sports and education, police sector

8/14/2019 sports and education, police sector

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Submitted by:

SOCIAL SECTOR

EDUCATION

I. INTRODUCTIONThe passage of the Local Government Code of1991, devolved some basicservices and facilities to the Local Government Units as follows:

The Constitution of the Philippines provides the following:

Article xiv, Sec. 1. The state shall protect and promote the right of allcitizens to quality education at all levels and shall take appropriate steps to makesuch education accessible to all.

Sec. 2 the State shall :

1. Establish, maintain and support a complete, adequate and integratedsystem of education relevant to the needs of the people and society;

2. Establish and maintain a system of free public education in theelementary and high school levels. Without limiting the natural right ofparents to rear their children, elementary education is compulsory forall children of school age;

3. Establish and maintain a system of scholarship grants, students loanprograms, subsidies and other incentives which shall be available todeserving students in both public an private schools, especially to theunderprivileged;

4. Encourage on-formal, informal and indigenous learning systems, aswell as self-learning, independent, and out-of-school study programsparticularly those that respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth withtraining in civics, vocational efficiency and other skills.

Sec. 17 Basic Services and Facilities

a. .they shall discharge he functions and responsibilities of nationalagencies and office devolved to them

b. Such basic services and facilities include but not limited to thefollowing:

(2) For Municipality

(viii) school buildings and other facilities for public elementary andsecondary schools


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(4) For a City

All the services and facilities of the municipality and province and inaddition thereto, the following:

(ii) Support for education, police and fire services and facilities`

I. SECTORAL PLANNING PROCESS

A. Assessment of Existing SituationThe planner must identify, collect and compile and process relevant date,information and statistics in order to present clearer picture or profile of theliteracy level of the populace and adequacy of educational facilities and teachersas well. In assessing the existing situation, the following steps shall be followed:

A.Data Requirements

DATA REQUIREMENTS SOURCE OF DATA1.EducationalInstitutions

a. NameofSchools,Locationan

dArea

b. TypesofConstructionMateria

lsused

2.Populationa. Tot

alpopulatio

DECS Division Office/Individual School

National Statistics Office-To be Computed Interpolation/SpragueMultiplier-CS Division OfficeIndividual school

-do-Demographic Sector

Division Office/IndividualSchoolDivision Office/IndividualSchool

Individual School /TESDA

Department of Labor andEmploymentTESDA


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nbyagegroup

b. School-goingagepopulation

c. Population/school-goingagepopul

ationprojection

3.Enrollmenta. Cur

rentandpas

t10yearsenrollmentper


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school,publicorpriv

atebylevelofeducation

b. Drop-outrat

e4.Literacy ofhousehold Popn10 years old andover

5.Total number ofteachersemployed perschool per level

6.Vocational/Technical Education andManpowerTraining

a. Enr ollmentinandgraduates ofvoc

ational/technicalcourses

b. Inv


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

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

School Location AreaOccupied

Sq. M.

Type FailitiesPublic Priv. Lab. Shop Library Sports Admin

OfficeClinic C.R. Play-

groundOther

(specify)

Elemen-tary

a.b.Secondarya.b.Tertiarya.b

2. Total Population and school-going age population

Determine the magnitude of the school-going age population (6-21 years old)from the age distribution of population for the different levels ofeducation.

a. Sprague Multiplier

Since the usual grouping of NSO (5-9, 10-18, 15-19 and 20-24) are notsuited to school-going age population for primary (6-10),intermediate (11-12), secondary (13-16), and tertiary (17-21),education programs prescribe by the DECS, school-going age

population can be determined by applying the SpragueMultipliers.

This method makes possible the disaggregation of an agebracket, e.g. 0-4 yrs old into single-year estimates i.e., 0, 1, 2, 3,4, etc.

Example:

AGE BRACKET POPULATION (Both Sexes)0-45-9

10-14

15-1920-2425-2930-34

2,9263,4383,198

2,8562,5801,8711,599


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To compute for the primary school- going age population, usethe following procedures. (Note that age 6 is accepted in grade 1)

a.1. Get the population of age bracket 0-4 and multiply with the SpragueMultiplier under column 1 (0-4) at age 6.

a.2 Use the population of age bracket 5-9 and multiply with theSprague Multiplier under column (5-9) at age 6.

a.3. Multiply the population of age bracket 10-14 with SpragueMultiplier under column (10-14) at age 6.

a.4. Add the results of a.1. to a.3. The resulting number is thesingle year estimate (620.704) at age 6.

