The context, implementation and overall impact and benchmark for the future through using “standardised design” approaches in six different countries, in addition to drawings, photos and links to further information, are presented in this report. 13p

Describes Mozambique's Plan for Education and Culture (PEEC), undertaken in 2006. One of the objectives of PEEC is to promote access to primary education through expansion of the school network. Therefore, it is envisaged that approximately 6000 classrooms be built including teacher houses and related infrastructure per year until 2015. The challenge is to find designs for nationwide application in Mozambique that allow low cost solutions and at the same time consider other methods to conventional construction. A flexible standard design concept with a basic durable and simple structure, which allows design variations for different local requirements is proposed. A crucial element for the design, applicable for all variations, is to clearly state the minimum standards for its function as a school building. The basic design of a classroom building, can be adapted by adding proposed design variations, for example glass windows, mosquito netting and electrical illumination for evening classes. The buildings can be upgraded to a rural secondary school. The flexible design options cover the various climatic conditions within Mozambique. The design also includes the option of rain water collection for locations with difficult geological conditions for boreholes. The architectural concept considers the use of locally available, low cost materials and offers solutions for sites with difficult access and environmental conditions. 10p.

Describes the evolution from standard to site-specific school designs in Jordan. In the 1950's and 1960's, the approach was to build mainly small scale schools. Then, in the 1970's large scale schools were built. All of these used a total of seven prototypes . In 2003 a new generation of individual design school buildings appeared. Under this scheme, school buildings are positioned in order to derive the maximum benefits from natural environmental factors and to use appropriate landscaping elements to define the boundaries of the school and the access to the school grounds. Other characteristics such as the educational spaces in clusters are still largely inspired by the prototypes. But today's trend is to work on designs specific to each school. From the point of view of the Ministry of Education, the most important aspect is to elaborate the building with the designer and the user and the community. In this way, the building will have a long life, be proper, be colorful, have low maintenance costs and that will be in harmony with the surrounding environment. 5p.

Discusses the advantages of standardized school designs, but notes that construction costs are not saved, as significant site work may be necessary when matching a standard design onto a site, as well as modifications to the design to accommodate climate. 13p.

Profiles this project by which 504 schools and 52 district education offices have been built in remote areas of Laos considered to be below the poverty line. The overall objective is general primary education by 2015 for children in Laos, providing access to at least five years of education for all children in the country. The project is enabling access to modern primary education for 75, 000 children. The communities were required to make some contributions to the construction of their schools. They were typically required to provide land for the site, fencing to surround the site, and to ensure the maintenance of the building. Involving the community in this way not only saves on costs, but also provides an important indicator of the commitment of the community to run and maintain the school, and it strengthens the sense of ownership. Also discussed is the simple module that serves as architectural basis for the school projects. The module's characteristics make it site-specifically adaptable in terms of number of modules and construction materials. 6p.

Describes the Los Angeles Unified School District’s competition to design a pre-fabricated school building that’s flexibly attuned to its site and ecologically sustainable. Explains what a portable and modular classroom is, and discusses the advantages and disadvantages. Outlines opportunities for architects in their design.

To upgrade their facilities and replace portable classrooms, Los Angeles held a design competition for modular pre-fabricated schools flexible enough to respond to their site and environment. Details the three winning prototypes for the educational buildings.

Reports that the Los Angeles Unified School district has signed a contract with Gonzalez Goodale Architects through a competitive design process for new school building prototype to replace thousands of temporary classrooms. Work will begin immediately on a new academic building built primarily of prefabricated materials. The 33,000-square-foot, two- to three-story prototype will be built in two phases and will be designed with flexibility to serve as a classroom, dance studio, science lab or library, depending on the needs of the school.

Examines Australia's template-based school design program that was a result of the 2007 Building the Education Revolution, a vast ten billion pound national stimulus package designed to provide every eligible school in the country with new or refurbished accommodation. Describes how the program was led, how the templates developed, how the templates got placed on sites, the quality of the projects, and the pros and cons of the program.

Profiles this prototype school that was built on an infill site by virtue of its small footprint and its proximity to public facilities. The site selection, community participation, building design, "green" features, and use of the building as a teaching tool are described.

Profiles Albuquerque's Rudolfo Anaya Elementary School, a prototype school awarded for its adherence to the stated goal of the facility, their ability to enhance learning, functionality, and sustainability. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine s school design awards.)

Profiles this Colorado school, designed as an energy-efficient and flexible prototype that could be adapted to other sites in the county. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.

Discusses the virtues of prototype school designs, allowing a number of schools to be built faster and at less cost. Standardizing fixtures also saves in facilities management costs. Adapting the design for different sites and educational programs is discussed, and flexible designs are strongly recommended.