses
buildings with 3. Convention halls
stage and hanve 4. Little theaters, audio-
in aoccupant load visual rooms
of less than
1,000)
Table 29. General classification of use

Source: National Building Code of the Philippines
6.2.1.2 Allowable Maximum Total Gross Floor Area
The site falls under the zoning of Commercial 3 (C-3)
according to the Zoning Map of Marikina City and is categorized
as a Corner Lot Abutting 3 Streets. Following that of the
Building Code’s premises, the total gross floor area is 5 x 90%
for a corner lot abutting 3 streets, where 5 represents the Building
Height Limit (BHL) and 90% is the Allowable Maximum
Building Footprint expressed as a percentage of the Total Land
Area (TLA). The computation provided above may also be
applicable to Commercial buildings under groups B, C, E, H, and
I.
6.2.1.3 Maximum Height of Buildings
The maximum height and number of storeys of
proposed building shall be dependent upon the character
of uses or occupancy and the type of construction,
considering end-user population density, light and
ventilation, width of RROW/streets particularly of its
roadway/carriageway component, etc. and in relation to
local land use plan and zoning regulations as well as
other environmental consideration.
The Building Height Limit (BHL) is the
maximum height to be allowed for buildings/structures

based on their proposed use or occupancy and is
generally measured from the established grade line to the
topmost portion of the proposed building/structure.
For commercial buildings categorized as
Commercial 3 (C-3), the number of allowable
storeys/floors above established grade is 16-60,
corresponding to 48.00-180.00 meters above highest
grade.
6.2.1.4 Parking Slot, Parking Area, and
Loading/Unloading Area
The parking slot, parking area and loading/unloading
space requirements are generally the minimum off-street cum
on-site requirements for specific uses/occupancies for
buildings/structures, to be located outside the road right of way
(RROW).
The size of an average automobile (car) parking slot must
be computed at 2.50 meters by 5.00 meters for perpendicular or
diagonal parking and at 2.15 meters by 6.00 meters for parallel
parking. A standard truck or bus parking/loading slot must be
computed at a minimum of 3.60 meters by 12.00 meters. An
articulated truck must be computed a minimum of 3.00 meters
by 18.00 meters which should be sufficient to accommodate a
12.00 meter container van or bulk carrier and a long /hooded
prime mover. A jeepney or shuttle parking/loading/unloading
slot must be computed at a minimum of 3.00 meters by 9.00

meters. The parking slots shall be drawn to scale and the total
number of which shall be indicated on the plans and specified
whether or not the parking accommodations are attendant-
managed.
The table below tabulates the required parking spaces
and loading/unloading areas in accordance to building
occupancy related to the proposed project.
Specific Uses or References Uses or Minimum Required

of Occupancy Character of Occupancies or Parking Slot, Parking Area
Type of and Loading Space
Buildings/Structures Requirements
Division C-2 Private elementary One (1) car slot for every
,secondary, vocational and (5) classrooms; one (1) off-
trade school RROW (or off-street)
passenger loading space that
can accommodate two (2)
queued jeepney/shuttle
slots; and one (1) school bus
slot for every one hundred
(100) students
Devision E-2 Units located in office, Units with a gross floor area
commercial or mixed-use of from 41.00 to 70.00 sq.
condominium, buildings/ meters, provide one (1)
structures regardless of parking slot for each unit
number of storeys Unit with a gross floor area
of more than 70.00 sq.
meters, provide one (1)
parking slot for every 70.00
sq. meters and for a fraction
thereof
Division H-1 Public recreational assembly One (1) car slot and one (1)
buildings such as jeepney/shuttle slot for
theaters/cinemas, auditoria, every 50.00 sq. meters of
etc. spectator area; and one (1)
bus parking slot for every
two hundred (200)
spectators
Table 31. Parking lot requirements
In computing parking slots, a fraction of 50% and above
shall be considered as one (1) parking slot to be provided.
In addition to on-site cum off-RROW parking
provision0s, Off-site cum Off-Street parking facilities may be
allowed and considered part of a project provided that such
facilities specifically consist of reserved or leased parking slots
within a permanent parking building/structure and not in a
vacant parking structure/space for a commercial development
and provided that such parking slots are located no more than
200.00 meters away from an office or commercial building
project.
For R-2, R-3, GI, C, C-2, and C-3 uses or occupancies,
front yards abutting RROW are not to be used for long-term off-
street parking. Due to the public nature of these uses, the front
yard shall be used exclusively for driveways, off-RROW loading
spaces, short-term off-RROW parking and landscaping
treatment. Temporary or short-term off-street parking,
particularly on driveways, shall preferably be only for visitors to
these buildings/structures.
6.2.1.5 Floor Area Ratio (FLAR)
The Floor Area Ratio (FLAR) of a structure is a primary
determinant of the building bulk of the proposed project. The
building bulk may be ultimately governed by the width of the
RROW and other applicable provisions for light and ventilation.

Type of Use or Type of Building/Structure FLAR Designation/Rights

Occupancy
Commercial Commercial 3 (Com-3) 9.00 up to 34.00
(at a 60-storey or 180.00 m
BHL)
Table 32. Floor area ratio
Source: National Building Code of the Phlippines
6.2.1.6 Maximum Site Occupancy
Maximum site occupancy shall be governed by use, type
of construction, and height of the building and the use, area,
nature and location of the site; and subject to the provisions of
the local zoning requirements and in accordance with the
following types of open spaces:
a. Public open spaces- streets, alleys, easements of
sea/lakeshores, rivers, creeks, esteros, railroad
tracks, parks/plazas, playgrounds, and the like.
b. Total Open Spaces within Lot (TOSL) – courts,
yards, gardens, light wells, uncovered driveways,
access roads and parking spaces consisting of two
(2) types:
i. Paved or tiled (hardscaped areas); sub-
classification of open space shall fall
under Maximum Allowable Impervious
Surface Areas (ISA) within the Total Lot
Area (TLA); and
ii. Unpaved areas within the lot are with
exposed soil and planted (softscaped),

i.e., the Unpaved Surface Areas (USA);
this sub-classification is the true open
space.
The following table illustrates the manner in determining
the Maximum Allowable Percentage of Site Occupancy (PSO),
Maximum Allowable Impervious Surface Area (ISA),
Maximum Allowable Construction Area (MACA), Minimum
Unpaved Surface Area (USA) and the Total Open Space within
Lot (TOSL) with reference to Type of Land Use Zoning per Lot.
Building/ Percentage (%) of Total Lot Area (TLA)

Structure Duly- Maximum Maximum Minimum TOSL
Use or Approved Allowable Allowable USA (ISA+USA)
Occupancy Zoning PSO ISA (Unpaved
(without (Paved Open
firewall) Open Space)
Spaces)
Commercial Commercial 3 80 15 5 20
(Com-3)
Table 33. Percentage of total lot area
Total Open Spaces within Lot (TOSL) are portions of the
Total Lot Area (TLA) not occupied by the Maximum Allowable
PSO. The TOSL may consist of either the Maximum Allowable
ISA (hardscape areas) or the USA (exposed and
planted/softscaped soil) or may be the combination of both types
of open spaces.
Abutments shall be allowed on two (2) sides only or on
one (1) side and the rear property line/boundary for any C-3 lot
type/location. There shall be no abutments on the front property
line for any C-3 lot type/location.
6.2.1.7 Sizes and Dimensions of Courts
Minimum size of courts and yards and their least dimensions
shall be governed by the use, type of construction, and height of
the building as provided hereunder, provided that the minimum
horizontal dimension of said courts and yards shall be not less
than 2.00 meters. All inner courts shall be connected to a street
or yard, either by a passageway with a minimum width of 1.20
meters or by a door through a room or rooms.
The required open space shall be located totally or
distributed anywhere within the lot in such a manner as to
provide maximum light and ventilation into the building.
RROW width Front Side Rear

(meters) (meters) (meters) (meters)
30.00 & Above 8.00 5.00 5.00
25.00 to 29.00 6.00 3.00 3.00
20.00 to 24.00 5.00 3.00 3.00
10.00 to 19.00 5.00 2.00 2.00
Below 10.00 5.00 2.00 2.00
Table 34. Sizes and dimensions of courts
6.2.1.8 Ceiling Heights
Habitable rooms provided with artificial ventilation shall
have ceiling heights not less than 2.40 meters measured from the
floor to the ceiling; proided that for buildings of more than one
(1) storey, the minimum ceiling height of the first storey shall be
2.70 meters and that for the second storey 2.40 meters and the
succeeding stories have an unobstructed typical head-room
clearance of not less than 2.10 meters above the finished floor.
Above-stated rooms with natural ventilation shall have ceiling
heights of not less than 2.70 meters
Mezzanine floors shall have a clear ceiling height not less
than 1.80 meters above and below it.
6.2.1.9 Sizes and Dimensions of Rooms
Minimum sizes of room and their least horizontal dimensions shall
be as follows:
a. Rooms for Human Habitations – 6.00 sq. meters
with a least dimension of 2.00 meters;
b. Kitchen – 3.00 sq. meters with a least dimension
of 1.50 meters; and
c. Bath and toilet – 1.20 sq. meters with a least
dimension of 900 millimeters.
6.2.1.10 Air Space Requirements in Determining the
Size of Rooms
Minimum air space shall be provided as follows:
a. School Rooms – 3.00 cu. meters with 1.00 sq.
meter of floor area per person;
b. Workshop, Factories, and Offices – 12.00 cu.
meters of air space per person; and

c. Habitable Rooms – 14.00 cu. meters of air space
per person.
6.2.1.11 Window Openings
Rooms intended for any use, not provided with artificial
ventilation system, shall be provided with a window or windows
with a total free area of openings equal to at least 10% of the
floor area of the room provided that such opening shall not be
less than 1.00 sq. meter. However, toilet and bath rooms, laundry
rooms and similar rooms shall be provided with window or
windows with an area not less than 1/20 of the floor area of such
rooms, provided that such opening shall not be less than 240 sq.
millimeters. Such window or windows shall be open directly to
a court, yard, public street, or alley, or open watercourse.
Eaves, canopies, awnings (or media agua) over required
windows shall not be less than 750 millimeters from the side and
rear property lines.
In locating window openings, it should be borne in mind
that in cases of extreme emergencies, windows must serve as
emergency egress to vacate the premises or access for rescue
operations. Such windows shall meet the following
requirements;
a. They can be opened from the inside without the
use of any tools;

b. The minimum clear opening shall have a width
not less than 820 millimeters and a height of 1.00
meter;
c. The bottom of the opening should not be more
than 820 millimeters from the floor;
d. Where storm shutters, screens or iron grilles are
used, these shall be provided with quick opening
mechanism so that they can be readily opened
from the inside for emergency egress and shall be
so designed that when opened they will not drop
to the ground; and
e. All areas immediately outside a fire exit
window/grille must be free of obstacles and must
lead to a direct access down into the ground or
street level.
6.2.1.12 Stairs, Exits, Occupant Loads
The construction of stairs and exits shall conform to the
occupant load requirements of buildings, reviewing stands,
bleachers, and grandstands.
a. The occupant load permitted in any building or
portion thereof shall be determined by dividing
the floor area assigned to that use by the unit area
allowed per occupant as shown on Table 35 and
as determined by the Secretary.

i. When the unit area per occupant for any
particular occupancy is not provided for
in Table 35, the Building Official shall
determine the same based on the unit area
for occupancy, which it most nearly
resembles.
ii. The occupant load of any area having
fixed seats shall be determined by the
number of fixed seats installed. Aisles
serving the fixed seats in said area shall
be included in determining the occupant
load.
iii. The occupant load permitted in a building
or portion thereof may be increased above
that specified in Table 35 if the necessary
exits are provided.
iv. In determining the occupant load, all
portions of a building shall be presumed
to be occupied at the same time.
EXCEPTION: Accessory areas, which
ordinarily are only used by persons who
occupy the main areas of occupancy, shall
be provided with exits as though they
were completely occupied. However, in
computing the maximum allowable

occupant load for the floor/building, the
occupant load of the accessory area/s
shall be disregarded.
b. Exist requirements of a building or portion
thereof used for different purposes shall be
determined by the occupant load which gives the
largest number of persons. No obstruction shall
be placed in the required width of an exit except
projections permitted by the Code.
c. Any room having an occupant load of more than
fifty (50) where fixed seats are not installed, and
which is used for classroom, assembly, or similar
purpose shall have the capacity of the room
posted in a conspicuous place near the main exit
from the room.
d. Changes in Elevation. Except in Group A
Occupancies, changes in floor elevations of less
than 300 millimeters along any exit serving a
tributary occupant load of ten (10) or more shall
be by means of ramp.
Unit Area
Minimum of 2 exits other
per
Use/Occupancy than elevators where
Occupant
number of occupant is over
(sq. meters)
Classrooms 1.80 50
Conference Rooms 1.40 50
Exhibit Rooms 1.40 50
School Shops 4.60 50
Vocational Institutions 4.60 50