Computation:2,926 x -0.0080 = -23.4083,438 x 0.2320 = 797.6163,198 x -0.0480 = -153.504

620.704 = 621a.5. Follow the same procedure in getting the single-age estimates for

the primary school going-age population at ages 7, 8, 9, and 10.

a.6. Add the results of a.4. and a.5. The resulting number is the primaryschool-going population.

Apply the same procedure to determine the school-going agepopulation for other levels of education.

b. Interpolation Technique

Another method reclassifying the NSO population groupings into thedesired school-going age population group is through the use of the

interpolation technique.

Interpolation technique assumes that each of the individual age in the agebracket contributes equally to the total population of that specific agebracket.

Example:

Population by Age GroupMunicipality X


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AGE BRACKET POPULATION(BOTH SEXES)

All Ages5-9

10-14

15-1920-24

58,2748,3597,399

6,7516,254

Source; Census on PopulationNational Statistics Office

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

1. Get 4/5 of age group (5-9) = 4/5(population age group 5-94

= ----- x 8,3595

= 6,687

2. Get 1/5 of age group (10-14) = 1/5(population age group 10-14)

1= ---- x 7,399

5= 1,480

Therefore, the population of the primary school-going age (6-10)population of municipality X is the sum of 6,687 +1,480 = 8,167

b.2. For the intermediate school-going age population (11-12)

Get 2/5 (population age group 10-14) = 2/5 (population age group 10-14)2

= ------ x 7,399

5= 2,960

b.3. For secondary school-going age population (13-16)

1. Get 2/5 of age group (10-14) = 2/5 (population age group 10-14)2

= --- x 7,3995

= 2,960

2. Get 2/5 of age group (15-19) = 2/5 (population age group 15-19)

2= ---- x 6,7515

= 2,700

Therefore, the population of the secondary school-going age (13-16)population of municipality X is the sum of 2,960 + 2,700 = 5,660

b.4. For the tertiary school-going age population (17-21)


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1. Get 3/5 of age group (15-19) = 3/5 (population age group 15-19)3

= ----- x 6,7515

= 4,051

2. Get 2/5of age group (20-24) = 2/5 (population age group 20-24)2

= ----- x 6,2545

= 2,502

Therefore, the population of the tertiary school going-age (17-21)population of Municipality X is the sum of 4,051 and 2,502 =6,553

a. School going age population and present enrollment

c.1. Determine the current enrollment participation ratio for all levelsusing the following formula:

Enrollment Participation Ratio (EPR)

No. of Enrollees y LevelEPR =---------------------------------------------------------- x 100

School Going-age population of Relevant Age Level(Computed in a.1. and a.2.)

Example:

Schools going age population in primary level (6-10) = 8,167

No. of enrollees in the primary level

1,240EPR = ---------- x 100

8,167EPR = 15.18%

This means that for every 100 children aged 6-10 years, only 15 areenrolled. The remaining 85 do not go to school primarily due to poverty.

c.2. Drop Out Rate

Drop-out rate is the percentage of pupils who left to school during theschool during the school year. Determine the drop-out rate for thepast three years and state the possible causes of itsdecrease/increase.

b. Literacy Rate

Literacy is the ability to read and write a simple message. A person isliterate when he can both read and write a simple message in any


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language or dialect. A person is considered as illiterate if he can only readand write numbers on his own name or if a person can read but no write.

Based on the NSO data, determine the literacy rate population of thosewho are 10 years old and above. Refer to Demographic Sector

c. Adequacy of Teacher/Classroom Facilities

e.1. Number of Teachers and Numbers of StudentsCompute the teacher-student ratio for the different levels of education bydividing the total number of enrollees b y the total number of teachersinvolved in teaching academic courses.

