Resource Lists
SCHOOL DESIGN -- INTERNATIONAL Information on designing and building school facilities outside the United States, compiled by the National Clearinghouse for Educational Facilities. See the related NCEF resource list on School Design in the United Kingdom. References to Books and Other Media
Designing for Education: Compendium of Exemplary Educational Facilities 2011 (OECD Centre for Effective Learning Environments , Sep 2011)
Showcases over 60 exemplary recently built or refurbished schools and universities from 28 countries and includes examples of early childhood, primary, secondary, vocational and higher education facilities spanning countries in six continents, from India, Uruguay and Portugal, to Australia, United States and Burkina Faso. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.
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http://www.oecd.org/
Database of Best Practices in Educational Facilities Investment (OECD/CELE and the European Investment Bank , 2011)
The purpose of the database is to inform the planning, design, construction, management and evaluation of educational spaces by providing an international resource of exemplary school and university facilities, combined with a bibliographical reference tool for strategic investment in educational infrastructure. This database draws on two sources of information: Information collected in the framework of the joint CELE/European Investment Bank project on “Strategic Investment Planning for Educational Infrastructure”. The 60 exemplary schools and universities featured in CELE’s publication Designing for Education: Compendium of Exemplary Educational Facilities 2011. The database provides detailed information on each project, in addition to high-quality photos and plans and contact information for schools and architects. The database classifies each design project by category: flexible learning settings, school regeneration, access, new technologies, outdoor spaces, furniture, safety, comfort, community use and involvement, integrated services, special needs provision, multi-sensory environment, cultural and historical value; environmental sustainability, energy efficiency, cost efficiency, library/resource centre, music facilities, fine art facilities, science laboratories, vocational facilities, sporting facilities, etc). In due course, details of all the 166 submissions received during the publication’s preparatory phase will be uploaded on the database.
Redesigning the School Environment--Students As Clients.  Groundwater-Smith, Susan; Rubbo, Anna (Australian Association for Research in Education, Deakin, ACT , 2011)
Examines an initiative that would fulfill two complementary purposes: to enable 2nd year architecture students to understand the discipline of landscape architecture; and to enable senior school students to have a voice in developing a critique of their outdoor environment. The client was a comprehensive secondary school, G. Boys High School (GBHS). Architecture students worked collaboratively with GBHS students to develop landscape and design proposals that would improve their experience of school life- and learning, as well as contributing to social and environmental sustainability. As the architecture students worked through their brief, school students were consulted regarding their responses to the ways in which various proposals were evolving. Year 11 and 12 students provided feedback at key points in the design process, when university students were on site, and a design and technology class was identified as one that would act as the representative group who would be more substantially engaged. 14p.
Modern Schools.
Hille, R. Thomas (John Wiley & Sons, Hoboken, NJ , 2011)
Presents a survey of exceptional 20th- and early 21st-century K-12 school designs, by architects from Frank Lloyd Wright to Morphosis. This in-depth design study explores the fundamental relationship between architecture, education, and the design of contemporary learning environments. Its focus is on the underlying design themes and characteristic features that support and enhance basic aspects of learning and, in the process, create an architectural expression that is both meaningful and lasting. Its scope covers influences of contemporary educational ideas and practices, related design concepts and strategies, and the resulting impact of both on real environments for learning. More than 900 contemporary and historical photographs and 200 plans of schools by many of the outstanding design architects of the modern era are included. The book is divided into three parts: Part I is an overview of school design, Part II and III present key paradigms of school design and in-depth case studies of projects, with applicable lessons for today's architect. 528p.
The Impact of Policy Changes on School Architecture. [Finland] Altenmueller, Ulrike (Proceedings of the 41st Annual Conference of the Environmental Design Research Association , Oct 2010)
Lawmaking, policies and available funding have an enormous impact on school buildings. Any changes or improvements as well as the availability of additional funds can significantly influence the quality, appearance and functionality of school architecture. This paper shows how in Finland a series of policy changes since the mid 1990s lead to a fundamental renewal of educational architecture. Three main factors spurred the development of new school designs: an Architectural Policy Act by the Finnish government highlighted the exemplary function of public buildings to raise the quality of the built environment; by surrendering uniform or binding specifications and encouraging experimentation, a highly individualized planning process for schools became possible; making extra funding for school construction available in the midst of economic crisis acted as a catalyst for the implementation of new ideas for school architecture. Selected case studies help to visualize these new trends that were made possible through policy changes. [Author's abstract]
12p
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http://www.edra.org/research-and-education/edra-proceedings-indices
Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom
Harris, Stephen (Sydney Centre for Innovation in Learning, Aug 2010)
This paper outlines work connected to the successful convergence of digital,
pedagogic and physical space. The Sydney Centre for Innovation in Learning
(SCIL) has been focusing on the gap that has existed in schools where the
physical layout is often stuck in an industrial-era education model, rather than
reflecting the possibilities of ICT-enhanced personalised learning. SCIL has been
working to create digital spaces so that students can consistently transition from
the real to virtual world. [Author's abstract] 13p.
Designing Primary Schools for the Future.
Darmody, Merike; Smyth, Emer; Doherty, Cliona (Economic and Social Research Institute, Dublin, Ireland , Jun 2010)
Explores the perceptions of students, teachers and key stakeholders of the interaction between school design and teaching and learning in the Irish context, specifically focusing on primary schools. In particular, the study draws on interviews with key stakeholders along with detailed case-studies of six primary schools. The research encompasses perceptions on existing primary schools, covering the range from older buildings to those built according to current design guidelines. School and classroom size, indoor and outdoor spaces and arrangements, and technology integration are addressed 169p.
Report NO: Research Series #16
CELE's Fourth Compendium of Exemplary Educational Facilities: The Jury Has Spoken.
(Organisation for Economic Co-operation and Development, Paris, France , 2010)
Briefly profiles the six outstanding school designs, as selected by the jury for this upcoming compendium. These and the other selected educational facilities were user-orientated, innovative design, fit for their purpose, sustainable, and safe. The announcement of these six precedes the profiling of 60 projects from 28 countries that will be included in a publication. A list of these 60 may be found at http://www.oecd.org/dataoecd/19/43/46322158.pdf 3p.
The Green School: Not a Dream Anymore.