Stores-Retail Sales Room – Ground 2.80 50
Floor
Offices 9.30 30
Mechanical Equipment Rooms 28.00 30
Auditoriums 0.65 50
Table 35. Stairs, exits, occupant loads
6.2.1.13 Exits
a. Number of Exits. Every building or usable
portion thereof shall have at least one (1) exit. In
all occupancies, floors above the first storey
having an occupant load of more than ten (10)
shall not have less than two (2) exits. Each
mezzanine floor used for other than storage
purposes, if greater in area than 185 sq. meters or
more than 18.00 meters in any dimension, shall
have at least two (2) stairways to an adjacent
floor. Every storey or portion thereof, having an
occupant load of 500 to 999 shall have at least
three (3) exits.
b. Width. The total width of exits in meters shall not
be less than the total occupant load served divided
by one hundred sixty five (165). Such width of
exits shall be divided approximately equally
among the separate exits

c. Arrangement of Exits. If only two (2) exits are
required, they shall be placed a distance apart to
not less than one-fifth (1/5) of the perimeter of the
area served measured in a straight line between
exits. Where three (3) or more exits are required,
they shall be arranged a reasonable distance apart
so that if one becomes blocked, the others will be
available.
d. Distance to Exits. No point in a building without
a sprinkler system shall be more than 45.00
meters from an exterior exit door, a horizontal
exit, exit passageway, or an enclosed stairway,
measured along the line of travel. In a building
equipped with a complete automatic fire
extinguishing system, the distance from exits
may be increased to 60.00 meters
6.2.1.14 Doors
a. Swing. Exit door shall swing in the direction of
exit travel when serving any hazardous areas or
when serving an occupant load of fifty (50) or
more. Double acting doors shall not be used as
exits serving a tributary occupant load of more
than one hundred (100); nor shall they be used as
a part of fire assembly, nor equipped with panic
hardware.
b. Width and Height. Every required exit doorway
shall be of a size as to permit the installation of a
door not less than 900 millimeters in width and
not less than 2.00 meters in height. When
installed in exit doorways, exit doors shall be
capable of opening at least 90 degrees and shall
be so mounted that the clear width of the exitway
is not less than 700 millimeters. In computing the
required exit width the net dimension of the
exitway shall be used.
c. Door Leaf Width. No leaf of an exit door shall
exceed 1.20 meters in width.
d. Egress from Door. Every required exit door shall
give immediate access to an approved means of
egress from the building
6.2.5.1.2 Corridors and Exterior Exit Balconies.
The provisions herein shall apply to every corridor and
exterior exit balcony serving as a required exit for an
occupant load of more than ten (10).
a. Width. Every corridor or exit balcony shall not
be less than 1.10 meters in width.
b. Projections. The required width of corridors and
exterior exit balconies shall be unobstructed.
Except, that trim handrails, and doors when fully

opened shall not reduce the required width by
more than 200 millimeters. Doors in any position
shall not reduce the required width of the corridor
by more than one-half (1/2).
c. Access to Exits. When more than one (1) exit is
required, they shall be so arranged to allow going
to either direction from any point in the corridor
or exterior exit balcony to a separate exit, except
for dead ends permitted by the Code.
6.2.1.15 Stairways
Except stairs or ladders used only to access equipment, every
stairway serving any building or portion thereof shall conform to
the following requirements:
a. Width. Stairways serving an occupant load of
more than fifty (50) shall not be less than 1.10
meters. Stairways serving an occupant load of
fifty (50) or less may be 900 millimeters wide.
Private stairways serving an occupant load of less
than ten (10) may be 750 millimeters. Trim and
handrails shall not reduce the required width by
more than 100 millimeters.
b. Rise and Run. The rise of every step in a stairway
shall not exceed 200 millimeters and the run shall
not be less than 250 millimeters. The maximum
variations in the height of risers and the width of

treads in any one flight shall be 5 millimeters:
Except, in case of private stairways serving an
occupant load of less than ten (10), the rise may
be 200 millimeters and the run may be 250
millimeters, except as provided in sub-paragraph
(c) below.
c. Landings. Every landing shall have a dimension
measured in the direction of travel equal to the
width of the stairway. Such dimension need not
exceed 1.20 meters when the stairs has a straight
run. Landings when provided shall not be
reduced in width by more than 100 millimeters by
a door when fully open.
d. Distance Between Landings. There shall be not
more than 3.60 meters vertical distance between
landings.
e. Handrails. Stairways shall have handrails on
each side and every stairway required to be more
than 3.00 meters in width shall be provided with
not less than one intermediate handrail for each
3.00 meters of required width. Intermediate
handrails shall be spaced approximately equal
within the entire width of the stairway. Handrails
shall be placed not less than 800 millimeters nor
more than 900 millimeters above the nosing of

treads, and ends of handrails shall be returned or
shall terminate in newel posts or safety terminals:
Except, in the following cases: Stairways 1.10
meters or less in width and stairways serving one
(1) individual dwelling unit in Group A or B
Occupancies may have one handrail, except that
such stairway, open on one or both, sides shall
have handrails provided on the open side or sides:
or stairways having less than four (4) risers need
not have handrails.
6.2.1.16 Aisles
Every portion of every building in which are installed seats,
tables, merchandise, equipment, or similar materials shall be
provided with aisles leading to an exit.
a. Width. Every aisle shall be not less than 800
millimeters wide if serving only one side, and not
less than 1.00 meter wide if serving both sides.
Such minimum width shall be measured at the
point farthest from an exit, cross aisle, or foyer
and shall be increased by 30 millimeters for every
meter in length towards the exit, cross aisle or
foyer.
Side aisles shall not be less than 1.10 meters in
width.
b. Exit Distance. In areas occupied by seats and in
Groups H and I Occupancies without seats, the
line of travel to an exit door by an aisle shall be
not more than 45.00 meters. With standard
spacing, as specified in the Code, aisles shall be
so located that there will be not more than seven
(7) seats between the wall and an aisle and not
more than fourteen (14) seats between aisles. The
number of seats between aisles may be increased
to thirty (30) where exits doors are provided
along each side aisle of the row of seats at the rate
of one (1) pair of exit doors for every five (5)
rows of seats, provided further that the distance
between seats back to back is at least 1.00 meter.
Such exit doors shall provide a minimum clear
width of 1.70 meters.
c. Slope. The slope portion of aisles shall not exceed
a fall of 1 in 8.
6.2.1.17 Seats
a. Seat Spacing. With standard seating, the spacing
of rows of seats from back-to-back shall be not
less than 840 millimeters. With continental
seating, the spacing of rows of unoccupied seats
shall provide a clear width measured
horizontally, as follows: 450 millimeters clear for

rows of eighteen (18) seats or less; 500
millimeters clear for rows of thirty five (35) seats
or less; 525 millimeters clear for rows of forty
five (45) seats or less; and 550 millimeters clear
for rows of forty six (46) seats or more.
b. Width. The width of any seat shall be not less than
450 millimeters.
6.2.2 Fire Code (R.A. 9514)
Amended as Republic Act No. 9514, the Fire Code of the
Philippines establishes a comprehensive fire code of the Philippines to
ensure safety of the citizens by preventing and suppressing hazardous
fires. Included in this code are minimum provisions for buildings for the
safety of the users in case of an occurrence of fires, as well as introducing
materials to be used to prevent and lessen the chances of fire damages.
The code specifies regulations for the educational and business
facilities that can be integrated into the design of the project. Provisions
for occupant load vary according to the use of the buildings, as the
functions of the buildings differ. The code also specifies minimum
regulations for fire mitigation in the form of planning and hardware
devices.
As safety is one of the priorities of a building, the Fire Code
provides minimum regulations to promote the well-being of the users
within the building. It is highly important that this code be integrated

into the design of the proposed facility so as to create a sense of safety
and a functional environment conducive for the activities of the users
6.2.2.1 Division 5: Means of Egress
6.2.2.1.1 General Provisions
6.2.2.1.1.1 Occupant Load
1. The total capacity of means of egress for any
floor, balcony, tier, or other occupied space shall
be sufficient for the occupant load thereof. The
occupant load in any building or portion thereof
shall be the maximum number of persons that
may be in the space at any time, as determined
by the City/Municipal Fire Marshal having
jurisdiction, but shall not be less than the
number computed by dividing the floor area
assigned to that use by the occupant load factor
in accordance with the requirements of
Divisions 8 through 17 of this Chapter for
individual occupancies
2. Where exits serve more than one floor, only the
occupant load of each floor considered
individually need be used in computing the
capacity of the exits of that floor; Provided, that
exit capacity shall not be decreased in the
direction of exit travel. When means of egress
from the floor above and below converge at an

intermediate floor, the capacity of the means of
egress from the point of convergence shall not
be less than the sum of the two.
3. When any required egress capacity from a
balcony or mezzanine passes through the room
below, that required capacity shall be added to
the required egress capacity of the room below.
6.2.2.1.1.2 Measurement of Means of Egress
1. The width of means of egress shall be measured
by clear width starting from the narrowest point
of the egress component under consideration,
unless otherwise provided in para (2) hereof.
2. Projections of not more than one hundred
fourteen millimeters (114 mm) at a maximum
height of nine hundred sixty five millimeters
(965 mm) within the means of egress on each
side shall be permitted.
6.2.2.1.1.3 Minimum Width
The width of any means of egress shall not be less
than nine hundred fifteen millimeters (915 mm)
except when specifically provided under Division 8
to Division 17 of this Chapter.
6.2.2.1.1.4 Number of Means of Egress
1. The number of means of egress from any
balcony, mezzanine, storey, or portion thereof

shall not be less than two (2), except when
specifically permitted in Division 8 through 17
of this Chapter.
2. When the occupant load for any storey or
portion thereof is more than five hundred (500)
but not more than one thousand (1000), the
means of egress shall not be less than three (3);
in excess thereof, the means of egress shall not
be less than four (4).
3. The occupant load of each storey considered
individually shall be required to be used in
computing the number of means of egress at
each storey, provided that the required number
of means of egress is not decreased in the
direction of exit travel.
4. No doors other than hoistway door, the elevator
car door, and doors that are readily openable
from the car side without a key, tool, special
knowledge, or special effort shall be allowed at
the point of access to an elevator car.
5. Elevator lobbies shall have access to at least one
exit. Such exit access shall not require the use of
a key, a tool, special knowledge, or special
effort.
6.2.2.1.1.5 Headroom
The minimum headroom shall not be less than two
meters (2 m) nor any projection from the ceiling be
less than two meters (2 m) from the floor.
6.2.2.1.2 Doors
6.2.2.1.2.1 Width and Floor Level
1. Door openings in means of egress shall not be
less than seventy one centimeters (71 cm) in
clear width. When a pair of doors is provided,
not less than one of the doors shall provide at
least seventy one centimeters (71 cm) clear
width opening.
2. No single door in a doorway shall exceed one
hundred twenty two centimeters (122 cm) in
width.
3. The elevation of the floor surfaces on both sides
of a door shall not vary by more than one and
three-tenths centimeters (1.3 cm). The elevation
shall be maintained on both sides of the doorway
for a distance not less than the width of the
widest leaf. Thresholds at doorways shall not
exceed three-tenths centimeters (1.3 cm) in
height. Raised thresholds and floor level
changes in excess of six millimeters (6 mm)
doorways shall be beveled with a slope not
steeper than 1 in 2.
6.2.2.1.2.2 Panic Hardware
1. When a door is required to be equipped with
panic hardware by some other provisions of this
Rule, the panic hardware shall cause the door
latch to release when a force of not more than
seven kilogram force (7 kg-f) is applied to the
releasing device in the direction of exit travel.
2. Such releasing devices shall be bars or panel
extending not less than two-thirds (2/3) of the
width of the door and placed at heights suitable
for the service required, and shall not be less
than seventy six (76) nor more than one hundred
twelve centimeters(112 cm) above the floor.
3. Required panic hardware shall not be equipped
with any locking or dogging device, set screw,
or other arrangement which can be used to
prevent the release of the latch when pressure is
applied to the bar.
6.2.2.1.3 Stairs
6.2.2.1.3.1 Dimensional Criteria
Dimensional Criteria
Feature
mm in
Minimum Width See Table 37
Maximum height of risers 180 7

Minimum height of risers 100 4
Minimum tread depth 280 11
Minimum headroom 2000 80
Maximum height between landings 3660 144
Table 36. Dimensional criteria of stairs

Feature
mm in
Minimum width clear of all
obstructions, except projections not

915 36
more than 114 mm (4.5 in) at or
below handrail height on each side
Maximum height of risers 205 8
Minimum tread depth 230 9
Minimum headroom 2000 80
Maximum height between landings 3660 144
Table 37. Dimensional criteria of ramp

Minimum New Stair Width
a. Where the total occupant load of all storeys
served by the stair is fewer than 50, the
minimum width clear of all obstructions, except
projections not more than one hundred fourteen
millimeters (114 mm) at or below handrail

height on each side, shall be nine hundred
fifteen millimeters (915 mm)
b. Where stairs serve occupant loads exceeding
that permitted by para B 2(a) of this Section, the
minimum width clear of all obstructions, except
projections not more than one hundred fourteen
millimeters (114 mm) at or below handrail
height on each side.
Total Cumulative Width