Example: No. of Enrollees (primary level) = 1,240No. of Primary School Teachers = 25

Solution:

No. of EnrolleesStudent-Teacher Ratio = ------------------------------------------No. of primary School Teachers

1,240= -------

25= 50:1

The resulting proportion means that there is one available for every 50pupils.e.2. Number of Classrooms and Number of Enrollees

Compute the classroom-student ratio for the different levels of educationby dividing the total number of enrollees by the total number of

classrooms.Example:

No. of Enrollees (Primary) = 1,240No. of Classrooms = 30

Solution:Student-Classroom Ratio No. of Enrollees

= -------------------------------No. of Classrooms

1,240= --------------

30= 41:1

Use the Table to tabulate the results.

Table 2Student-Teacher and Student Classroom

Ratios per School, by LevelCity Municipality of _________


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19__

School CurrentEnrollment

Number of Students

StudentTeacherRatio

Number of Classrooms

StudentClassroomRatio

a. Elementaryb. Secondary

c. TertiarySource: DECS Division Office

a. Condition of Existing School Buildings

Determine the general condition of existing school buildings basd onstandard set by the DECS and the Categories of school buildingsprovided by the National Building Code of the Philippines.

Use the Table to tabulate the data

Table 3Inventory of Schools, Construction Materials

Use and ConditionMunicipality of ____________

19___

Name of Schools Construction Materials Condition

b. Vocational/Technical Education and Manpower Training

Determine the number of vocational/technical education and manpowertraining available in the locality.

Determine the number of enrollees and graduates of vocational/technicalcourses. Express in percentage the number of graduates and the numberof enrollees.

Tabulate the data using the table

Table 4

Vocational/Technical EducationCity/Municipality of ___

19___

Name ofSchools VocationalEducation TechnicalEducation ManpowerTraining Enrollees Graduates %

Source:


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II. Determination of Development Needs and Presentation of Projected andFuture Scenarios

The assessment of the development needs on education is an integral part of thesectoral study since the problems/development needs serve as the basis informulating of goals and objectives as well as identifying programs and projects for

the sector. The existing and projected needs may be determined by the use ofsimple formula which will illustrate hereunder.

A.Determination of Existing Needs

1.Classroom RequirementThe classroom requirement for each level can be computed using the

following formula:

Current Current Enrollment X Current No. of ClassroomClassroom = Standard Classroom - Dilapidated DamageRequirement Student Ratio Classroom

Example:

Given: Existing primary school enrollment = 1,400Standard Classroom-Student Ratio = 1:50Current Number of Classrooms in Good = 25

ConditionNumber of Dilapidated Classrooms = 1

Solution:

Substitute the given value in the formula

Current Current Enrollment X Current Number ofClassrooms = Standards Classrooms - Classrooms DilapidatedRequirement Student Ratio Classroom

1

= (1,400 x -----) (25 1)50

= 28 - 24= 4 classrooms

Considering the standards classroom student ratio, the municipality isshort of four (4) classrooms to accommodate the present enrollees for the

primary level.

2.Teacher Requirement

The current teacher requirement for each level can be solved using thefollowing formula:

Current Current Enrollment Current Numbers of Teacher = X Student Teacher - Teachers


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Requirement Ratio

DECS recommend the following standards on student-teacher ratio.

Table 5Student-Teacher-Ratio

Level Ratio (Teacher/Student)Public Primary 1:50

Private KindergartenPrimary

SecondaryTertiary

1:301:521:501:50

Example:

Given: Current Primary School Enrollment = 1,400Standard Teacher-Student Ratio = 1:52Existing Number of Teachers = 25

Solution:

Substitute the given value in the formula

Current Current School Current

Teacher = Enrollment X - Number of Requirement Student Teacher Ratio Teachers

Therefore,

1Current = (1,400 x -----) 25Teacher Reqt. 52

= 27 25= 2 teachers

This means that Municipality X is short of two (2) teachers toaccommodate the number of enrollees.

3.Facility Requirements

Determine the existing school facility requirement and identify the existingfacilities which need improvements/rehabilitation.

4.Non-Formal Education


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Find out available non-formal education/training needed by the localityrelative to the drop-outs-of-school youth.

B. Projected Future Needs

1. Projected Enrollment

Adopt the enrollment projections prepared by the DECSRegional/District Office for the Municipality. In the absence of DECSprojections, the following procedures shall be used

a. Determine the Increment Participation Rate, IPRTPRn - EPRi

IPR = -----------------------T

Where: IPR = Is the average yearly increment rate

EPRi = is the existing enrollmentparticipation rate for the base year atelementary / Secondary / tertiarylevel

TPRn = is the target participation rate(regional) for elementary/ secondary/tertiary level at year n

t = is the number of years between nand base year i.

b. Projected Enrollment participation rate for year (i+1)

EPRi (i+1) EPRi + IPR

For succeeding years, add increment enrollment participation rateto the previous EPR.