2010
Profiles The Green School in Bali, Indonesia. The idea behind the conceptualized school is that the students would learn in the open air surrounded by nature that they feed and care for. They learn to build with bamboo while studying for the British school exams. The center of the school, called the Heart of School, ranks as Asia’s largest bamboo building. This high school was built by the same people who made the local jail and the insane asylum, with the same materials. The school has attracted "green" housing, industry, and community growth.
An On-going Research on Learning and School Buildings in Palestine.
Al-Azzar, Ahmad; Joubran, Joubran; Juha, Linda (Comportements and Authors, Lausanne, Switzerland , 2010)
Compares drawings by children from two very different school environments. The project investigates how children and teachers in three recently built new schools in different regions of West Bank evaluate and use their school buildings. These three schools were chosen for this study because special care has been given to their spatial layout. Similar data are collected from children going to school in three old school buildings with more traditional spatial lay-outs. In their drawings, children from the new school give much more place to the surroundings, playground, nature, trees, open space, sun and also school friends (drawings of children in the courtyard) when compared to drawings from the old school. The authors suggest that this has to do with the fact that there is generally speaking more space and transparency in the new school. This could also be a hypothesis for explaining the more positive evaluation that children of the new school give about their school. 8p.
Concepts and Transferability of Contemporary Finnish School Design.
Altenmueller, Ulrike (Comportements and Authors, Lausanne, Switzerland , 2010)
Discusses how the decentralization of the Finnish school system has proceeded so that now most decisions are made locally. This recent development has had a major impact the architecture of schools built in Finland. Today local authorities, principals, teachers and architects conceptualize school buildings in close co-operation and dialogue. Instead of applying a pre-described room layout, the community and the users develop specific learning environments that strive to best support the pedagogic idea of each individual school. Through this collaboration between stakeholders and flexibility of the planning process, spatial arrangements evolve that provide sheltered learning spaces, while supporting a large variety of different teaching methods. Though the design process might take longer to build than a standard school design, and initially be more expensive, educational and community needs are met effectively. Designing and building a new schoolhouse with neighborhood cooperation increase community pride and support for educational endeavors and help also to protect the facilities from vandalism. 5p.
Preparation of Low Cost Solutions for the School Construction Programme in Mozambique.
Graf, Gerhard; Marrufo, Antonio; Braehmig, Jochen (Comportements and Authors, Lausanne, Switzerland , 2010)
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.
Secondary Schools Modernisation Programme: The Portuguese Experience.
Heitor, Teresa (Comportements and Authors, Lausanne, Switzerland , 2010)
Provides a general diagnosis of the Portuguese school building stock; discusses the school building modernization program, encompassing planning strategies, programmatic concepts and design principles applied in the refurbishment of existing buildings; and describes the school modernization program's operational process. The three main goals of the modernization program are to upgrade existing buildings, to open the school to the surrounding community, and to ensure the maintenance and management of the buildings after modernization. The management model implies a joint contract for construction, conservation, and maintenance operations for a longer period. 10p.
Standard Designs versus Site Specific Designs: The Jordanian Experience.
Jaradat, Rolla (Comportements and Authors, Lausanne, Switzerland , 2010)
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.
Architectural Quality in Planning and Design of Schools: Current Issues with Focus on Developing Countries.
Knapp, Eberhard; Noschis, Kaj, eds. (Comportements and Authors, Lausanne, Switzerland , 2010)
This volume contains the proceedings of the 13th Architecture & Behavior Colloquium, bringing. It brought together researchers, designers, consultants and decision makers on educational facilities. Representatives from countries in Africa, the Middle-East, Europe, and the United States took part. The eleven presentations included in the proceedings cover the following topics: 1) Research on the interrelation between the quality of educational facilities and students' learning performance; 2) Educational architecture that enhances learning and social processes: examples of successful design projects, and 3) Educational architecture in developing countries: standard designs vs. site-specific, individual designs. 108p.
Schools: Educational Spaces.
Kramer, Sibylle (Braun Publishing, Salenstein, Switzerland , 2010)
Presents 60 international schools of notable programming and design, offering a brief description of each, accompanied by plans, sections, and abundant photographs. 271p.
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http://www.braun-publishing.ch/index.php?id=18&L=1&tx_ttproducts_pi1[backPID]
Learning and The Physical Environment-A Research Overview from Scandinavia.
Pia Bjoerklid (Comportements and Authors, Lausanne, Switzerland , 2010)
Presents a review of research done in Scandinavia on the relationship between learning and the physical environment. The paper discusses the interaction between children's learning and the physical environment of schools and their adjacent outdoor environments. The author stresses that learning in schools comprises both formal and informal learning, including play. She argues that both play spaces and learning spaces should have workshop-like qualities, preferably with clearly demarcated areas for different activities. Children need environments that inspire them to different types of practical activity. Learning environments should provide rooms for meeting and mixing with friends but also for seclusion. One way of assuring students' right to safe and developmental environments is to give them influence over the planning of their physical landscape. The local environment around the school is an opportunity in this respect. 6p.
Eight Schools for West Bank, Palestinian Territories.
Rechthaler, Karl; Mertes, Knaus (Comportements and Authors, Lausanne, Switzerland , 2010)
Presents drawings and pictures of new schools in Palestine. Eight innovative, cost-effective and site specific school projects have been built in the West-Bank and Gaza and are now in operation. The main characteristics of the new schools include their integration into the urban context and topography, their integration of existing buildings into the new developments, and their use of local construction materials with less maintenance cost. In this way construction costs have been considerably reduced. 7p.
Basic Education (Girls) Project (BEGP) in Laos People's Democratic Republic.
Schwitter, Daniel (Comportements and Authors, Lausanne, Switzerland , 2010)
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.
Take 8. Learning Spaces: The Transformation of Educational Spaces for the 21st Century. Newton, Clare and Fisher, Kenn (Australian Institute of Architects, Oct 2009)
Focused predominantly on primary and secondary schools, this collection of interviews, articles and case studies presents a series of reflections by educators, designers and government policy initiators on the current landscape of learning space design and educational innovation in Australia. Articles commonly acknowledge the emergent relationship between pedagogy and space, leading to both revolutionary learning spaces and transformational teaching practice. While it is Australian-centric, the experiences and case studies reflected upon transpire relevance across the globe and will surely strike a chord of familiarity for those researchers, designers and practitioners who are negotiating similar pathways.