Occupant Load
mm in
Assigned to the Stair
<2000 persons 1120 44
>2000 persons 1420 56
Table 38. New minimum stair width
6.2.2.1.3.2 Curved Stairs
Curved stairs shall be permitted as a component in
a means of egress, provided that the depth of tread
is not less than two hundred eighty millimeters (280
mm) at a point three hundred five millimeters (305
mm) from the narrowest end of the tread and the
smallest radius is not less than twice the stair width.
6.2.2.1.3.3 Guards and Handrails
1. Means of egress such as stairs, stair landings,
balconies, ramps and aisles located along the
edge of open-sided floor and mezzanines, shall

have guards to prevent falls over the open side.
Each new stair, stair landing, and ramp shall
have handrails on both sides.
2. Required guards and handrails shall continue for
the full length of each flight of stairs.
3. The design of guards and handrails and the
hardware for attaching handrails to guards,
balusters, or masonry walls shall be such that
there are no projecting logs on attachment
devices or non-projecting corners or members
of grilles or panels which may engage loose
clothing. Opening in guards shall be designed
to prevent loose clothing from becoming
wedged in such openings.
6.2.2.1.3.3.1 Handrail Details
1. Handrails on stairs shall be not less than
seventy six centimeters (76 cm) nor more
than eighty six and one-half centimeters
(86.5 cm) above the upper surface of the
tread, measured vertically to the top of the
rail from a point on the tread twenty five
millimeters (25 mm) back from the
leading edge, except on stairways
designed for use by children an additional

handrail may be provided lower than the
main handrail.
2. Handrails shall provide a clearance of at
least thirty eight (38) millimeters between
handrail and wall to which it is fastened.
Handrails shall be of such design and so
supported as to withstand a load of not
less than ninety one kilos (91 kg) applied
to any point, downward or horizontally.
3. Handrails shall be so designed as to
permit continuous sliding of hands on
them.
4. Every stairway required to be more than
two hundred twenty three centimeters
(223 cm) in width, shall have intermediate
handrails dividing the stairway into
portions not more than two hundred
twenty three centimeters (223 cm) in
width, except that on monumental outside
stairs, two handrails may be permitted.
6.2.2.1.3.3.2 Guard Details
1. The height of guards required by
paragraphs "H" of this Section shall be
measured vertically to the top of the guard
from a point on the tread twenty five

millimeters (25mm) back from the
leading edge or from the floor of landings
or balconies.
2. No guards shall be required for inside
stairs which reverse direction at
intermediate landings, where the
horizontal distance between successive
flights is not more than thirty and a half
centimeters (30.5cm).
3. Guards shall nor be less than one hundred
six centimeters (106cm) high. Guards
protecting changes in level one storey or
less on interior balconies and mezzanines
shall be not less than ninety one
centimeters (91cm)
4. Guards shall be so constructed that the
area in the plane of the guard from the top
of the floor, riser, or curb to the minimum
required height of guard shall be
subdivided or filled in one of the
following manners:
a. A sufficient number of
intermediate longitudinal rails so
that the clear distance between
rails measured at right angles to

the run of rail do not exceed
twenty five and a half centimeters
(25.5 cm). The button rails shall
not be more than twenty five and
a half centimeters (25.5cm) from
the top of the floor, tread or curb
measured vertically.
b. Vertical balusters spaced not more
than fifteen and one-fourth
centimeters (15.25 cm) apart.
6.2.2.1.4 Ramps
6.2.2.1.4.1 Dimensional Criteria
The following dimensional criteria shall apply to
ramps:
Feature
mm in
Minimum width clear of all
obstructions, except projections not
1120 44
more than 4½ in. (114 mm) at or
below handrail height on each side
Minimum slope 1 in 12
Maximum cross slope 1 in 48
Maximum rise for a single ramp run 760 30
Table 39. Dimensional criteria of ramp
6.2.2.2 Division 8: Places of Assembly
6.2.2.2.1 Occupant Load
A. The occupant load permitted in any assembly building,
structure, or portion thereof shall be determined by
dividing the net floor area or space assigned to that use
by the square meter per occupant as follows:
1. As assembly area of concentrated use without
fixed seats such as an auditorium, place of
worship, dance floor, and lodge room: sixty-
five hundredths (0.65) square meter per
person.
2. An assembly area of less concentrated use such
as conference room, dining room, drinking
establishment, exhibit room, gymnasium, or
lounge: one and four-tenths (1.4) square meters
per person.
3. Standing room or waiting space: twenty-eight
hundredths (0.28) square meter per person.
4. The occupant load of an area having fixed seats
shall be determined by the number of fixed
seats installed. Required aisle space serving the
fixed seats shall not be used to increase the
occupant load.
5. In theaters and similar places of assembly
where person are admitted to the building at

times when seats are not available for them and
are allowed to wait in a lobby or similar space
until seats are available, such use of lobby or
similar spaces shall not encroach upon the
required clear width of exits. Such waiting
spaces shall be restricted to areas other than the
required means of egress. Exits shall be
provided for such waiting spaces on the basis
of one person for each one-fourth (0.25) square
meters of waiting space area. Such exits shall
be in addition to the exits specified for the main
auditorium area and shall conform in
construction and arrangement to the general
rules for exits given in this division.
6. In areas not in excess of nine hundred thirty
square meters (930 m2), the occupant load
shall not exceed one person in forty-six tenths
square meters (0.46 m2); in areas in excess of
nine hundred thirty square meters (930 m2),
the occupant load shall not exceed one person
in sixty-five tenths square meters (0.65 m2).
6.2.2.2.2 Minimum Corridor Width
The width of any exit access corridor serving 50 or more
persons shall not be less than one hundred twelve
centimeters (112 cm).

6.2.2.2.3 Travel Distance to Exits
Exits shall be so arranged that the total length of travel
from any point to reach an exit will not exceed forty six
(46) meters in any place of assembly for spaces not
protected by approved, supervised sprinkler system and
sixty one (61) meters in areas so protected.
6.2.2.2.4 Seating, Aisles and Railings
6.2.2.2.4.1 Seating
1. The spacing of rows of seats from back to back
shall be not less than eighty three centimeters
(83 cm), nor less than sixty eight centimeters (68
cm) plus the sum of the thickness of the back
and inclination of the back. There shall be a
space of not less than thirty centimeters (30 cm)
from the back of one seat and the front of the
seat immediately behind it as measured between
plumb lines.
2. Rows of seats between aisles shall have not
more than fourteen (14) seats.
3. Rows of seats opening onto an aisle at one side
only shall have not more than seven (7) seats.
4. Seats without dividing arms shall have their
capacity determined by allowing sixty
centimeters (60 cm) per person.
6.2.2.2.4.2 Aisles
Every portion of any assembly building which
contains seats, tables, displays, equipment, or other
materials shall be provided with aisles leading to
exit as follows:
1. When serving more than sixty (60) seats; every
aisle shall be not less than nine hundred fifteen
millimeters (915 mm) when serving seats on one
side only and not less than one hundred twenty-
two centimeters (122 cm) when serving seats on
both sides. Such minimum width shall be
measured at the point farthest from an exit, cross
aisles, or foyer and shall be increased in width
by two and a half centimeters (2.5 cm) for each
meter in length toward the exit, cross aisles, or
foyer.
2. When serving sixty (60) seats or less, aisles shall
be not less than seventy six centimeters (76 cm)
wide.
3. Aisles shall terminate in a cross aisle, foyer, or
exit. The width of such cross aisle, foyer, or exit
shall be not less than the sum of the required
width of the widest aisle plus fifty (50%) percent
of the total required width of the remaining
aisles which it serves.

4. No dead-end aisle shall be greater than six and
one-tenth meters (6.1 m) in length. In arena or
thrust stage theaters, dead-end aisles at the stage
shall not exceed five rows beyond a cross aisle.
5. The length of travel to an exit door by any aisle
shall be not greater than forty six meters (46 m).
6. Steps shall not be placed in aisles to overcome
differences in level unless the gradient exceeds
twelve and a half (12.5%) percent. Steps in
aisles shall conform to the requirement for stairs
as to rise end tread.
7. The gradient of sloping aisles shall not exceed
twelve and a half (12.5%) percent.
6.2.2.3 Division 9: Educational Ocupancies
6.2.2.3.1 Occupancy and Occupant Load
1. The occupant load of educational buildings or
any individual storey or section thereof for the
purpose of determining exits shall not be less
than one person for each one and nine -tenths
square meters (1.9 m2) of net classroom area or
four and six-tenths (4.6) square meters of net
area of shops, laboratories, and similar
vocational rooms. In dry nurseries where

sleeping facilities are provided, the occupant
load shall be not less than one person for each
three and three tenths square meters (3.3 m2).
2. The occupant load of an area having fixed seats
shall be determined by the number of fixed seats
installed. Required aisle space serving the fixed
seats shall not be used to increase the occupant
load.
6.2.2.3.2 Exit Details
6.2.2.3.2.1 Minimum Number of Exits
1. Every room or space with a capacity of fifty (50)
or more persons or over ninety three square
meters (93 m2) in area shall have at least two (2)
doorways as remote from each other as
practicable. Such doorways shall provide access
to separate exits, but, where egress is through
corridors, shall open upon a common corridor
leading to separate exits in opposite directions.
2. Not less than two separate exits shall be
provided on every storey and accessible from
every part of every storey and mezzanine.
6.2.2.3.2.2 Travel Distance to Exits
Travel distance to an exit from any point in a
building without an approved, supervised automatic
sprinkler system shall not exceed forty six meters

(46 m), and shall not exceed sixty one meters (61 m)
in any building protected throughout by an
approved, supervised automatic sprinkler system.
6.2.2.3.2.3 Access to Exits
1. Any corridor shall be not less than one and
eighty-three tenths meters (1.83 m) wide in the
clear.
2. Drinking fountains or other equipment, fixed or
movable shall not be so placed as to obstruct the
required minimum 1.83 meters corridor width.
6.2.2.3.2.4 Exterior Corridors or Balconies
1. Where exterior corridors or balconies are
provided as means of exit, they shall open to the
outside air except for railings or balustrades
with stairs or level exits to grade not over
seventy six and one-fourth meters (76.25 m)
apart, so located that an exit will be available in
either direction from the door to any individual
room or space, with dead ends not to exceed six
meters (6 m). If balconies are enclosed by glass
or in any other manner, they shall be treated as
interior corridors.
2. The floors of balconies (exterior corridors) and
stairs shall be solid, without openings, and shall
comply with requirements for outside stairs as

regards balustrades or railings, width and pitch
of stairs, and other details, but are not required
to be shielded from fire within the building by
blank walls, wired glass windows or the like
where the stairs are located on the side of
balcony or corridor away from the building and
are separated from the building by the full width
of the balcony orcorridor.
6.2.2.3.2.5 Exit Arrangement
1. Exits shall be so arranged that at least two (2)
separate exits will be available from every floor
area. Exits shall be as remote from each other as
practicable, so arranged that there will be no
pockets or dead ends in which occupants may be
trapped, and in no case shall any dead-end
corridor extend more than six meters (6 m)
beyond the stairway or other means of exit
therefrom.
2. Every classroom or room used for educational
purposes or student occupancy below the floor
of exit discharge shall have access to at least one
(1) exit which leads directly to the exterior at
level of discharge without entering the floor
above.
6.2.2.4 Division 14: Business Occupancies
6.2.2.4.1 General Requirements
1. For purposes of determining required exits, the
occupant load of business purposes shall be no
less than one (1) person per nine and three tenths
square meters (9.3 m2) of gross floor area.
2. In the case of mezzanine or balcony open to the
floor below of other unprotected vertical
openings between floors, the occupant load of
the mezzanine or other subsidiary floor level
shall be added to that of the street floor for the
purpose of determining required exits.
However, in no case shall the total number of
exit units be less than would be required if all
vertical openings were enclosed.
6.2.2.4.2 Exit Details
6.2.2.4.2.1 Capacity of Means of Egress
1. The clear width of any corridor or passageway
serving an occupant load of fifty (50) or more
shall be not less than 1.12 meters.
a. It is not the intent that this provision
apply to non-corridor or non-
passageway areas of exit access, such as
the spaces between rows of desks