EPR ( i + 2 ) = EPRi ( I + 1 ) + IPR

c. Projected enrollment by multiplying the targeted enrollmentparticipation rated by the projected school-going age population.

Targeted enrollment Projected SchoolProjected = --------------------------------- x Going ageEnrollment Enrollment Participation population (SGA)

Rate, EPR

Example:Given: Existing Enrollment Participation = 71%

Rate (EPRi) for SY 1995-1996


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Target Participation Rate Regional = 75%(TPRn) for SY 2000- 2001Number of Years Between (t)SY 1995 1996 to SY 2000-2001

Projected School-Going Age (SGA) Participation

1996 54431997 56551998 58531999 68682000 7270

Solution:

By substituting the given value in the formula,

TPRn EPRi 75% - 71%1. IPR = ------------------------ = -------------------- = 0.8t 5

2. EPR( i+1) = EPR (96 97) = 71 + 0.8 = 71.8%3. Project Enrollment Projected Enrollment School-going

For 1196 1997 = Rate (EPR) X PopulationAge

= 71.8 % x5,443

= 3,908

Enrollment Participation Arte (1997 -1998) = 71.8% + 0.8= 2.6%

Projected Enrollment (1997 1998) = 72.6% x 5,655= 4,106

Enrollment Participation Rate (19981999) = 72.6% + 0= 73.4%

Projected Enrollment (1998 1999) = 73.4% x 5,853= 4,296

Enrollment Participation Rate (19992000) = 73.4% x 0.8= 74.2%

Projected Enrollment (19992000) = 74.2% x 6,868= 5,096

Enrollment Participation Rate (2000-2001) = 74.2% + 0.8= 75.0%


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Projected Enrollment (2000-2001) = 75.0 x 7,270= 5,452

Tabulate results using the Table:

Table 6Projected Enrollment for Primary Level

City/Municipality of ___________

SCHOOL YEAR PROJECTED ENROLLMENT1996 19971997 19981999 19991999 20002000 - 2001

39084106429650965452

1. Classroom Requirements for the Planning Period

Compute the projected classroom requirements for each level byusing the following formula:

Projected Projected School Enrollment CurrentClassroom = X Standard Classroom - - NumberRequirement Student Ratio of Classroom

Example:

Given: Projected primary school Enrollment 1997 = 1,640

Existing number of classrooms = 25Classroom Student Ratio = 1:50Solution:Using the formula,

Projected Projected School Enrollment CurrentClassroom = X Standard Classroom - - NumberRequirement Student Ratioof Classroom

1= ( 1,640 x-----) - 25

50

=33 25= 8 classrooms

Note:

The projected requirement includes that of the previous yearrequirement.

2. Teacher Requirement for Planning Period


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Compute projected teacher requirement for each level by using thefollowing formula

Projected Projected Standard ExistingTeacher = School X Teacher - - Number

Requirement Enrollment Student Ratio of Classroom

Example:Given: Projected primary school enrollment = 1,640

Existing number of teachers = 25Standard Teacher Student =

1:50Ratio fir Primary Level (Public)

Solution:Using the Formula,

Projected Projected Standard ExistingTeacher = School X Teacher - - Number

Requirement Enrollment Student Ratio of Classroom1

= (1,640 x ------) 25 = 33 25 = 8 teachers50

Use the same procedure for the succeeding years, tabulate results usingthe table.

Table 7Teacher Requirement

City Municipality of ________

YEAR TEACHERS REQUIREDYear 1

234

TOTALSource:

C. Determination of Space Requirements

Based on the computed needs, estimate space requirement for each facility byusing DECS guidelines and standards, as follows:

1. Elementary1 or 2 classes and no grade above Gr. IV 0.5 ha.

(Rural School)6 or more classes (for central school) or 1.0 ha3 to 4 classes (for Non Central School)7 to 9 classes 2.0 ha


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10.12lasses 3.0 haMore than 12 classes 4.0 ha

In special cases where there is difficulty in meeting the abovestandards, the following may be allowed:

For Rural Areas:a. 6 or more classes (central school) or

3 to 4 classes (non-central school) 0.5 ha.b. 5 to 10 classes 1.5 ha.c. More than 10 classes 3.0 ha.