148p
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http://www.architecture.com.au/
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall; Lackney, Jeffery (DesignShare.com, Minneapolis, MN , Sep 2009)
Presents 28 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, entries, student display space, "home base" and individual storage, laboratories, the arts, physical fitness, supervision, dispersed technology, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Appendices include illustrated essays on school design, the future of built schools, author biographies, and 21 references. 214p.
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http://www.designshare.com/index.php/language-school-design/order-process
Fostering Whole-Systems Thinking Through Architecture: Eco-School Case Studies in Europe and Japan.
Day, Emilia May 2009)
Examines how architecture, engineering, landscaping, and educational systems are combined to make school buildings the instruments through which students learn how to lessen human impact on the environment. Through tours, interviews, archival data, and surveys with data from England, the Netherlands, Germany, Denmark, and Japan, the thesis investigates factors involved in eco-school development, and documents four eco-schools' design, activities, and students' environmental attitudes. Interviews with principals, architects, and government officials revealed that eco-schools develop quickly with enthusiastic principals who excite their students, faculty, and school board members with occasions to think and act in ecologically responsible ways. 92p.
International Pilot Study on the Evaluation of Quality in Educational Spaces (EQES).
(Organisation for Economic Cooperation and Development, Centre for Effective Learning Environments, Paris, France , May 2009)
Provides a guide for those involved in the International Pilot Study on the Evaluation of Quality in Educational Spaces (EQES): national coordinators and research teams, teaching staff, students, school principals, and others. The purpose of this pilot project is to assist education authorities, schools and others to maximize the use of and investment in educational spaces. The manual describes four research tools: 1) priority-rating exercise for quality performance objectives, 2) educational facility analysis. 3) student and teaching staff questionnaires, and 4) focus groups. For each tool, this manual presents the tool's objectives, research questions, expected response time, step-by-step instructions on how to implement the tool, and presentation of results in the final report. 71p.
15 Cool High School, College and University Building Designs.
(Web Urbanist, Apr 2009)
Profiles 15 mostly avant-garde designs of high school and university buildings from around the world. Photographs accompany each description.
2009 Open Architecture Challenge: Classroom.
(Architecture for Humanity, Open Architecture Network, San Francisco, CA, 2009)
Presents over 300 school designs from teams made up of architects, students, and teachers, along with detail on the award winnders. The economical designs are intended developing and under-funded areas, with an emphasis on affordability, sustainability, and portable or modular construction.
Contemporary Dutch School Architecture: A Tradition of Change.
(NAI Publishers, Rotterdam, The Netherlands , 2009)
Surveys recent school architecture in the Netherlands. The four essays and forty school portraits analyze and present the changes in the architecture of primary and secondary schools from 1990 to the present. The book reveals architectural developments in primary and secondary educational institutions over the past two decades, featuring numerous images and texts by architects and theorists. The study demonstrates that the role of architecture in education is much more than a translation of contemporary pedagogical theory into brick and mortar. The classroom is inhabited five days a week by students and staff, and its architecture provides novel spatial experiences that become formative for younger generations, providing a stimulating learning environment and establishing new traditions. 276p.
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http://www.naipublishers.nl/
Druk White Lotus School,
(DesignShare, Minneapolis, MN , 2009)
Profiles the award-winning Druk White Lotus School in Ladakh, India. The primary and secondary school is a model for green design, using local materials assembled by local craftsmen, and taking advantage of natural ventilation and abundant solar radiation. 3p.
School Construction Strategies for Universal Primary Education in Africa: Should Communities Be Empowered to Build Their Schools?
(World Bank Publications, Washington, DC , 2009)
Examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, and construction techniques, procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process : central and deconcentrated administrations, local governments, agencies, social funds, NGOs, and local communities. The book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the goal of complete quality primary education for all children at the lowest marginal cost. 288p.
Stones into Schools: Promoting Peace with Books, not Bombs, in Afghanistan and Pakistan.
Mortenson, Greg (Viking Pres, New York, NY , 2009)
Narrates the story of how the Central Asia Institute (CAI) built schools in northern Afghanistan. The author describes the harsh geography, near-death experiences as they plot a course of school-building through the Badakshan province and Wakhan corridor. Mortenson also shares his friendships with U.S. military personnel and describes the careful line CAI threads between former mujahideen commanders, ex-Taliban and village elders, and the American soldiers stationed in their midst. 443p.
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http://us.penguingroup.com/static/pages/publishers/adult/viking.html
Escuelas de Calidad – La educacion activa.(Quality schools – Active education.)
Schneider, Jacobo 2009
Part one of this two-part book refers to the educational experiences of the author, with various anecdotes on the nature of education in the past at primary, secondary and tertiary levels. Of the two chapters that follow, the first is dedicated to the Educational and Cultural Spaces programme of the International Union of Architects (UIA), while the other focuses on the International Forum of Educational Architecture. Part two refers to active education, how education is seen today and the methodologies used to provide it. Finally, Appendix I of the book sets out a programme for the requirements of a primary school, with an adjacent nursery school, while Appendix II contains a programme for a postgraduate degree in educational architecture prepared for an Argentinian university. Available in Spanish and French.
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e-mail: info@editorialparabola.com.ar
Schools of the Future.
Walden, Rotraut, ed. (Hogrefe and Huber, Cambridge, MA , 2009)
Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.
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Hogrefe & Huber Publishershttp://www.hogrefe.com/
Evaluation of Building Schools for the Future, 2nd Annual Report.
(PriceweaterhouseCoopers, London, United Kingdom , Dec 2008)
Reports that the United Kingdom's Building Schools for the Future (BSF) program is making good progress, and that there is increasing belief in all stakeholders that it will deliver strong benefits for teaching and learning. There is strong evidence of satisfaction with their new buildings from the staff and pupils of the first four new BSF schools opened, and transformation of educational delivery is seen to be enriching academic achievement. Includes 33 references. 106p.
360 Degrees: Issue 15.
(Commission for Architecture and the Built Environment, London, United Kingdom , Spring 2008)
Considers how young people can learn about sustainability from their built environment, and profiles the Dalton School, an "eco-school" in The Netherlands. 12p.
Learning Spaces. (DesignShare, Minneapolis, MN, Feb 2008)
Addresses cultural sensitivities of green design in Riverside School (Gujurat, Ahmedabab, India), where school must accommodate extreme heat and local customs such as closer physical contact.