created by office layout or low-height
partitions.
6.2.2.4.2.2 Number of Exits
1. Not less than two (2) separate exits shall be
provided on every storey.
2. A single exit shall be permitted for a room or
area with a total occupant load of fewer than 100
persons, provided that the following criteria are
met:
a. The exit shall discharge directly to the
outside at the level of exit discharge for
the building.
b. The total distance of travel from any
point, including travel within the exit,
shall not exceed 30 meters.
c. The total distance of travel specified in
para (3) (b) above shall be on the same
floor level or, if traversing of stairs is
necessary, such stairs shall not exceed
four thousand five hundred seventy
millimeters (4570) mm in height and the
stairs shall be provided with complete
enclosures to separate them from any
other part of the building, with no door
openings therein.
3. Any business occupancy not exceeding three (3)
storeys, and not exceeding an occupant load of
30 people per floor, shall be permitted a single
separate exit to each floor, provided that the
following criteria are met:
a. This arrangement shall be permitted
only where the total travel distance to the
outside of the building does not exceed
thirty meters (30 m).
4. A single means of egress shall be permitted from
a mezzanine within a business occupancy,
provided that the common path of travel does
not exceed twenty three meters (23 m), or thirty
meters (30 m) if protected throughout by an
approved, supervised automatic sprinkler
system in accordance with NFPA 13, Standard
for the Installation of Sprinkler Systems.
6.2.2.4.2.3 Travel Distance to Exits
1. In buildings protected throughout by an
approved, supervised sprinkler system in
accordance with NFPA 13, Standard for the
Installation of Sprinkler Systems, the travel
distance shall not exceed sixty one meters (61
m).
2. In buildings other than those complying with
para (1) above, the travel distance, measured in
accordance with Section 10.2.5.2 of this IRR,
shall not exceed forty-six meters (46 m).
6.2.2.4.3 Combined Business and Mercantile
Occupancy
In any building occupied for both business and
mercantile purposes, the entire building shall have exits
in accordance with Division 14 of this Chapter.
Exception: If mercantile occupancy sections are
effectively segregated from business section, exit
facilities may be treated separately
6.2.3 Occupational Safety and Health Standards
6.2.3.1 Rule 1060: Premises of Establishments
6.2.3.1.1 1060.01: General Provisions
(1) Building premises shall have adequate fire, emergency
or danger sign and safety instruction of standard colors
and sizes visible at all times, in accordance with
“Standard colors of signs for safety instruction and
warning in building premises”.
(2) Other visible signs that may be needed to direct the
driver of motorized vehicle such as STOP, YIELD,
and DO NOT ENTER, properly positioned within the

compound of the establishment shall be used to
increase safety especially during the night.
(3) Handicapped employees should be restricted only to
designated workplaces. As far as practicable and
feasible they should be provided with facilities for safe
and convenient movement with the establishments.
(4) Good housekeeping shall be maintained at all times
through cleanliness of building, yards, machines,
equipment, regular waste disposal, and orderly
arrangement of processes, operations, storage and
filing of materials.
(5) Personal Facilities: Adequate comfort rooms and
lavatories separate for male and female workers;
Adequate dressing rooms for female workers and
locker rooms for male workers shall be provided, in
accordance with article 132, Chapter 1, Title 111 Book
111 of the Labor Code of the Philippines. The number
of comfort facilities for a given number of workers
shall conform with the requirement of the Department
of Health.
6.2.3.2 1062: Space Requirements
(1) Workrooms shall be at least 2.7 meters (8 ft. 10 in.) in
height from the floor to the ceiling. Where the rooms are air-
conditioned and the process allows free movement, existing
heights of not less than 2.4 meters (7ft. 10in) may be allowed.
(2) The maximum number of persons employed in a
workroom area shall not exceed one person per 11.5 cubic
meters. In calculating the area, no deduction shall be made for
benches or other furniture, machinery or materials but heights
exceeding 3 meters shall not be included.
(3) Adequate spaces shall be provided between machinery or
equipment to allow normal operation, maintenance or repair
and free flow of materials under process or in finished form.
Passageways between machinery or equipment shall not be
less than 60cm.
6.2.3.3 1063: Walkway Surface
6.2.3.3.1 Stumbling Hazards
(1)The parts of floors over which any person is liable
to walk shall be sufficiently even to afford safe
walking and safe trucking of materials
(2)Such parts of floors shall be free from holes and
splinters, improperly fitted gutters or conduits,
protruding nails and bolts, projecting valves or pipes,
or other projections or obstructions which create
stumbling hazards.
6.2.3.3.2 Slipping Hazards
(1) Floors, stair-treads and landings shall not be
slippery under any condition, or made of any material
which will become slippery through wear.

(2) Stairways, ramps, elevator platforms and similar
places where slipping may be especially hazardous
shall be provided with non-slip walkway surface.
6.2.3.4 1064: Floor and Wall Opening
6.2.3.4.1 Ladderway Opening
Ladderway floor openings shall be guarded on all
exposed sides, except at the entrance to the opening,
by permanent railings and toeboards. The passage
through the railings shall be provided with a barrier
or gate so arranged that a person cannot walk directly
through the opening.
6.2.3.4.2 Stairway Openings
(1) Stairway floor opening shall be guarded on all
exposed sides by permanent railings and toeboards,
except the entrance to the stairway.
(2) For infrequently used stairways where traffic
across the openings prevents the use of permanent
railings, the guards shall consist of flush-hinged
covers of adequate strength equipped with railings
attached thereto so as to leave only one side exposed
when the covers are open. When the openings are not
in use, the covers shall be closed or the exposed sides
guarded.
(3) Hatchway, chute, pit and trap door openings shall
be guarded by:
a. Removable railings with toeboards on not more
than two sides and permanent railings with toeboards
on all other exposed sides, or
b. Flush-hinged covers as prescribed for stairway
floor openings.
6.2.3.4.3 Manholes and Other Openings
(1) Manhole floor openings shall be guarded by
manhole covers of adequate strength, which need not
be hinged.
(2) Other floor openings into which persons can
accidentally walk shall be guarded either by
permanent railings and toeboards on all exposed
sides or by hinged-floor opening covers of adequate
strength.
(3) When covers for type (1) or (2) above are not in
place, the opening shall be constantly attended to by
someone or protected by portable enclosing railings.
(4) Floor openings into which persons cannot
accidentally walk on account of fixed machinery,
equipment or wall, shall be guarded by covers having
no openings more than 2.5 cm. (1in.) in width
securely held in place.
(5) All wall openings less than I meter (3.3 ft.) from
the floor, having a height of at least 75- cm (30 in.)
and a width of at least 45 cm. (18 in.) from which

there is a drop of more than two (2) meters (6.6 ft.)
shall be solidly enclosed or guarded by barriers
capable of withstanding a load of at least 100 kgs.
(220 lbs.) applied in any direction at any point of the
top rail or corresponding members except vertically
upward.
(6) All other wall openings, irrespective of their
width shall, if their lower edge is either 8 cm. (3.2
in.) or less above floor level on the rear side and 2
meters (6.6 ft.) or more above ground or floor level
on the far side, be guarded by:
a. A toeboard across the bottom of the opening, or
b. An enclosing screen either solid or of grills or slat
work with openings not more than 2.5 cm. (1 in.) in
width capable of withstanding a load of at least 50
kgs. (100 lbs.) applied horizontally at any point.
6.2.3.4.4 Construction of Railings
(1) All railings shall be permanently constructed of
wood, pipe, structural metal or other material of
sufficient strength.
(2) Standard railings shall be at least 1 meter (3.3
ft.) from the floor level to the upper surface of the top
rail.
(3) Standard railings shall have posts not more than
2 meters (6.6 ft.) apart and an intermediate rail
halfway between the top rail and the floor.
(4) The dimensions of railings and posts anchorage
and framing of members shall be such that the
completed structure shall be capable of withstanding
a load of at least 100 kgs. (220 lbs.) applied from any
direction to any point of the top rail.
(5) Railings of the following types of construction
shall be deemed to satisfy tests requirements.
a. for wood railings - top rails and posts of at least
5 cm. x I 0 cm. (2 in. x 4 in.) stock and intermediate
rails of at least 5 cm. x 5 cm. (2 in. x 2 in.) or by 2
cm. x 10 cm. (1 in. x 4 in.) stock, all such railings
shall be smooth and free from large or loose knots,
protruding nails or bolts, splinters, fins, slivers, or
cracks.
b. for pipe railings - top rails and posts of metal
pipes of at least 30 mm. (1 in.) diameter.
c. for structural metal railings - top rails and posts
of angle iron of at least 38 mm. x 38 mm. x 5 mm.
(1.5 in. x 1.5 in. x 0.2 in.) and intermediate rails of
angle iron of at least 32 mm. x 32 mm. x 3 mm. (13
in. x 1.3 in. x 0.1 2 in.).

(6) Railings shall be of sound materials free from
defects and all sharp corners rounded and smoothed.
6.2.3.4.5 Construction of Toeboards
(1) Toeboards shall be at least 15 cm. (6 in.) in height
(2) Toeboards may be made of wood, iron, steel or
other equivalent material.
(3) Toeboards shall be securely fastened in place,
with not more than 6 mm. (0.3 in.) clearance above the
floor level.
6.2.3.5 1065: Stairs
6.2.3.5.1 Strength
All stairs, platform, and landings shall be of
sufficient strength to sustain safely a liveload of not
less than 490 kg/m2 (100 lbs/ft2) with a factor of
safety of four (4).
6.2.3.5.2 Width
Stairs, except service stairs, i.e., stairs giving
access to oiling platforms, shall not be less than 1.10
meters (3 ft. 7 in.) in width, clear of all obstructions,
except handrails, and shall in no case be less than 90
cm. (35 in.) without the handrails.

6.2.3.5.3 Pitch
(1) Except for service stairs, the pitch of stairways
be between 300 to 380 from the horizontal but shall
not be less than 200 or more than 450.
(2) Where the pitch is less than 200, a ramp shall be
installed, and where it is more than 450, fixed ladder
shall be provided.
6.2.3.5.4 Height
No stairway shall have a height of more than 3.6
meters (12 ft) between landings.
6.2.3.5.5 Headroom
Headroom shall be provided at all points in the
stair well. ‘The vertical clearance shall not be less than
2.0 meters (6 ft. 7 in.) from the top of the tread in line
with the face of the riser.
6.2.3.5.6 Treads and Risers
(1) Except for the service stairs, treads shall not be
less than 25cm. (9in.) in width exclusive of nosing
and projections, and the riser shall not be more than
20 cm. (8 in.) and not less than that provided in
1065.03
(2) There shall be no variation in the width of the
treads and the height of the risers in any flight. The

top and bottom of any flight of stairs shall be clearly
distinguished.
6.2.3.5.7 Railings
(1) All stairs having four or more risers shall be
equipped with stair railings on any open side.
(2) Enclosed stairways less than 1.1 2 meters (3 ft. -
8 in.) width shall be equipped with at least one handrail
preferably on the right side descending.
(3) Stairways 1.12 meters (3 ft. - 8 in.) more in width
shall be equipped with one stair railing on each open
side and one handrail on each enclosed side.
(4) Stairs railings shall be constructed in a permanent
and sufficient manner of wood, pipe pipe, structural
metal or other materials of adequate strength.
(5) The height of the stair railings from the upper
surface of the top rail to the surface of the tread in line
with the face of the riser at the forward edge of the
tread shall not be more than 90 cm. (35 in.) or less than
80 cm (31 in.).
(6) Handrails shall be continuous throughout a flight
of stairs and at landings without obstruction other than
those intended to prevent persons from sliding.
(7) If made of wood, handrails shall be at least 5 cm.
x 5 cm. (2 in. x 2 in.) in cross section, and if of metal

pipe, at least 2.54 cm. (1 in.) and not more than 6.75
cm. (2 1/2 in.) in diameter.
(8) Handrails is mounted directly on walls or
partitions shall be fixed by means of brackets attached
to the lower side of the rail so as not to interfere with
the smoothness of the top and side surface of the rails.
(9) Brackets shall be spaced not more than 2 meters
(6 ft. - 6 in.) apart and shall be of sufficient length to
provide a clearance of at least 4 cm. (1.5 in.) between
the rails and the wall or any obstruction on the wall.
(10) The completed structure shall be capable of
withstanding a load of at least 100 kgs. (220 lbs.)
applied in any direction at any point of the trail.
(11) The clear width of service stairs, such as stairs in
engine and boiler rooms or of stairs leading to service
platforms around machinery, shall be at least 56 cm.
(22 in.).
(12) The pitch of service stairs shall not be more than
600 and the width of the treads shall not be less than
15 cm. (6 in.).
(13) Ramps used by persons for ascent or descent form
one level to another shall be limited to a rise of not
more than I in 10 and shall conform to all construction
requirements applying to stairways.