For Urban Areasa. 6 to 10 classes 0.5 ha.b. 11 to 20 classes ha.

1. Secondary SchoolsFor Urban (minimum)

a. 12 sections 0.5 ha.b. 13 to 25 sections 1.0 hac. 2 to 50 sections 1.5 ha.d. 51 to 75 sections 2.0 ha.

Provide additional 0.5 ha. for every sections above 75 sections

For Rural (minimum)a. Barangay 1.0 ha.b. General/Trade 3.0 ha.c. Agricultural 3.0 ha. campus

2.0 ha.for Freshwater

fishponds2.0 ha. for brackishwater fishpond

3. Colleges and Universities

The area of school site as a general rule as followsa. 5000 or less students 0.5 ha.b. 501 to 1,000 1.0 ha.c. 1,001 to 2,000 2.0 had. 2,001 to 3,000 3.0 ha

As a general rule, the same ratio should be maintained for enrolment inexcess of 3,000

For larger colleges and universities the campus should be at least 7.0 hafor minimum number of 10,000 students. (In using the 7.0 has., theregular open space minimum dimensional standard needed for anyactivity of the school is determined by multiplying a constant of 2.50 sq.m. /Student. On the other hand, the minimum standard for indoor facilityis multiplied by a constant of 0.90 sq. m. to the total number of students)


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I. Formulation of Goals and Objectives

Goals are broad and general statement of desired direction and quality ofdevelopment for the community and its population. These goals should be attunedwith national, regional and provincial goals.

Example: To increase the literacy rate in the city/municipality

Objectives reflect the ore specific intentions and tangible details of goals. They areexpressed in more definitive and attainable terms.

Example: To provide adequate classrooms for the elementary school children.

II. Formulation of Sectoral Proposals and Recommendations

A.Policy Recommendation

Policies are sets of related principles and rules of actions/conditions that would

govern the pursuit of goals and objectives.

Example: Formal and non-formal education shall be institutionalized as a tool fornational development through better facilities and well-trained teachers

B.Strategies

Strategies are specific/special techniques and procedures to make programs andaction plans work.

Example: Elementary and secondary facilities should be made accessible toall, weather in the urban or rural areas.

C.Targets

Targets translate programs / plans into concrete and quantified projects andother outputs vis--vis a time frame. These projects are usually the detailedoutputs of the program.

Here are some guidelines I target setting:

Target are based on trends Targets should be realistic ad attainable Targets are usually expressed in terms of growth rate, percentages of

absolute values in gross or real terms.

Targets are prioritized according to their degree of attainability and orderof significance.

Example:

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

I. Plan Implementation


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The efficiency and effectiveness of programs and projects can be evaluated basedon the availability of the delivery machinery and to what extent these same programsalter existing conditions for the greater benefit of the population.

A.Identification and Prioritization of Programs and Projects

In order to attain goals, objectives and targets for the education sector of thetown, the planner should identify/prioritize specific implementable projects andprograms.

Identify the implementable projects and programs in the locality considering theneeds of the education sector

Rank the projects in the order of their priority for implementation. In prioritizingthe projects, the following criteria should be followed.

Feasibility of carrying out the projects as far as the towns financial

resources are concerned. Relative important/necessity of carrying out the project to solve theexisting problems of the education sector.

Various criteria for projects ranking/selection established by the LGUs

Determine the possible sources of income and schedule of implementation ofeach project.

Summarize proposed projects/programs in tabular form. For each program andproject, give description and/or state objectives and identify the implementingagencies using the following sample table.

Table 8

Programs and ProjectsCity Municipality of ______

199_

Project Title Location ProjectDescription

Cost Schedule of Implementation

Source ofFunding

2 (two)Elementary

SchoolBuildings

Bo. Bato

Bo. Lupa

Constructionof 2 schoolbuilding intwo brgy.

2.5

2.5

1997 1998

1998 - 1999

DECS/DPWHCDF of

Cong.. XYS

Note:

1.Elementary and secondary education are covered by the nationalgovernment but LGU still has to determine its requirement as input toDECS in their programming activities.