Space and Learning: Lessons in Architecture 3
Hertzberger, Herman (010 Publishers, Rotterdam, The Netherlands , 2008)
Brings together Hertzberger's knowledge and ideas in a theoretical study of the spatial conditions of learning, with illustrations throughout of the architect's own work and that of others. More than thirty schools designed by Hertzberger have been built to date. School building, according to Hertzberger, is one of the few areas in architecture today where designers are still able to define and influence human conditions. In his opinion, school buildings require striking a balance between use, performance and an architecture informed by education. School buildings need re-inventing on each new occasion, particularly given current developments in education which are shifting away from the traditional approach to one more targeted at the individual. 208p.
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http://www.010.nl/index_ie.htm
Contemporary School Architecture in Slovenia 1991–2007.
Ivanic, Maja; Kuhar, Špela (SpringerWienNewYork, New York, NY, 2008)
Profiles notable recent school buildings in Slovenia, all constructed after 1991, following the establishment of the Republic of Slovenia. Thirty projects are presented in pictures, plans, and textual descriptions. Also included is an introduction by the authors, and interviews on the subject of school construction with five architects.
191
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http://www.springer.com/architecture+%26+design/architecture/book/978-3-211-76844-0
Druk White Lotus School. Nov 29, 2007
Profiles the award-winning Druk White Lotus School in Ladakh, India. The primary and secondary school is a model for green design, using local materials assembled by local craftsmen, and taking advantage of natural ventilation and abundant solar radiation.
METI School of Rudrapur, Bangladesh.
Kriscenski, Ali (Inhabitat.com, Sep 06, 2007)
Profiles this award-winning hand-built school that showcases sustainable design practices and locally sensitive architecture. The school fuses local knowledge, readily available renewable materials, and new construction techniques to maintain a traditional identity while embracing modernity in both its form and purpose.
2007 DesignShare Awards Program for Innovative Learning Environments.
(DesignShare, Sep 2007)
Winners of the 2007 DesignShare Awards Program highlighting innovative projects from around the world that are learner-centered, cost-efficient, and sustainable learning environments. Includes an introduction and summary of the 2007 program; a description of 2007 patterns of innovation; full descriptions of the honor and merit awards; lists of citation and recognized value awards; the jury team, and a jury conversation. Narratives, costs, and images are included for each project.
The Netherlands’ School Building Prize 2006.
(Organisation for Economic Co-operation and Development , Jun 2007)
The Netherlands’ Ministry of Education has announced the winners of its eighth annual School Building Prize, recognising projects in the primary and secondary education sectors. The ministry awards this prize to encourage school boards to be visionary, creative and professional when building new schools and rebuilding or renovating existing ones. The aim is to provide infrastructure that facilitates the education process as much as possible. The theme of the School Building Prize 2006 was “My school is unique because…”.
4p.
Evaluating Quality in Educational Facilities
(Organisation for Economic Cooperation and Development (OECD)Programme on Educational Building, 2007)
The OECD Programme on Educational Building brought together experts from over 20 countries to discuss how they define and measure quality in educational facilities. This webpage describes the objectives, provides a list of experts, and includes abstracts, a draft report, and an international Facility Performance Evaluation Pilot Study to be launched in 2007.
Campus-Madrid: Urbanism and Architecture of the Universities of the Community of Madrid.
Calvo-Sotelo, Pablo (Comunidad de Madrid, Spain , 2007)
Profiles the 15 universities and 25 campuses of the Universities of the City of Madrid. The book examines their history, urban dimension, and architecture, with case studies of buildings from the 15th century to the present. Only 4.5 percent of the campuses are within the city center, with the rest being suburban. The campuses are analyzed and compared in order to create a picture of what could be considered good spaces for higher education from the perspective of history, urbanism, and architecture. 210p.
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http://www.utoplan.com/publicaciones.htm
Kindergartens, Schools and Playgrounds.
Canizares, Ana; Fajardo, Julio, eds. (Loft Publications, Barcelona, Spain , 2007)
Presents an international collection of recently built school facilities selected for their successful learning environments, promotion of togetherness and the exchange of ideas, and community use. The buildings all attempt to maximize energy savings, natural light, and ventilation. Each example is richly illustrated with plans and photographs. 255p.
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http://www.loftpublications.com
Schools and Kindergartens: A Design Manual.
Dudek, Mark (Birkhaeuser Verlag, Basel, Switzerland , 2007)
Illustrates the specialized field of school design with over 70 case studies from Europe, North America and the Pacific Region. The design of schools according to varying educational theories is explained in the context of varying national and regional approaches. Among the key themes analyzed are aspects such as the impact of modern communication technology, urban integration or internal circulation. Various authors contribute chapters on spatial configurations, acoustics, lighting, sustainability, outdoor spaces, nursery design, and facilities under reconstruction. 255p.
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P.O. Box 133, CH-4010 Basel, Switzerlandhttp://www.birkhauser.ch
Designing the Sustainable School.
Ford, Alan (Images Publishing Group, Melbourne, Australia , 2007)
Profiles 45 K-12 Schools from around the world that combine good aesthetics, sustainability, and high performance design. The projects represent a wide range of design solutions, location, and scale, ranging from a three-room schoolhouse in Burkina Faso to a 2500-student high school in California. Plans and photographs accompany each example. 256p.
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http://www.imagespublishing.com
School Building Design and Learning Performance, with a Focus on Schools in Developing Countries.
Knapp, Eberhard; Noschis, Kaj; Pasalar, Celen (Colloquia Sàrl, Lausanne, Switzerland , 2007)
Presents the results of a colloquium concerning how school buildings look, how they work, and how they are used by pupils and teachers in contexts where usually the priority is simply to be able to offer basic school training for youngsters. Strongly contrasting views are expressed, all backed by data and coherent arguments: 1) School buildings are of secondary importance. The headmaster, teachers and their relation to pupils are the essential factors of a successful school and learning programme. 2) Culturally and climatically well thought school buildings and schoolyards do greatly improve the possibilities for a successful school and learning programme. 3) Experiences involving the concerned actors (teachers, parents, pupils) in planning and construction of schools and schoolyards improve the possibilities for successful school and learning programmes. Includes reports from Yemen, Jordan, Egypt, and Gaza and the West Bank in the Palestinian territories. 144p.
Power of Aesthetics to Improve Student Learning.