(14) Ramps subjected to heavy stresses from trucking
or handling materials shall be provided with additional
strength by the use of heavier stock, closer spacing of
posts bracing or otherwise designed with a factor of
safety of four (4).
6.2.3.6 1066: Window Openings
Window openings at stair landings, where the
opening is more than 30 cm. (1 2 in.) in width and the
sill is less than 1 m. 90 cm. (6 ft.) above the landing,
shall be guarded securely by bars, slats, or grills to
prevent persons from falling through.
6.2.3.7 1067: Fixed Ladders
(1) All metal parts of fittings of ladders shall be
made of steel, wrought iron, malleable cast iron or
other materials of equivalent strength.
(2) Fixed ladders shall be installed in the following
manner.
a. the perpendicular distance from the center line
of the rungs to the nearest fixed object on the
climbing side of the ladder is at least 90 cm. (35 in.)
for a pitch of 750 and 75 cm. (30 in.) for a pitch of
900.
b. The distance from the back of the rungs to the
nearest fixed object is at least 15 cm. (6 in.)

c. Except in the case of ladders equipped with
cages, baskets, or equivalent guards, a clearance of
20 cm. (8 in.) from either side of the ladder to a fixed
object shall be provided.
d. No fixed ladders be installed with a pitch over
900.
(3) Fixed ladders used to ascend heights exceeding
9 meters (30 ft.).
a. Shall be provided with landing platform for each
6 meters (20 ft.) or fraction thereof;
b. The sections of the ladder shall be staggered;
and
c. If (a) or (b) is not practical, ladders equipped
with cages, baskets, or equivalent guards shall be
provided.
6.2.3.8 1068: Overhead Walks, Runways and
Platforms
(1) Walks, runways, working platforms or open
sided floors 2 m. (6.6 ft.) or more above the floor or
ground level, except platforms used for motor or
similar equipment, which do not afford standing
space for persons, shall be guarded on all open sides
by standard railings and toeboards.
(2) Runways used for filling tank cars or for oiling
purposes may have the railing on one side omitted if

necessary but the hazards of falling shall be reduced
by the use of runways not less than 56 cm. (22 in.) in
width.
(3) All runways of platforms constructed over
conveyors or machinery shall be guarded on all open
sides by standards railings and toeboards.
6.2.3.9 1069: Yards
6.2.3.9.1 Surface
(1) Plant yards shall be properly drained and graded
to facilitate safe access to buildings and safe handling
of materials and equipment.
(2) Properly covered or enclosed drain pools and
catch basins shall be provided where necessary.
(3) Ditches, pits, and other hazardous openings shall
be provided with adequate covers, enclosed or
surrounded by sufficient guards.
(4) Walkways, roadways, and railroad tracks shall be
carefully laid out in a manner to avoid dangerous
grade crossings.
6.2.3.9.2 Walkways
(1) Safe walkways shall be constructed along the
shortest line between important points.
(2) Walkways shall not be located under the eaves of
buildings where they may become slippery.

(3) Where it is necessary for pedestrians to cross
railroad tracks or vehicular roadways, bridges or
underpasses shall be provided, and the track or
roadway should be fenced to prevent direct crossing
at such points.
(4) Walking along railroad tracks by unauthorized
persons shall not be allowed.
(5) Railings shall be installed along walkways, on
bridges on steep slopes, at slippery places and at
places where pedestrians are liable to injury by
passing vehicles.
6.2.3.9.3 Roadways
(1) Roadways for automobiles, tractors, or other
vehicles shall be soundly constructed with good
wearing surfaces.
(2) Roadways shall be of adequate width, and where
used by, two-way traffic shall be at least twice the
width of the widest vehicle normally used plus 1.25
m. (4 ft.). Sufficient clearance from overhead
structures shall be provided.
(3) Where the installations of grade or level crossing
cannot be avoided such crossing shall be protected.
(4) Adequate railings or walls shall be provided
along bridges, slopes and sharp curves.
6.2.3.9.4 Gates
(1) Where the premises are surrounded by fencing,
separate entrance and exit gates shall be provided for
pedestrian, vehicular and railroad traffic.
(2) Gates for pedestrian traffic shall be located at a
safe distance from those for vehicular and railroad
traffic, shall be of sufficient width to permit the free
passage of employees during rush hours, and, if
possible, shall be so located not to cross vehicular or
railroad traffic.
6.2.3.9.5 Parking of Vehicles
Regulations covering the use of driveways for entry
and exit, speed limits, space allotments and methods
of parking shall be provided and strictly enforce
where parking space is provided for automobiles of
the employee.
6.2.3.10 Illumination
6.2.3.10.1 General Provisions
All places where persons work or pass or may have
to work or pass in emergencies, shall be provided
during time of use with adequate natural lighting or
artificial lighting or both, suitable for the operation
and the special type of work performed.

6.2.3.10.2 Natural Lighting
(1) Skylights and windows should be located and
spaced so that daylight conditions are fairly uniform
over the working area.
(2) Where necessary, skylights and windows should
be provided with means to avoid glare.
(3) A regular system of cleaning skylights and
windows should be established to ensure that they are
kept clean at all times.
6.2.3.10.3 Artificial Lighting Quality
(1) Artificial lighting shall be provided when
daylight fails or for area where the daylight
illumination is insufficient.
(2) The general lighting should be of uniform level,
widely distributed to avoid harsh shadows or strong
contrast and free from direct or reflected glare.
(3) Where intense local lighting is necessary, a
combination of general and supplementary lighting
at the point of work may be provided.
(4) Supplementary lighting shall be specially
designed for the particular visual task and arranged
or provided with shading or diffusing devices to
prevent glare.
6.2.3.11 1076: General Ventilation
6.2.4.11.1 Atmospheric Conditions
Suitable atmospheric conditions shall be maintained in
workrooms by natural or artificial means to avoid
insufficient air supply, stagnant or vitiated air, harmful
drafts, excessive heat or cold, sudden variations in
temperature, and where practicable, excessive humidity or
dryness and objectionable odors.
6.2.4.11.2 Air Supply
(1) Clean fresh air shall be supplied to enclosed workplaces
at an average rate of not less than 20 to 40 cubic meters
(700 to 1400 cu. ft.) an hour per worker, or at such a rate
as to effect a complete change of air a number of times
per hour varying from four (4) for sedentary workers to
eight (8) for active workers.
(2) Where an adequate supply of fresh air cannot be
obtained by natural ventilation or where it is difficult to
get the desired amount of air at the center of the
workrooms without creating uncomfortable drafts near
the inlets, mechanical ventilation shall be provided.
6.2.4.11.3 Cleanliness
(1) Dusts, gases, vapors, or mists generated and released in
work processes shall be removed at the points of origin
and not permitted to permeate the atmosphere of the
workrooms.
(2) Internal combustion engines fuelled by gasoline, diesel
or liquefied petroleum gas (LPG). Installed in
workrooms shall be located such that exhaust gases are
prevented from permeating the atmosphere of the
workrooms.
6.2.4.11.4 Air Movement
The air movement in enclosed workplaces shall be
arranged such that the workers are not subjected to
objectionable drafts. The air velocity shall not exceed 15
meters (50 ft.) per minute during the rainy season and 45
meters (150 ft.) per minute during the summer season.
6.2.4.11.5 Temperature and Humidity
(1) A temperature suitable for the type of work performed
shall be maintained in enclosed workplaces and such
temperature shall be increased or decreased and the
degree of humidity varied in accordance with the kind
of work.
(2) All employees shall be protected either by insulation of
the equipment or by other suitable means against
radiation and excessive temperature due to steam and
hot water pipes or other heated machinery or equipment.
(3) In workplaces involving exposure of workers to unduly
high or low temperatures, passage rooms shall be

provided so that the workers can gradually adjust
themselves to the prevailing temperature
6.2.4 Time Saver Standards for Building Types
6.2.4.1 Educational Facilities
6.2.4.1.1 Safety and Security
Building organization can have a significant
impact on building security and operations. One of
the most important aspects might involve how a
student or the community at large enters the building.
Almost all office buildings have some kind of desk
where a visitor is greeted. Schools almost never have
one. Lobby design may need to look more like the
entry to a library complete with check in and check
out desk. Other passive concepts that can help
promote a safe learning environment include:
 Planning that avoids blind spots,
unnecessary corners
 Locating actively programmed elements
around the periphery of the school building so that
there is “natural surveillance” from within the school
to outdoor areas
 Minimizing windowless, blank walls

 Planning spatial relationships in a manner
that there are natural transitions from one location to
another
Active security concepts should ideally be used
only when passive measures are not sufficient.
Hardware can play an important role in reducing the
risk of security problems. Most commonly used
active security concepts are in the form of cameras
and auto connecting systems that alert police and fire
authorities.
6.2.4.1.2 Site Design
The farsighted school board will project its
needs well into the future and select and acquire sites
while land is still available and cheap. Such prudent
long-range planning is facilitated by consultation
with local county or regional planning agencies that
possess knowledge and appreciation of the long-term
system needs and growth patterns on community
development. The following is a list of basic items
for use in the selection of a school site:
 Present and future environment:
Economic, social, and housing makeup of
community
 Integration with community planning:
Potential housing expansion relative to size, need,
and location. Zoning requirements, limitations or
restrictions.
 Role in comprehensive school building
plan: Relationship to schools in the same district
 Site characteristic: Site location, water
table, flood plan, percent usability for parking, roads,
services
 Utility services: availability and cost of
utilities such as electrical services, sanitary service
6.2.4.1.3 Space Allocation
Studies should inc/orporate all the elements
and spaces required by the total developed program.
In addition, any limitations, which may be caused by
specific site conditions, should be noted.
6.2.4.1.4 Circulation
Circulation patterns are continuous from the
points of access at property lines to and through the
buildings and must be designed as integrated
systems. Safety is important, particularly for lower
age groups. For safe and efficient movement,
separate each different type of circulation. Eliminate

or minimize cross traffic between pedestrian and
vehicles. Separate drop-off facilities for buses and
automobiles. Service vehicles should be excluded
from these drop-off areas; if this is not possible, use
of service areas should be permitted only at times
when pedestrians are not present.
 Vehicular/Automobile: Differentiate and
provide for the three types of automobile traffic
normally found on a school site: faculty, student, and
visitor or parent.
 Vehicular/Service: Service-vehicle
access and loading and unloading areas should
permit as short and direct an approach as possible
with adequate maneuvering space. Service areas and
access should be separate from other circulation
systems.
6.2.5 Code on Sanitation of the Philippines (P.D. 856)
6.2.5.1 Structural Requirements
6.2.5.1.1 Classroom and Other Rooms of the
School
6.2.5.1.1.1 The size of the classroom and
other rooms of the school is
influenced by lighting,
ventilation and arrangement of
seats.
a. The minimum dimension of the
room shall be 7 meters by 9
meters to accommodate a
maximum of 50 students or
pupils. Windows along the longer
side is preferred.
b. If one wall contains the windows,
the width of the room
perpendicular to this wall shall
not be more than twice the height
of the windows from the floor.
c. If windows are in parallel walls,
the width of the room between
these walls shall not exceed 4
times the window height.

d. The height of the walls of the
room shall not be less than 3
meters for non-air conditioned
rooms.
i. Mezzanine floors used for
offices, toilets and
storerooms may be lower
but not lower than 2.50
meters in height.
ii. In the computation of the
room volume, any height in
excess of 4 meters shall not
be considered.
e. Rest Room/Faculty Room
Every school shall be provided
with a rest room/faculty room
where faculty members can stay
and study their lessons or rest
during their break time.
6.2.5.2 Sanitary Facilities Requirement
For the promotion of the physical and emotional
environment in schools, the following shall be the
minimum sanitary facilities requirements and
standards
6.2.5.2.1 Toilet Facilities
6.2.5.2.1.1 Adequate and sanitary toilet facilities
for male and female shall be provided.
6.2.5.2.1.2 Toilet facilities shall be easily
accessible to the students and school
personnel.
6.2.5.2.1.3 Adequate lavatories shall be provided
within or adjacent to toilet rooms.
6.2.5.2.1.4 Toilet rooms shall be properly lighted
and ventilated.
6.2.5.2.1.5 Basement toilets shall be avoided due
to lack of sunlight, and difficulty of
ventilation and sewer connections.
6.2.5.2.1.6 Toilet facilities shall be provided in all
floors of the building.
6.2.5.2.1.7 All toilets shall have good ventilation
either by windows or exhaust fan.
6.2.5.2.1.8 Odor absorbent materials such as saw
dust and activated carbon shall be
installed in the toilet rooms and shall
be located in a place that is out of
reach of children.
6.2.5.2.1.9 The wall of toilet rooms shall be
painted or finished in light color.

6.2.5.2.1.10 In pre-schools, toilets shall be
located within or adjacent to
playroom or classroom.
6.2.5.2.1.11 In pre-schools and elementary
schools, there shall be enough low
toilet seats with the height of 35cm.
for the small children.
6.2.5.2.1.12 The toilet shall be accessible to
person with disability.
6.2.5.2.1.13 Toilet Structural Requirements
f. Minimum Space Requirement:
Unit Sqm./Unit
Toilet 1.50
Lavatories 1.10
Urinals 1.10
Table 40. Toilet minimum space requirements
Source: Code on Sanitation of the Philippines
g. Minimum height of toilet ceiling:
2.50 meters
h. Lighting: not less than 10 foot-
candles (107.60 lux)
i. Mechanical Ventilation: use of
exhaust fan
6.2.5.2.1.14 Toilet/Locker Room Requirements
for Employees
Employees of school shall be
provided with locker rooms and
toilet rooms separate for each sex.
The number of fixture units per shift
shall be as follows:
Number of Toilet Bowl Lavatory

Urinal
Persons Female Male Male Female
1-29 1 1 - 1 1
30-49 2 1 1 2 2
50-99 2 2 2 3 3
100-up One (1) fixture unit for each additional 50 employees
Table 41. Toilet requirements for employees
6.2.5.2.1.15 Toilet Room Requirements for
Pupils/Students
Pupils/students shall be provided
with toilet rooms separate for each
sex. The number of fixtures shall be
as follows:
Male Toilet
Number of
Male Toilet Bowl Urinal Lavatory
Pupils/Students
Below 50 1 1 1
50 to 100 2 1 2
For each additional 100 males: one (1) toilet bowl, one (1)
urinal and one (1) lavatory
Table 42. Toilet room requirements for male students
Female Toilet
Number of Female
Toilet Bowl Lavatory
Pupils/Students
Below 30 1 1
30 to 100 2 2
One (1) toilet bowl for each additional 50 females.
One (1) lavatory for each additional 100 females.
Table 43. Toilet room requirements for female students
6.2.5.2.1.16 For schools with gymnasium, showers
shall be provided at ration of 1:15
pupils/students per session.
6.2.6 Revised National Plumbing Code of the Philippines
6.2.6.1 Section 410 Plumbing Fixtures Required
Each building shall be provided with sanitary facilities as
prescribed by the National Building Code or other
authorities having jurisdiction. In the absence of local
requirements, a recommended list of minimum facilities
for various occupancies is given on Table 44.