2.In terms of adult education, the LGU depending on its sources, may usethis program to raise the literacy level of its population and form part of itsmanpower training program.


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B. Responsibility Centers

The Following committees/groups shall be responsible for the implementation ofthe programs/projects or education sector.

Local School Board, Local Development Council, Local Finance Committee,

Local Chief Executive, Planning and Development Coordinator, Sectoral Groups,NGOs, Sanggunian.

SPORTS AND RECREATION

I. DATA GATHERING

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

Table 1Sports and Recreational Facilities by Barangay, Year

Barangay Area SportsFacilities

RecreationFacilities

Ownership PhysicalCondition Good,

Poor, Critical

Source: City Municipal Planning and Development Official, Engineering offices, office of the Sangguniang

Kabataan (SK)

The output table consists of basic information from which assessment of the level of sports andrecreation facilities and services may initially proceed. Other relevant information may begathered through a consultation process

Example: Data on major events of provincial, regional or national interest held for the past tenyears

A. Determine the felt needs, aspirations and issues of the community relativeto housing through consultations.

Gathering of Information on felt needs and aspirations of the population

may be facilitated by designing/structuring Questions such as:

What issues and concerns related to protective services wouldyou want to be addressed?

In what ways can ( as a resident/community member, stakeholder)address/resolve these issues and concerns?

In what ways can the government address/resolve these issuesand concerns?


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What are your aspirations to improve the level of sports andrecreation?

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

I. DATA ANALYSIS

Assess and describe the sports and recreation situation prevailing in the locality interms of the following:

Availability and efficiency of sports and recreation facilities according tonumber, type, ownership and areas I each barangay, including facilities inschools and subdivisions.

Conditions of facilities and presence and auxiliary facilities (e.g. toilets,benches, lighting facilities, etc.)

Appropriateness of facilitys location and areas in relation to populationconcentration for population serve.

Physical accessibility of the existing facilities, e.g. presence and condition ofroads to and from the facilities, natural scenic spots, beaches, etc. Accessibility of the population to the sports and recreation facilities in

adjacent towns. Availability of potential areas for sports and recreation and opportunities for

tourism development. Any observed implications/relationship between the lack of sports and

recreation and the rise in health and education problems, e.g. drug addiction,poor mental and physical development, etc.

I. CURRENT AND PROJECT NEEDS

Determine the current need and future requirement for sports and recreation based

on standards, recognized planning and design criteria and other considerationsunique to the locality.

Example:Current population of the Municipality (2005) = 58,274

Projected population (2010) = 66,023Area of existing municipal park = 20,000 sq.

m.

Area requirement 2005 = population x standard= 58,274 (500 sq. m. / 1000 population= 29,137 sq. m.

Current area requirement = area requirement present areaFor municipal park= 29,137 sq. m.- 20,000 sq. m.= 9,137 sq. m.

Future area requirement = 66,023 x 500 sq. m. /1,000For municipal park = 33,011.50 sq. m.


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

II. SECTOR ANALYSIS MATRIX

A. Consolidate and validate the findings of the above steps with the result of

the consultation.

List the key issues, problems, and concerns of the sports and recreationsector

Determine the possible implications/impacts of the key issues, problemsand concerns

A. Recommend interventions such as:

Realistic policy options and appropriate strategies

Programs and projects for implementation with due consideration ofcurrent and pipeline projects.

A. Prioritize, tabulate, and present the results in matrix form as follows:

(Sample) Sports and Recreation Matrix

TechnicalFindings/Observations

Implications (Effects) PolicyOptions/Interventions

Concentration of

sports and recreationfacilities in only twobarangays

Inequitabledistribution of sportsand recreationfacilities

Location recreationalof Sports/recreational facilitiesin/ near danger areas

e.g. cliffs; healthhazards e.g. landfill

Limited opportunity

for residents toindulge in sports andrecreation.

Right-of-way beingused as playing area

Risk to lives/healthof the people

Identify areas for

sports and recreation Provide additional

sports and recreationfacilities

Provide measures todanger; relocatesports/ recreationalfacilities away fromany health hazardstructure/infrastructure


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Documents

sports and education, police sector