Kjaervang, Ulla (Designshare, Minneapolis, MN , Nov 2006)
Briefly reviews the affect of aesthetically pleasing environments on student learning and behavior, and describes Denmark's Kingoskolen school as an example. 6p.
DesignShare Awards 2006
(DesignShare, Sep 2006)
Forty projects representing the best practice innovation from around the world in designing for the future of learning. Project submittals are from 11 countries, including Argentina, Iceland, Germany, Canada, Iran, Singapore, Australia, Israel, India, and Mexico, and 16 different states in the US. Each winning project includes the team, information about the school, a narrative description, costs, and images.
21st Century Learning Environments.
(Organisation for Economic Co-Operation and Development, Paris , 2006)
Presents innovative designs for schools and analyzes needs for schools of the future, drawing on material presented at the OECD Programme on Educational Building's 2004 conference in London. The richly illustrated text offers analysis of seven themes in school design, thirteen conference presentations from international practitioners, and eleven school visits. The conclusions summarize planning and construction issues and make suggestions for the construction industry. 108p.
Compendium of Exemplary Educational Facilities, Third Edition.
(Organisation for Economic Co-Operation and Development, Programme on Educational Building, Paris, France , 2006)
Profiles 65 school buildings from OECD member countries that illustrate good architectural programming and design. The schools were selected on behalf of the Programme for Educational Building by an international jury on the basis of their flexibility, involvement of community, sustainability, safety and security, and alternative financing. The profile for each school includes building statistics, project participants, a brief narrative, a plan, and several photographs. 177p.
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Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris Cedex 16, Francehttp://www.oecd.org/edu/facilities/compendium
Considerations when Programming for School Construction.
(U.S. Agency for International Development, Washington , 2006)
Outlines experiences of USAID in school construction overseas, advising on issues such as building new or renovating, cultural considerations in building design, particular climactic and geographic factors, maintainability, building codes, political considerations, and partnerships. 7p.
Ideas Book: Global Learning Environments.
(British Council for School Environments, London, United Kingdom , 2006)
Summarizes presentations at the British Council for School Environments first Global Learning Environments Summit. Expert opinions on future pedagogy and learning spaces are illustrated by nine international case studies. 16p.
Building Culture, Druk White Lotus School: A Sustainable Model for Education and Design.
Carter, Brian (State University of New York, University at Buffalo, School of Architecture and Planning , 2006)
Profiles this school in the remote Himalayan village of Shey, the product of an international consortium of planners and designers. Careful consideration was given to sustainability and accommodation of an educational program that incorporates necessary modern literacy and skills with traditional Tibetan Buddhist principles. 72p.
TO ORDER:
http://www.ap.buffalo.edu/sap/overview/publications.asp
Schools as Community Facilities: Policy Framework and Guidelines. [Australia]
(Dept. of Education and Training, Melbourne, Australia , Nov 2005)
Outlines community use of schools from an Australian perspective, including opportunities for use of schools by the community, benefits and features of school-community partnerships, types of agreements, and case studies. Guidelines for developing the legal framework and suggested details of joint use agreements are included. 36p.
Architecture and Design for Young Children. International Award Winners 2005
(Children in Scotland, Sep 2005)
Winners of an international award for architecture and design for young children run by Children in Scotland, in association with The Royal Incorporation of Architects in Scotland, The Organisation for Economic Co-operation and Development, Children in Europe and with sponsorship from Lend Lease and support from the Scottish Executive. Includes information about the winning projects with photographs.
Design Guidelines for Developing Countries.
Holycross, Amanda (Council of Educational Facility Planners International, Scottsdale, AZ , Jun 2005)
Describes lessons learned by the Schools for the Children of the World while developing schools in Honduras. These lessons apply to the development of schools in typically poor and rural settings. Advice is offered on selecting sites, building materials, classroom size, support spaces, and building layouts. 4p.
1,000 Schools in Afghanistan: How Education Can Reshape a Country.
Hallet, Stanley; Fulgham, Alonzo; Kearley, Gregory (American Institute of Architects, Commmittee on Architecture for Education, Washington, DC , Spring 2005)
Describes efforts to stabilize Afghanistan through rebuilding schools with federal grants and improving the status of women's education. Architecture professor Stanley Hallett discusses the relationship of architecture and culture, based on his experience in Afghanistan in 1972. Alonzo Fulgham, U.S. Agency for International Development, reports on AID's efforts to construct schools in Afghanistan. Architect Greg Kearley explains the process for designing an Afghan women's development center. 3p.
Toward Innovative Learning Environments in the Nordic Countries.
Tapaninen, Reino; Kirkeby, Inge (American Institute of Architects, Committee on Architecture for Education, Washington, DC , Feb 2005)
Introduces Nordic philosophies for education and educational facilities, as well as recent cooperative efforts between Denmark, Finland, Iceland, Norway, Sweden to create effective learning environments. 3p.
School Plus: Exploring Educational Spaces.
(Eindhoven Technical University, Eindhoven, Netherlands , 2005)
Summarizes this 2004 workshop, which brought architectural students, architects, and urban designers together to an Amsterdam site designated for a school. The students participated in workshops exploring multifunctional educational facilities and the roles of schools a public spaces. The site was explored and analyzed, and then the students returned to their home universities. This book presents the 24 design proposals that they subsequently submitted for the site. 68p.
TO ORDER:
Hüsnü Yegenoglu, tel: 31 40 247 4666, e-mail: h.h.yegenoglu@bwk.tue.nl; or Geoffrey Timmer, tel. 31 62 481 9442, e-mail: geoffrey.timmer@gmail.com
School Safety and Security: Lessons in Danger.
(Organisation for Economic Co-Operation and Development, Programme on Educational Building, Paris , 2005)
Provides examples of how a variety of problems and solutions concerning school safety and security are addressed in 14 countries. Chapters by individual authors from the participating countries are organized under five themes related to school safety and security: risk assessment, crisis planning and management, infrastructural approaches, collaborative approaches, and education, training, and support approaches.
168p.