Type of Water Closets Urinals Lavatories (Fixtures

Building or (Fixtures per Person)
(Fixtures per Person)
Occupancy per Person)
Assembly Male Female 1:1-100 Male Female
Places – 1:1-100 3:1-50 2:101-200 1:1-200 1:1-200
Theaters, 2:101-200 4:51-100 3:201-400 2:201-400 2:201-400
Auditoriums, 3:201-400 8:101-200 4:401-600 3:410-750 3:410-750
Convention
Halls, etc. – for Over 600,
public use Over 400, add 1 add 1 Over 750, add 1
fixture for each fixture for fixture for each
additional 500 maleseach additional 500 persons
and 2 for each 300 additional
females 500 males
Office or Public Male Female 1:1-100 Male Female
Buildings 1:1-100 1:1-200 2:101-200 1:1-200 1:1-200
2:101-200 2:201-400 3:201-400 2:201-400 2:201-400
3:201-400 3:401-750 4:401-600 3:401-750 3:401-750
Over 55, add 1 fixture Over 600, Over 750, add 1

for each additional add 1 fixture for each
500 males and 2 for fixture for additional 500 persons
each 55 females each
additional
300 males
Office or Public Male Female 0:1-9 Male Female 1
Buildings – for 1:1-15 1:1-15 1:10-50 1 per 40 per 40
employee use 2:16-35 3:16-35
3:36-55 4:36-55
Over 55, add 1 fixture Add 1
for each additional 40 fixture for
persons each
additional
50 males
Schools – For Male Female 1 per 50 Male Female
staff use 1:1-15 1:1-15 1 per 40 1 per 40
2:16-35 3:16-35
3:36-55 4:36-55
Over 55, add 1 fixture
for each additional 40
persons
Schools- For Male Female 1 per 35 Male 1 Female 1
student use 1 per 40 1 per 30 per 40 per 30
Other (Colleges,
Universities,
Adult Centers,
etc.)
Table 44. Plumbing fixtures requirements
Source: Revised National Plumbing Code of the Philippines
6.2.7 TESDA Footwear Making NC II
6.2.7.1 List of Tools, Equipment and Materials
TOOLS EQUIPMENT MATERIAL

Qty. Description Qty. Description Qty. Description
Trimming Indust’l. sewing 25

25 pcs. 5 units Needles
Scissors machine packs
5
2 pcs. Ball rubbing tool 1 unit Skiving machine Thread
cones
Cut upper &
Working table 25 lining
1 pc. Honing stick 2 units
(1X 3 m.) pairs Components
(leather)
Automatic
Perforating/gimpin 25
1 pc Numbering Plastic tray
1 unit g machine pcs.
machine (manual)
25 pcs. Scissors 1 unit Splitting machine 25 pcs. Marble slabs
Blocking/crimping Protective
25 pcs. Awl 1 unit 25 pcs.
machine mask
Toe lasting
25 pcs. Folding hammer 1 unit machine/accessorie 1 gal. Adhesive
s
Seat lasting
Reinforceme
25 pcs. Adhesive brush 1 unit machine/accessorie 1 roll
nt tape
s
3 Solvent based
1 set Diamond puncher 1 unit Roughing machine
sheets stiffeners
1 set Triangle puncher 1 unit Pressing machine 1 gal. solvent
1 set Round puncher 1 unit Shoe maker table 1 gal. adhesive

Stitching
25 pcs. Shoe hammer 1 unit Shoe rack 50 pcs needle
(pangkustura)
Stamping machine Beeswax
5 pcs. Spring divider 1 unit 5 pcs.
(with accessories) (pagkit)
10
25 pcs. Tacks lifter/puller 1 unit Polishing machine Cotton thread
spool
3
25 pcs. Cutting knife 1 unit Spray gun Sliced foam
sheets
3
25 pcs. Cutting board 1 unit Air compressor Insole board
sheets
25 pcs. Awl 1 unit Cotton roller 1 roll Plastic
25 pcs. Lasting pincer 1 gal. primer
25 pcs. Adhesive brush 1 kl. Last powder
25 pcs. Plastic box 25 pcs Silver pen
5
Shoe iron 1 box Nail (heel)
pcs.
75
25 pcs. Adhesive brush Shoe upper
pairs
25
Shoe last
pairs
Adhesive 3 rolls Silver and
25 pcs.
dispenser each gold foil
1 gal. adhesive
4 mm thick
1 sheet
foam
5 Polishing
pcs. wax
2 kls. rug
Shoe polisher
5 pcs.
5 pcs. Crepe rubber

25 pcs. Safety gloves
2 qrtz. Finishing oil
Faking
crayon
1 box
(assorted
color)
Table 45. List of tools, equipment and materials
Source: TESDA Footwear Making NC II
6.2.7.2 Training Facilities
TESDA requires training facilities for footwear making
to be of concrete structure, as well as having the right spaces.
The table below shows the minimum room requirement for a
learning facility based on a class size of 25 students.
TEACHING/LEARNING SIZE IN AREA IN SQ. QTY TOTAL

AREAS METER METERS AREA IN SQ.
S METERS
Shop area 6 X 10 60 60
Tool Room & S/M Storage 2 X 4 8 8

Area
Learning Resource Area 5 X9 45 45
Wash Area /Comfort Room 2.5 X 4 10 10

(male & female)
Total 123
Circulation Area** 37
Total Workshop Area 160
Table 46. Training facilities

Source: TESDA Footwear Making NC II
CHAPTER VII
SPACE PROGRAMMING AND ANALYSIS
7.1 List of Spatial Requirements
Space Function
Academy: Administrative Offices
Administration Office Handles inquiries about admissions and
the curriculum, as well as the managing
and handling of academic activities.
Accounting and budgeting area also of
concern.
Conference Room This is where administrative and
faculty staff hold meetings and
conference with each other and with
visitors.
Faculty Room It is where instructors can lounge,
prepare, and store their educational
materials and other paraphernalia.
Pantry A room dedicated for food
consumption, storage, and preparation.
Academy: Gallery
Exhibit Room It is a large space wherein students’
works can be displayed. Other vital
materials may be exhibit for the
viewing of the users of the academy.

Office A room where the person in charge of
the gallery takes office for managing,
keeping files, and other related
activities.
Storage Room A room dedicated for the storage of
display materials and paraphernalia.
Academy: Workshop
Workshop It is where production is done in order
to accomplish the requirements of the
curriculum. It houses most of the
machineries to be used by the students
and staff.
Storage Room A room dedicated for storing pertinent
materials for production.
Academy: Lecture Hall
Lecture Room A room where classes and lectures are
to be held.
Academy: Library
Circulation This space is dedicated for the
borrowing and returning of books. It
may also accommodate receptionist
duties and managerial activities.
Reading Area This space is intended for reading,
researching, and studying by the
students and other users.

Bookshelves This space is for the storage of books
and other print materials to be used by
students and other users. It is placed
adjacent to the reading area for
efficiency.
Library Office It is where the head librarian takes
office to manage and oversee the
library.
Book Storage This room is specifically for the storage
of archived books, journals, and other
print materials. Newly delivered books
may be placed here for sorting.
Academy: Clinic
Treating Area Treating of wounds and consultation
for ailments is done in this area. It is
equipped with materials and apparatus
for the treating of students, instructors
and staff members.
Resting Area It is an area intended for resting,
specifically for those who are suffering
certain ailments.
Nurse’s Office It is where the head nurse takes office
to manage and oversee the clinic.
Storage Area Medicines, first aid kits, and other
apparatus are stored in this area.

Academy: Canteen
Dining Area This is where dining takes place. It is
often referred to as the mess hall.
Serving Area This area displays the food on the
menu. It is where students will order
and buy the food they were going to
fetch.
Food Preparation This space is where food is to be
washed, cut, prepared, and cooked for
consumption. It also involves the
storage of food.
Delivery It is where suppliers delivery perishable
and non-perishable goods to be used for
food preparation and serving.
Business Center: Administrative Office
Reception Accommodation for persons with
inquiries and concerns can be
addressed in this area. A receptionist
shall be tasked to perform the
aforementioned duties.
Corporate Communication Office This space is allocated for the corporate
communication officer, who is tasked
with setting up networks and
communications with local businesses
as well as other industries.

Operations and Reservations Office This space is allocated for the
operations and reservations officer,
who is tasked with the management of
reservations and operation of events
within the facility, as well as for the
convention hall.
Marketing Office This space is allocated for the
marketing officer and his/her
constituents, who are tasked with
maintaining communication with
clients through means of promotion and
other activities.
Accounting Office This space is allocated for the
accounting officer and his constituents,
who are tasked with recording and
reporting financial transactions.
Budget and Finance Office This space is allocated for the finance
officer and his constituents, who are
tasked with the distribution and
planning of the assets of the business.
Office of the Secretary This space is allocated for the secretary,
who is tasked with overseeing the
events and operations of the facility and
aids the director with decision-making
and planning.
Office of the Directory This space is allocated for the director,
who supersedes the operations of the
facility, as well as decision-making and
planning activities for the betterment of
the facility.
Business Center: Leasable Spaces
Retail Space These spaces are dedicated for retail
purposes and may be leased by clients.
Office Space These spaces are to be leased by clients
for the purpose of running a business,
primarily in relation to the shoe
industry.
Business Center: Trade Hall
Trade Hall Footwear products, from local
manufacturers and students of the
academy, are to be displayed in the
trade hall to be sold to consumers and
clients.
Storage Items to be displayed in the trade hall
are kept in the storage area.
Convention Hall
Lobby The lobby serves as a reception area
wherein attendees gather prior or after
an event at the convention hall.

Convention Hall Conventions, assemblies, and
gatherings are held in the convention
hall. It entails a gathering of a group of
people for a certain event.
Plenary Hall Assemblies are done in the plenary
hall, supplementary to that of the
convention hall.
Convention Hall Office Concerns and inquiries regarding the
events in the convention hall are to be
brought to the convention hall office
where an officer-in-charge will
accommodate them.
Table 47. List of spatial requirements
7.2 Summary of Area Requirements
Academy
Administration
Space Quantity Furniture User Area Gross Area Total Area
Area (with 30%
Circulation)
Lobby 1 2.26 19.00 27.64 197.34
Reception 1 2.86 2.66 7.18
Student Affairs 1 2.66 1.14 4.94
Admissions Office 1 2.66 0.76 4.44

Accounting Office 1 5.32 2.28 9.88
Budget and Finance 1 5.32 2.28 9.88
Records 1 7.00 0.76 10.09
Operations Office 1 2.66 1.14 4.94
Office of the 1 2.66 1.14 4.94
Secretary
Office of the 1 2.66 1.14 4.94
Director
Conference Room 1 4.44 3.80 10.71
Faculty Room 1 42.07 9.12 66.55
Pantry 1 6.40 4.56 14.25
Female Toilet 1 4.00 3.04 9.15
Male Toilet 1 3.28 2.66 8.22
Gallery
Area (with 30%
Circulation)
Exhibit Room 1 13.00 19.00 41.60 83.35
Office 1 5.32 2.28 9.88
Storage Room 1 23.00 1.52 31.88
Workshop
Area (with 30%
Circulation)
Workshop 1 158.62 10.26 219.55 243.78
Storage Room 1 4.14 1.14 6.68
Male Toilet 1 3.28 2.66 8.22
Lecture Hall
Area (with 30%
Circulation)
Lecture Room 10 6.42 9.88 211.90 229.27
Male Toilet 1 3.28 2.66 8.22
Library
Area (with 30%
Circulation)
Reception 1 2.20 1.90 5.33 264.63
Reading Area 1 76.00 38.00 148.20
Bookshelves 1 34.00 5.70 51.61
Circulation 1 7.00 1.90 11.57
Librarian’s Office 1 4.30 1.14 7.07
Book Storage 1 17.30 0.76 23.48
Male Toilet 1 3.28 2.66 8.22
Clinic
Area (with 30%
Circulation)
Triage 1 3.30 1.14 5.77 179.53
Resting Area 1 5.31 1.14 8.39
Nurse’s Office 1 2.80 1.14 5.12
Storage Area 1 1.86 0.76 3.41
Comfort Room 1 2.67 0.38 3.97
Canteen
Area (with 30%
Circulation)
Dining Area 1 44.40 38.00 107.12 152.88
Serving Area 1 9.60 2.28 15.44
Food Preparation 1 12.84 3.04 20.64
Delivery 1 5.54 1.90 9.67
TOTAL FLOOR AREA 1531.17
Business Center
Lobby
Area (with 30%
Circulation)
Lobby 1 3.92 3.80 10.04 27.4