TO ORDER:
OECD Publications, 2 rue Andre-Pascal, 75775 Paris Cedex 16, France.http://www.oecdbookshop.org/oecd/display.asp?sf1=identifiers&st1=952004031P1
Openluchtscholen in Nederland: Architectuur, Onderwijs en Gezondheidszorg 1905- 2005. (Open-Air Schools in the Netherlands: Architecture, Education, and Healthcare 1905- 2005)
Broekhuizen, Dolf (Uitgeverij 010, Rotterdam , 2005)
Profiles 100 years of outdoor, open-air, and abundantly daylit Dutch schools. Principles of the necessity of fresh air to health and sanitation are discussed, accompanied by a chronologically arranged selection of supporting school projects. 239p.
TO ORDER:
http://www.010publishers.nl/pages/about010.php
Kinder Bauen Ihre Schule. (Children Make Their School.)
Huebner, Peter (Edition Axel Menges, Stuttgart, Germany , 2005)
Profiles this German school, produced by a commission focusing on three points: the school should be a meeting-place, allowing young people coming from various nations and different religions to live together peacefully; the school should enable young people to look after the environment; and the school should be open to the district. The architects conceived the school as a little town, with the aims of achieving diversity, sophistication, and responsibility taken on by the users themselves. Students were active participants in the design. Each school "house" has its own entrance, cloakroom, toilets, a large gallery, a terrace, and a garden. The book describes the entire process from developing the educational program, planning and realization of the building, and the everyday running of the school. Abundant plans, photographs, and drawings accompany the text. 179p.
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall (DesignShare.com, Minneapolis, MN , 2005)
Presents 25 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, common areas, storage, laboratories, the arts, physical fitness, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Includes 21 references. 118p.
TO ORDER:
http://www.designshare.com/patterns/default.asp?article=110
Scholenbouwprijs 2004: School en samenleving. [School Building Prize 2004: School and Society.]
(Ministry of Education, Culture and Science, The Netherlands , Nov 2004)
Presents the winners of the 2004 School Building Prize, which is awarded every other year in the Netherlands to a primary or secondary school for the best all-around design and functionality. Applicants were evaluated on the following criteria: (1) the entire process of the choice of architect, planning, and realization, (2) the quality of architect, the adaptation to the urban context or landscape, and the use of visual art, (3) the quality and inventiveness in the conceptual thought, design, building conversion, construction, and degree of integration of design elements such as space, structure, light, and materialization, (4) environment, maintenance, and energy, (5) functionality, (6) multi-functional use, and (7) costs. Winning schools and those nominated for honorable mention are described. Building statistics, photographs, plans, and other drawings are included. The text in is Dutch, with an English summary. 64p.
Honduras School Facility Master Plan.
(Schools for the Children of the World, Dublin, OH , Apr 2004)
Presents the results of an extensive assessment of the condition of Honduras schools, detailing the age, size, and condition of the buildings and systems, as well as evaluating their educational adequacy. Present and projected enrollment is illustrated in numerous charts, as are estimated renovation and replacement costs. A description of Honduras' school funding mechanisms and recommendations for implementing the master plan are included. 65p.
General Design Guidelines for Post Primary Schools.
(Department of Education & Science, Planning and Building Unit, Tullamore, Ireland , Feb 2004)
Provides information on school design, including room functions, layouts, and inter-relationships, as well as procedures and costs for schools in the Republic of Ireland. The document presents the government's general design philosophy and space guidelines, followed by descriptions and standards for specific external and internal spaces, security, furniture, equipment, and athletic court dimensions. 56p.
A Client's Guide to Sustainable Schools: A Draft for Development.
(The GAIA Group, Edinburgh, Scotland , 2004)
Describes principles of sustainable design and provides guidance for owners formulating a program for sustainable building, communicating the benefits of sustainability, working with design professionals, and ultimately taking ownership and maintaining the facility. Several European sustainable schools and sources for additional information are cited. 43p.
EIS Survey of New and Refurbished Schools. [Scotland]
(Educational Institute of Scotland, Edinburgh , 2004)
Presents the results of a survey of Scottish school teachers working in new or renovated schools. Only 27 percent of teachers believed that their comments had had any impact on the final plans, and numbers for involvement with specific issues (HVAC, accessibility, lighting, safety and security) were considerably lower still. Satisfaction with completed projects, however, was somewhat higher, with ranges between 40 and 60 percent. 42p.
Evaluation, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2004)
Provides post-occupancy evaluation guidance for Scottish schools. Building evaluations are described, accompanied by advice on how to get the most out of a building evaluation, a case study with action checklist, and references to assist in the evaluation. 38p.
Managing Schools During Construction Projects, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2004)
Discusses staffing, training, planning, and management imperatives for schools that remain open during construction. School co-ordinator's training and responsibilities, recommended consultations, opportunities that might arise, communication issues, hazard and disruption management, and migration to the completed project are detailed. 19p.
Not the Trailer: Provisional Classrooms for Primary Schools.
(Wimby! Rotterdam, the Netherlands , 2004)
Profiles SchoolParasites, three commissioned modular school designs in the Netherlands. The book documents the designs, addresses the interaction of architecture and education, the innovation of the schools, permanence and temporariness, and how intelligent and flexible solutions can play a role in the restructuring of urban areas. 176p.
Option Appraisal, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2004)
Offers guidance on weighing options for school construction projects. The stages of defining the objectives, developing the options, gathering information, assessing the options, analyzing the options, final consultation, selection, and reporting are detailed. 31p.
Output Specification, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2004)
Offers guidance on creation of the local education authority's requirements for a public/private school partnership. The output specification is the core of the RFP and covers issues such as accommodation, facilities, and level of service. This document covers who develops the output specification, when it is developed, and content, including scope, risk, project delivery, and procurement details. A model specification is included. 29p.
Sustainability: Building Our Future: Scotland's School Estate.
(The Scottish Executive, Edinburgh , 2004)
Outlines princples and processes for achieving a sustainable school, covering issues that should be considered throughout the design and construction process. The individual elements of sustainable schools are enumerated, and the processes for securing them described. Extensive practical advice from two architects and a government official, along with case studies of nine schools that addressed sustainability are included. 55p.
Indoor Air Quality in Canadian Schools: Final Report.
(Dalhousie University, Atlantic Health Promotion Research Centre, Indoor Air Quality in Canadian Schools Project, Halifax, NS , Nov 2003)
Presents data on IAQ perspectives and experiences from parents, students, teachers, staff, Teachers Federations/Unions, IAQ consultants, community-based advocacy groups, school boards/districts, government policy makers and deputy ministers from most jurisdictions across Canada. It includes a discussion of perceptions, issues, views, and experiences associated with IAQ; problems experienced with IAQ across the country; current policies or practices in place at the school board/district levels; an overview of current funding programs, policies and practices by federal, provincial, and territorial government jurisdictions; a description of best practices and keys to successful IAQ management; barriers and contributing factors to good IAQ management; suggestions for implementation of good IAQ management practice; and current and proposed communication practices. Recommendations are made based on participant suggestions to achieve and maintain good IAQ in school environments. Includes 103 references. 249p.
A Guide to Existing Legislation, Regulations, Policy and Guidelines for School Boards, Alberta Infrastructure, Alberta Learning, Consultants and Others Involved in School Building Projects.
(Alberta Infrastructure, Learning Facilities Branch, Edmonton , Oct 2003)
Provides a reference to legislation, regulation, and policy regarding school building projects and maintenance programs. It represents the terms and conditions under which school boards may engage in building projects, offering policies, procedures, guidelines, and reference documents. New construction, preservation, plant operations, maintenance, charter schools, and closure with disposition of schools and land are included. 164p.
School Builders.
Curtis, Eleanor (John Wiley & Sons, New York, May 2003)
This book introduces 29 elementary through high school projects in various countries, the majority of which are from the UK, the US, and Germany as well as featured buildings from India, Japan, Singapore, Norway, and Canada. Through these case studies, the book presents educational philosophies and needs, as well as cultural and climatic considerations across the world. A wide range of issues are reflected in these projects, including the technology-led classroom, sustainable green schools, flexible spaces, tight urban sites, optimum school size, community involvement, and safety and security concerns. Contains plans, illustrations, drawings, and many full color photographs. 224p.
The 21st Century School, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Provides details on a the role of school facilities in delivering service under a range Scottish policies, not all of which are strictly education-related. The policies cover school design, safety, curriculum, health services, language, nutrition, after-hours learning, community development, transportation safety, sport and physical education, and sustainable development. 49p.
Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Describes the Scottish Executive's objectives and strategies for their school facilities, the current condition of their schools, a vision for what a 21st-century school will be like, and how they intend to make it all happen. 40p.
Case Studies, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Presents case studies that illustrate how local authorities are implementing the school estate strategy. Each case study describes the project, the outcome, the lessons to be learned, and contact information. They represent creative and community-appropriate solutions that often balance conflicting issues. 100p.
Core Facts, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , Jan 2003)
Presents guidance to Scottish local education authorities for collection of significant facility data that will establish a baseline, and inform targets and spending decisions. 20p.
Educational Spaces: A Pictorial Review, Volume 3.
(Images Publishing Group, Melbourne, Australia , 2003)
Presents recent international educational facility designs as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 224p.
TO ORDER:
http://www.imagespublishinggroup.com/
School Design, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Offers guidance on good school design, describing several principles of good design, suggesting ways to procure quality and innovation, and providing several European examples of good design. 48p.
School Estate Management Plans, Building Our Future: Scotland's School Estate.
(Scottish Executive, Edinburgh , 2003)
Offers guidance on facility management plans, describing their purpose, content, scope, and preparation. Clarity and flexibility is emphasized, and a model plan is provided. 23p.
An Investigation Into the Relationship Between Daylighting Quality and Quantity for School Buildings in Hong Kong (China)
Wei, Wu (Dissertation, Chinese University of Hong Kong (People's Republic of China), 2003)
The objective of this thesis is to understand some of the relationships between quantity and quality of daylighting, and to develop a research protocol to evaluate daylighting quality in Hong Kong schools. The hypothesis of the research is that interrelationships exist between qualitative measures related to student satisfaction and selected quantitative measures of daylighting in occupied environments. This study reveals that there is sufficient daylighting in most existing classrooms of HK. However, daylighting uniformity and appearance within a classroom are identifiable problems, especially in the classrooms with one-sided daylighting. Direct sunlight penetration and reflected glare from the blackboard are the major sources of complaints from the students.
The thesis suggests that interior daylighting quantity and quality is a function not only of room design, reflecting properties of the interior surfaces, and window size and placing, but also of orientations, site conditions, and even the occupants' attitudes. These factors all make significant contributions to the total lighting in the classroom in various degrees. The study contains concise information to guide designers on the important factors when designing school. [Author's abstract]
Report NO: UMI:AA13077700TO ORDER: UMI Dissertation Express http://disexpress.umi.com/dxweb
International Workshop on Educational Infrastructure: Conclusions.
((Summary of Proceedings, Guadalajara, Jalisco, Mexico, February 24-27, 2002). Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , Feb 2002)
This document summarizes themes developed and conclusions from the International Workshop on Educational Infrastructure. The opening topic was “Delivering Education and Training in the Knowledge Society.” It was clear to participants that educational infrastructure must go hand-in-hand with reengineering processes to adjust to the needs of the social environment. Four working groups explored the issues, considering human resources, new technologies, and the requirements that educational facilities meet the needs of future students. The second theme, “Monitoring and Evaluation of Public Policies for Educational Infrastructure,” considered the criteria for investment and education development policies, the role of central government in decentralized education policies, and alternative sources for financing the rehabilitation, major maintenance, or refurbishing of existing buildings or facilities. Three working groups discussed these issues, and general agreement was reached that major investment is required in the majority of schools in most participating countries to restore optimal functionality and security, that infrastructure issues cannot be regarded in isolation, and that it is necessary to establish networks of cooperation and
exchange of information and experience. The third theme, “Promoting and Disseminating Good Practice in the Planning and Management of Educational Facilities,” focused on strategic capital investment and described the experience of Nordic countries in the construction of school buildings and a program to improve school facilities in Bolivia. Four working groups explored these issues further. 31p.
Learning Buildings.
Annesley, Barbara; Horne, Matthew; Cottam, Hillary (School Works, London, England , Feb 2002)
This publication, from a non-profit organization in Britain concerned with educational facilities design, aims to stimulate a debate about the building environment of secondary schools in relation to other dimensions--people, the learning process, and the institutional framework. Its chapters are: (1) "School Buildings in Britain Today"; (2) "Institutions Out of Place," addressing how changes in society and education should influence changes in schools' physical facilities; (3) "Buildings as Frames for Life," addressing the symbolic and relationship-building aspects of schools; (4) "Design Examples," including illustrations from Britain, the Netherlands, and the United States; (5) "Partnership and Participation," describing the current "stifling" process for designing school buildings in Britain and offering a new approach to school architecture; and (6) "School Works Recommendations.” 56p.