Male Toilet 1 3.28 2.66 8.22
Administration
Area (with 30%
Circulation)
Reception 1 2.46 2.28 6.16 77.23
Office of the 1 2.66 1.14 4.94
Director
Office of the 1 2.66 1.14 4.94
Secretary
Accounting Office 1 5.32 2.28 9.88
Budget & Finance 1 8.12 2.28 13.52
Office
Records 1 2.80 1.52 5.62
Operations & 1 2.66 1.14 4.94
Reservations
Marketing 1 2.66 1.14 4.94
Corporate 1 2.66 1.14 4.94
Male Toilet 1 3.28 2.66 8.22
Commercial Area
Area (with 30%
Circulation)
Leasable Space 4 5.20 3.04 42.84 119.94
Storage 4 2.86 0.76 18.84
Trade Hall
Area (with 30%
Circulation)
Trade Hall 1 21.04 9.50 39.70 58.27
Storage 1 5.72 1.52 9.41
Male Toilet 1 3.28 2.66 8.22
Office Spaces
Area (with 30%
Circulation)
Office 4 13.30 5.70 98.76 118.64
Conference Room 1 4.44 3.80 10.71
Male Toilet 1 3.28 2.66 8.22
Convention Hall
Area (with 30%
Circulation)
Convention Hall 1 1 24.00 38.00 80.60 183.52
Office 1 5.32 2.28 9.88

Male Toilet 1 3.28 2.66 8.22
TOTAL FLOOR AREA 585.00
Table 48. Summary of area requirements

7.3 Adjacency Matrix
7.3.1 Academy
Figure 28. Academy adjacency matrix

7.3.2 Business Center
Figure 29. Business Center adjacency matrix

7.4 Bubble Diagram
7.4.1 Academy- First Floor
Figure 30. Academy first floor bubble diagram
7.4.2 Academy- Mezzanine Floor
Figure 31. Academy mezzanine floor bubble diagram

7.4.3 Academy- Second to Third Floor
Figure 32. Academy second and third floor bubble diagram
7.4.4 Academy- Fourth Floor
Figure 33. Academy fourth floor bubble diagram

7.4.5 Business Center- First Floor
Figure 34. Business center first floor bubble diagram
7.4.6 Business Center– Second Floor
Figure 35. Business center second floor bubble diagram

7.4.7 Business Center- Third Floor
Figure 36. Business center third floor bubble diagram

7.5 Room Data Sheet
Name of Space Faculty Room

Location/Departme
Faculty Room
nt
FUNCTIONAL DESIGN REQUIREMENTS
Primary Secondary
Activities
Faculty Work
Territorial Private Access
Group Space Interaction Space
Requirements Space Space
Specifi
User Group Public Semi-public Private
c
Active Quiet
Nature of Activity Noise Level
Passive Noisy
Day Morning Afternoon
Duration of Space
Late
to be Used Night Evening
Evening
ENVIRONMENTAL CONDITIONS AND CONCERNS
Natural Active
Light Ventilation
Artificial Passive
Daylight E D U Acoustic Treatment L M H
Ambient Light E D U Fire Risks L M H
Emergency Light E D U Other Risks L M H
Legend: Essential, Desirable,
Legend: Low, Medium, High
Unnecessary
SPACE USER'S PROFILE
Area per
Users No. of Users Sub-total
Person
Employee 0.36 12 4.32
Visitors 0.36 7 2.52
Total Area for Users 6.84
FURNITURE/FIXTURE PROFILE
Dimension (m)
Area per F/F Number of Sub-total
Furniture/Fixture Lengt Assets
Width (sqm) (sqm)
h
Table 1.5 0.7 1.05 12 12.6
Office Chair 0.6 0.5 0.3 18 5.4
0 0 0 0 0
0 0 0 0 0
Total Area for
5.4
Furniture/Fixture
Total Area Required in sqm 12.24
30% Movement Circulation
3.672
Space
Overall Total 15.912
Name of Space Conference Room

Location/Department Faculty Room
Primary Secondary
Activities
Meeting
Territorial Private Group Interaction Access
Requirements Space Space Space Space
User Group Public Semi-public Private Specific
Active Quiet
Passive Noisy
Duration of Space to Day Morning Afternoon
be Used Night Evening Late Evening
Natural Active
Light Ventilation
Artificial Passive
Acoustic
Daylight E D U L M H
Treatment
Legend: Essential, Desirable, Unnecessary Legend: Low, Medium, High
Users Area per Person No. of Users Sub-total
Employee 0.36 12 4.32
Visitors 0 0 0
Dimension (m) Area
per Number
Furniture/Fixture of Sub-total (sqm)
Length Width F/F Assets
(sqm)
Table 3.8 1.2 4.56 1 4.56
Office Chair 0.6 0.5 0.3 10 3
0 0 0 0 0
0 0 0 0 0
Total Area for
3
Furniture/Fixture
2.196
Space
Overall Total 9.516
Name of Space Clinic

Location/Department Clinic
Activities Primary Secondary
First aid and treatment Resting space

Active Quiet
Passive Noisy
Duration of Space to
Late
be Used Night Evening
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Employee 0.36 2 0.72
Dimension (m) Area per Number of Sub-total
Furniture/Fixture
Length Width F/F (sqm) Assets (sqm)
Table 1.4 1 1.4 1 1.4
Office Chair 0.6 0.5 0.3 10 3
Clinic Bed 1.8 0.84 1.512 0 0
0 0 0 0 0
Total Area for
4.4
Furniture/Fixture
1.536
Space
Overall Total 6.656
Name of Space Design Department

Location/Department Workshop

Primary Secondary
Activities
Pattern Design Discussion
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Students 0.36 25 9
Furniture/Fixtur Dimension (m) Area per F/F Number of Sub-total
e Length Width (sqm) Assets (sqm)
Table 4.3 0.7 3.01 5 15.05
Chair 0.6 0.5 0.3 25 7.5
0 0 0 0 0
0 0 0 0 0
Total Area for
7.5
Furniture/Fixture
5.058
Space
Name of Space Finishing Department


Primary Secondary
Activities
Finishing Discussion
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Students 0.36 6 2.16
Table 4.3 1.2 5.16 2 10.32
Chair 0.6 0.5 0.3 6 1.8
Table 3 1.2 3.6 0 0
0 0 0 0 0
Total Area for
12.12
Furniture/Fixture
4.392
Space
Name of Space Lasting Department

Primary Secondary
Activities
Finishing Discussion
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Table 3 1.2 3.6 1 3.6
Machineries 1.2 1.2 1.44 6 8.64
0 0 0 0 0
0 0 0 0 0
Total Area for
12.24
Furniture/Fixture
4.428
Space
Name of Space Clicking Department

Primary Secondary
Activities
Cutting Discussion
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Table 3 1.7 5.1 1 5.1
Machineries 1.2 1.2 1.44 3 4.32
0 0 0 0 0
0 0 0 0 0
Total Area for
9.42
Furniture/Fixture
3.582
Space
Name of Space Closing Department

Primary Secondary
Activities
Stitching Discussion
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Furniture/Fixtur Dimension (m) Area per Number of Sub-total
e Length Width F/F (sqm) Assets (sqm)
Table 1.5 0.7 1.05 8 8.4
Chairs 0.5 0.6 0.3 8 2.4
0 0 0 0 0
0 0 0 0 0
Total Area for
10.8
Furniture/Fixture
4.212
Space
Name of Space Female Toilet

Location/Department Toilet
Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Employee/Student 0.36 5 1.8
0 0 0
Watercloset 0.8 0.54 0.432 5 2.16
Sink 0.5 0.4 0.2 4 0.8
0 0 0 0 0
0 0 0 0 0
Total Area for
2.96
Furniture/Fixture
1.428
Space
Overall Total 6.188
Name of Space Admissions

Location/Department Administration
Primary Secondary
Activities
Office work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Table 4 0.7 2.8 1 2.8
Chair 0.5 0.4 0.2 6 1.2
Table 1.68 0.7 1.176 4 4.704
0 0 0 0 0
Total Area for
8.704
Furniture/Fixture
3.1512
Space
Name of Space Accounting

Primary Secondary
Activities
Office work
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Furniture/Fixture
Table 3.8 0.7 2.66 1 2.66
Chair 0.5 0.4 0.2 5 1
Table 1.68 0.7 1.176 1 1.176
0 0 0 0 0
Total Area for
4.836
Furniture/Fixture
1.9908
Space
Name of Space Office for Admissions

Primary Secondary
Activities
Office work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Table 1.68 0.7 1.176 1 1.176
Chair 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
Total Area for
1.576
Furniture/Fixture
0.7968
Space
Name of Space Director's Office

Primary Secondary
Activities
Office work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Table 1.68 0.7 1.176 1 1.176
Chair 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
Total Area for
1.576
Furniture/Fixture
0.7968
Space
Name of Space Secretary's office

Primary Secondary
Activities
Office work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Table 1.68 0.7 1.176 1 1.176
Chair 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
Total Area for
1.576
Furniture/Fixture
0.7968
Space
Name of Space Office for Student Affairs

Primary Secondary
Activities
Office work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 2 0.72
Table 1.68 0.7 1.176 1 1.176
Chair 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
Total Area for
1.576
Furniture/Fixture
0.7968
Space
Name of Space Lounge

Location/Department Lounge
Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Table 4 1.2 4.8 1 4.8
Chair 0.5 0.4 0.2 10 2
Sofa 2.1 0.85 1.785 4 7.14
Table 0.7 0.6 0.42 2 0.84
Total Area for
14.78
Furniture/Fixture
6.594
Space
Name of Space Male Toilet

Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Watercloset 0.7 0.54 0.378 4 1.512
Sink 0.5 0.4 0.2 4 0.8
Urinal 0.4 0.43 0.172 3 0.516
0 0 0 0 0
Total Area for
2.828
Furniture/Fixture
1.3884
Space

Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Watercloset 0.8 0.54 0.432 5 2.16
Sink 0.5 0.4 0.2 4 0.8
0 0 0 0 0
0 0 0 0 0
Total Area for
2.96
Furniture/Fixture
1.428
Space
Overall Total 6.188
Name of Space Lecture Rooms 1-8

Location/Department Lecture Hall
Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Student 0.36 25 9
Instructor 0.36 1 0.36
Table 2 0.8 1.6 1 1.6
Chair 0.5 0.5 0.25 25 6.25
Desk 3 0.5 1.5 4 6
0 0 0 0 0
Total Area for
13.85
Furniture/Fixture
6.963
Space
Name of Space Reading/Circulation Area

Location/Department Library
Primary Secondary
Activities
Reading Studying
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Student 0.36 55 19.8
Employees 0.36 3 1.08
Table 1 0.7 0.7 9 6.3
Chair 0.5 0.5 0.25 55 13.75
Info Desk 4 0.6 2.4 4 9.6
Shelves 3 0.3 0.9 16 14.4
Table 1.65 1 1.65 8 13.2
Table 6 0.7 4.2 2 8.4
Total Area for
65.65
Furniture/Fixture
25.959
Space
Name of Space Librarian's Office

Location/Department Library
Primary Secondary
Activities
Office Work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Table 1.7 0.75 1.275 3 3.825
Chair 0.5 0.5 0.25 3 0.75
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Total Area for
4.575
Furniture/Fixture
7.3125
Space
Name of Space Viewing Area

Location/Department Audio Visual Room
Primary Secondary
Activities
Viewing
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Student 0.36 88 31.68
0 0 0
Stage 10.55 3 31.65 1 31.65
Chair 0.5 0.4 0.2 88 17.6
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Total Area for
49.25
Furniture/Fixture
24.279
Space
Name of Space Control Room

Location/Department Audio Visual Room
Primary Secondary
Activities
Viewing controls
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Student 0.36 88 31.68
0 0 0
Table 3.3 1 3.3 1 3.3
Chair 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Total Area for
3.7
Furniture/Fixture
10.614
Space
Name of Space Dining Area

Location/Department Canteen
Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Students 0.36 42 15.12
0 0 0
Table 2.6 1 2.6 3 7.8
Table 1.1 1.1 1.21 6 7.26
Chair 0.5 0.4 0.2 42 8.4
0 0 0 0 0
Total Area for
23.46
Furniture/Fixture
11.574
Space
Name of Space Food Kiosks

Location/Department Canteen
Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Counter 2.5 0.6 1.5 4 6
Stool 0.4 0.3 0.12 8 0.96
0 0 0 0 0
0 0 0 0 0
Total Area for
6.96
Furniture/Fixture
2.952
Space

Primary Secondary
Activities
Hygiene activities
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Furniture/Fixture
Watercloset 0.8 0.54 0.432 4 1.728
Sink 0.5 0.4 0.2 2 0.4
0 0 0 0 0
0 0 0 0 0
Total Area for
2.128
Furniture/Fixture
1.0704
Space

Primary Secondary
Activities
Hygiene activities
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 5 1.8
0 0 0
Furniture/Fixture
Watercloset 0.7 0.54 0.378 2 0.756
Sink 0.5 0.4 0.2 2 0.4
Urinal 0.4 0.43 0.172 3 0.516
0 0 0 0 0
Total Area for
1.672
Furniture/Fixture
1.0416
Space
Name of Space Trade Hall

Location/Department Trade Hall
Primary Secondary
Activities Buying and selling of
products
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitors 0.36 40 14.4
Shelves 5 0.53 2.65 4 10.6
Display 2 2 4 4 16
Seating 2 0.5 1 4 4
0 0 0 0 0
Total Area for
30.6
Furniture/Fixture
13.932
Space
Name of Space Storage

Location/Department Trade Hall
Primary Secondary
Activities Buying and selling of
products
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0
Shelves 3 0.53 1.59 3 4.77
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
Total Area for
4.77
Furniture/Fixture
1.755
Space
Overall Total 7.605
Name of Space Administration

Primary Secondary
Activities
Office Work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Tables 1.6 0.7 1.12 5 5.6
Chairs 0.55 0.65 0.3575 15 5.3625
Sofa 2 0.7 1.4 1 1.4
Sofa 1.3 0.7 0.91 1 0.91
Total Area for
13.2725
Furniture/Fixture
6.24975
Space

Primary Secondary
Activities
Office Work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Table 2.4 1.3 3.12 1 3.12
Chair 0.55 0.65 0.3575 6 2.145
0 0 0 0 0
0 0 0 0 0
Total Area for
5.265
Furniture/Fixture
2.2275
Space
Name of Space Rentable Unit

Location/Department Commercial Area
Primary Secondary
Activities
Buying and selling
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Shelves 2.4 0.5 1.2 2 2.4
Chair 0.55 0.65 0.3575 2 0.715
0 0 0 0 0
0 0 0 0 0
Total Area for
3.115
Furniture/Fixture
1.7985
Space
Name of Space Leasable Office

Location/Department Offices
Primary Secondary
Activities
Office Work
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Dimension (m) Area per F/F Number of Sub-total
Furniture/Fixture
Length Width (sqm) Assets (sqm)
Table 2 1 2 12 24
Chair 0.55 0.65 0.3575 36 12.87
0 0 0 0 0
0 0 0 0 0
Total Area for
36.87
Furniture/Fixture
14.517
Space
Name of Space Innovation Center

Location/Department Innovation Center
Primary Secondary
Activities
Office Work
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitors 0.36 118 42.48
0 0 0
Chair 0.55 0.55 0.3025 110 33.275
Table 1.4 1.2 1.68 12 20.16
Table 2.4 1.2 2.88 1 2.88
Table 6 0.7 4.2 2 8.4
Table 0.9 0.6 0.54 2 1.08
Table 7 1.3 9.1 1 9.1
Platform 6.5 1.5 9.75 1 9.75
Total Area for
84.645
Furniture/Fixture
38.1375
Space
Name of Space Innovation Center Storage

Location/Department Innovation Center
Primary Secondary
Activities
Storage
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Staff 0.36 5 1.8
0 0 0
Shelve 2 0.7 1.4 2 2.8
Table 5 1.2 6 2 12
Chair 0.5 0.4 0.2 4 0.8
Total Area for

15.6
Furniture/Fixture
5.22
Space
Overall Total 22.62

Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Watercloset 0.8 0.54 0.432 9 3.888
Sink 0.5 0.4 0.2 4 0.8
0 0 0 0 0
0 0 0 0 0
Total Area for
4.688
Furniture/Fixture
2.3784
Space

Primary Secondary
Activities
Hygiene activities
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitor 0.36 7 2.52
0 0 0
Watercloset 0.7 0.54 0.378 3 1.134
Sink 0.5 0.4 0.2 3 0.6
Urinal 0.4 0.43 0.172 3 0.516
0 0 0 0 0
Total Area for
2.25
Furniture/Fixture
1.431
Space
Overall Total 6.201
Name of Space Convention Hall

Location/Department Convention Hall
Primary Secondary
Activities
Seminars
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Visitors 0.36 150 54
0 0 0
Total Area for Users 54
Chairs 0.5 0.54 0.27 150 40.5
Table 1.4 1.4 1.96 15 29.4
Stage 10.5 2.5 26.25 1 26.25
0 0 0 0 0
Total Area for
96.15
Furniture/Fixture
45.045
Space

Primary Secondary
Activities
Meetings
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
0 0 0
Chairs 0.5 0.54 0.27 10 2.7
Table 3.7 1.4 5.18 1 5.18
0 0 0 0 0
0 0 0 0 0
Total Area for
7.88
Furniture/Fixture
3.444
Space
Name of Space Preparation Room

Primary Secondary
Activities
Food Preparation
Specifi
c
Active Quiet
Passive Noisy
Late
Evening
Natural Active
Light Ventilation
Artificial Passive
Unnecessary
Area per
Person
Staff 0.36 20 7.2
0 0 0
Chairs 0.5 0.4 0.2 10 2
Table 2 1.4 2.8 1 2.8
Counter 6 0.5 3 2 6
0 0 0 0 0
Total Area for
10.8
Furniture/Fixture
Total Area Required in sqm 18
5.4
Space
Overall Total 23.4
CHAPTER 8
CONCEPTUAL DEVELOPMENT
8.1 Design Objectives
1. To design a facility that promotes the development of the shoe industry
through collaborative spaces;
2. To build an academy that encourages creativity and competence among
students by providing workshops and lecture rooms catered to the intended
courses; and
3. To design a business center catered towards the needs of local manufacturers
and business owners.
8.2 Design Philosophy
“Continuing conversation through relevance”
- Ar. Arts Serrano
The project, envisioned from the unwavering passion of local shoemakers,
serves as a reminder that culture should not be easily forgotten. In order for a
culture or a tradition to survive, there must be a never-ending conversation among
the people, across generations. It is through these conversations that culture lives
and still finds relevance despite changing times.
8.3 Design Concept
“Continuity”
Shoemaking in the Philippines began not merely as a means of earning money,
but was considered a high craft in which artisans hone their innate creativity. Shoes
produced by Marikina shoe makers were revered for their outstanding quality and
impeccable designs, leading Marikina to be the shoe capital of the Philippines.
Through time, accompanied by various threats, the artisanal side of shoe making
has declined alongside the economy and the industry. The once highly appreciated
craft is now being presented as a minute job born from labourer’s daily needs.
As with any notable profession, one must first undergo proper training and
education in order to learn the basic skills and competencies needed for the
professional sector. It is in education that one understands and realizes his/her
capabilities and develops them into his/her own. With the concept of Continuity,
one recognizes the importance of education and its role in developing the craft of
shoemaking. This knowledge is then carried over to the professional career, and
continues to be part of the process of execution of the craft and the continuing
pursuit of knowledge. The concept is represented in the form and the design of the
facility as a visual representation of the continuity of learning to the professional
practice of shoemaking.
8.4 Design Considerations
8.4.1 Visual Communication
Visual communication is highly important to achieve collaboration as it
forms a non-contact communication between users within a certain space.
8.4.2 Relatedness
The importance of the craft of shoemaking must be well reflected on the
design of the facility, as well as creating an opportunity for the users and the
public realm to relate to the buildings as they relate to the craft.

8.4.3 Collaborative Environment
The exchange of ideas in the form of collaboration is integral for a facility
that fosters an output-based activity, which can be achieved through spaces
that spark collaboration.
8.4.4 Natural Realm
Integration of the natural realm to the design can produce an environment
conducive for learning and can inspire creativity and productivity.
8.4.5 Creative Inspiration
Integration of solutions and strategies that focus on manifesting creative can
boost the interest of the users, providing them with spaces not only of
productivity, but also one that fosters creative inspiration.
8.4.6 Real Time Communication
The quick exchange of ideas is highly important on a network of industries
working together towards a common goal.
8.5 Design Solutions
8.5.1 Shared Corridors and Atrium
Atriums and shared corridors create a better field of vision for users, thus
furthering visual communication between users and spaces, and among users.
8.5.2 Façade Design
Physical and large-scale representation of the shoemaking craft that are familiar
to the users and the public can invoke a sense of familiarity and relation.
8.5.3 Innovation Center
The innovation center offers a formal space for collaboration between students
and professionals for the better sharing of resources and information.
8.5.4 Passive Ventilation
With the use of natural ventilation, spaces can be opened to the natural realm in
the form of transoms, windows, atriums, and wind tunnel.
8.5.5 Raw Materials
The use of raw and upcycled materials within the interior spaces can encourage
creative though among the users.
8.5.6 Collaboration Spaces
Collaboration spaces give students and users the opportunity to share ideas and
knowledge at real-time communication.

CHAPTER IX
BOARDS
9.1 CONCEPT BOARD

9.2 SITE DEVELOPMENT PLAN

9.3 FLOOR PLANS

9.4 ELEVATIONS AND SECTIONS

9.5 ARCHITECTURAL BAY SECTION AND SPOT DETAILS

9.6 STRUCTURAL CONCEPT

9.7 INTERIOR PERSPECTIVES

9.8 EXTERIOR PERSPECTIVES

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AcaDeMarikina

ACADEMY AND BUSINESS CENTER OF

THE MARIKINA SHOE INDUSTRY

A Thesis Proposal Submitted to the

University of Santo Tomas

For the Degree of

Bachelor of Science in Architecture

IRYNE TINA ALEXANDRA S. LADERO

LIST OF FIGURES ..................................................................................................... 11

LIST OF TABLES ....................................................................................................... 13

1.1 Background of the Study .................................................................................... 16

1.1.1 History ....................................................................................................... 16

1.1.2 Development of the Marikina Shoe Industry ............................................ 16

1.1.3 Marikina Shoe Industry in the Local Market............................................. 19

1.2 Statement of the Problem ................................................................................... 21

1.2.2 Decreased Tariff and Smuggling in the Shoe Industry.............................. 22

1.2.3 Lack of Proper Standardization and Education ......................................... 23

1.3 Project Goal and Objectives ............................................................................... 24

1.3.1 Project Goal ............................................................................................... 24

1.3.2 Project Objectives ...................................................................................... 24

1.4 Significance of the Study.................................................................................... 25

1.5 Scope and Limitations ........................................................................................ 25

1.5.1 Theoretical Framework.............................................................................. 26

1.5.2 User Analysis ............................................................................................. 26

1.6 Definition of Terms ............................................................................................ 26

1.6.1 Acronyms and Abbreviations .................................................................... 28

2.1 Shoe Manufacturing ........................................................................................... 30

2.1.1 The Shoe Making Process ......................................................................... 30

2.1.2 Home-based Shoe Manufacturing and Artisanal Skills ............................. 31

2.1.3 Parts of a Shoe ........................................................................................... 32

2.1.4 Components and Materials ................................................................................. 34

2.1.4.1 Shoe Last ................................................................................................... 34

2.1.4.2 Patterns ...................................................................................................... 35

2.1.4.3 Materials .................................................................................................... 36

2.1.4.3.1 Leather ....................................................................................................... 36

2.1.4.3.2 Textiles ...................................................................................................... 37

2.1.5 Types of Shoe Construction ............................................................................... 37

2.1.5.1 Cemented ................................................................................................... 37

2.1.5.2 Goodyear Welt ........................................................................................... 38

2.1.5.3 Blake Stitch................................................................................................ 39

2.1.5.4 Bologna ...................................................................................................... 39

2.2 Types of Shoes ................................................................................................... 41

2.2.1 Men’s Shoes .............................................................................................. 41

2.2.2 Women’s Shoes ......................................................................................... 42

2.3 Education ............................................................................................................ 43

2.3.1 Education in the Philippines ...................................................................... 43

2.3.1.1 Philippine Standard Classification of Education ................................... 44

2.3.2 Footwear Engineering................................................................................ 46

2.3.3 Trends in Design for Educational Facilities .............................................. 47

2.4 Business Center .................................................................................................. 49

2.5 Technologies and Strategies ............................................................................... 52

2.5.1 Band Beam and Slab.................................................................................. 52

2.5.2 Innovation Spaces ...................................................................................... 53

2.5.2.1 Open Planning and Shared Spaces ......................................................... 58

2.5.2.2 Shared Spaces as a Catalyst for Innovation ........................................... 59

2.5.2.3 Theoretical Framework .......................................................................... 60

2.5.2.4 Design Framework ................................................................................. 62

2.6 Disaster Mitigation ............................................................................................. 63

CHAPTER III .............................................................................................................. 65

3.1 Descriptive Research .......................................................................................... 65

3.1.1 Surveys ...................................................................................................... 65

3.1.1.1 Participants ............................................................................................. 65

3.1.1.2 Procedure ............................................................................................... 66