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School Works, Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England http://www.school-works.org
Promoting and Disseminating Good Practice in the Planning and Management of Educational Facilities:Capital Investment Strategic Planning - A Case Study, Gold Coast Institute of TAFE, Queensland, Australia.
Crump, Kelvin Feb 2002)
This paper presents a case study of the process of capital investment strategic planning at the Gold Coast Institute of Technical and Further Education (TAFE), Queensland, Australia. Capital investment strategic planning is a means of contributing to success by providing strategies to ensure that assets are managed efficiently, effectively, and economically in the provision of quality economic services. At the Gold Coast Institute of TAFE the Capital Investment Strategic Plan has been carried out in accordance with Queensland Government Treasury Guidelines. There are six major components of the Institute’s Capital Investment Strategic Plan: (1) an executive summary to describe the status of the institute; (2) current institute outputs; (3) asset needs for service delivery; (4) gap analysis; (5) type and nature of assets; and (6) strategy. Completing each of these components presents a clear picture of the assets and needs of the Institute. Although the built assets of the Institute are relatively young and in good condition, some upgrades are identified. The strategic plan includes the establishment of business partnerships and links with the community and industry. Maintenance needs are identified as well. By the end of the financial year 2002-2003, all 16 TAFE Institutes in Queensland will have Capital Investment Strategic Plans. 35p.
The School of Tomorrow - Nordic Network of Educational Buildings.
Kirkeby, Inge Mette (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris (France). , Feb 2002)
This paper describes the Nordic “School of Tomorrow” network of educational buildings. It is commonly agreed among the Nordic countries that no one optimal school exists, but that there are many suitable architectural answers. The Network, established in 2000, meets once a year to exchange and discuss knowledge, experience, and ideas concerning school buildings and to collect knowledge in special fields. Members are Denmark, The Faroe Islands, Finland, Greenland, Iceland, Norway, Sweden, and Aland. The Network has made a list of urgent research topics related to educational facilities, and is planning ways to promote and support research in educational facilities issues. As an example of how one Nordic country is trying to increase knowledge about good schools, the paper describes the Danish initiative “Rum Form Funktion,” which is an alliance among the Ministry of Education, Danish National Research and Education Buildings, and Danish Building and Urban Research. One of the initiative’s projects has been supporting architectural competitions for school design. 4p.
Development and Evaluation of Public Policies Aimed at Meeting Needs for Educational Facilities: Thoughts on the French Experience.
Louis, Francois (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris (France). , Feb 2002)
The French experience of the last few decades provides some lessons for policymakers seeking to meet the needs for facilities at various educational levels. Two conclusions stand out: the lasting nature and impact of educational infrastructure; and (2) policy formation stands to gain from foreseeing as fully and clearly as possible the probable impact of any decisions made. Educational facilities are long-term infrastructure and the decisions to build them at a given site, in specific local conditions, will set in motion a whole set of practical and financial considerations. In France in recent years, the Ministry of National Education has been introducing a system of advance appointment of secondary school principals aimed at providing better support to local governments building new lower or upper secondary schools. Principals participate in the technical supervision of construction and do groundwork for the formation of the schools so that the architectural qualities of the facilities can be used to the optimal extent. The system does not answer all problems but it does allow architects to take into account the specific characteristics of the schools being built. 4p.
Decentralisation and the Financing of Educational Facilities.
(Organisation for Economic Co-operation and Development, Programme on Educational Building, Paris, France , 2002)
The OECD Programme on Educational Building and the Spanish Ministry of Education organized an international seminar in Toledo, Spain, from February 22-25, 2000, devoted to the procedures for financing educational facilities. The participants came from a number of OECD countries and for the most part play an active role in the provision and management of educational facilities. This report examines how investment in educational facilities raises questions of financing which can lead to privatization and to increased decentralization in management and planning. For example, in Mexico, financing school infrastructure is defined in an environment of federalism. In Quebec, preschool as well as primary and secondary education regroup the public and private sectors. In France, financing educational building was transferred to the regional and local authorities, giving them increased responsibility. Finally, the European Investment Bank presents its experience in the areas of financing and evaluation of educational infrastructure. 204p.
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OECD Publications, 2 rue Andre-Pascal, 75775 Paris Cedex 16, France.http://www.sourceoecd.org/
Scholenbouwprijs 2002: de vernieuwende leeromgeving. [School Building Prize 2002: Innovative Learning Environment.]
(Ministry of Education, Culture and Science, The Netherlands , 2002)
Presents the winners of the 2002 School Building Prize, which is awarded every other year in the Netherlands to a primary or secondary school for the best all-around design and functionality. Applicants were evaluated on the following criteria: (1) the entire process of the choice of architect, planning, and realization, (2) the quality of architect, the adaptation to the urban context or landscape, and the use of visual art, (3) the quality and inventiveness in the conceptual thought, design, building conversion, construction, and degree of integration of design elements such as space, structure, light, and materialization, (4) environment, maintenance, and energy, (5) functionality, (6) multi-functional use, and (7) costs. Winning schools and those nominated for honorable mention are described. Building statistics, photographs, plans, and other drawings are included. The text is in Dutch, with an English summary. 64p.
Cool Schools for Hot Suburbs: Models for Affordable and Environmentally Responsive Schools in Nairobi, Kenya.
Dierkx, Rene J. (Bouwstenen Publicatieburo, Eindhoven, The Netherlands , 2002)
In this architectural doctoral dissertation on African education and school facility design, the author undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, sustainable and environmentally sensitive schools.
Includes a thorough review of the literature on sustainable development, education, technology, and architecture, and a set of original models that are formed from his literature search and the translation of his cultural data into architecture.
274p.
School Chairs for Developing Countries: Designing for Strength and Durability, Simplicity, and Ease of Construction.
Eckelman, C.; Erdil, Y.; Haviarova, E (Purdue University, West Lafayette, IN , 2002)
Presents a structurally sound, durable, aesthetically pleasing, and ergonomically correct school chair design that is easily assembled using round mortise and tenon construction. The chair requires only a table saw and drill press, and can be constructed of small parts that can typically be machined from sawmill waste. The results of load tests, and formulas for calculating strength, stress, and load are provided. 21p.
Children's Learning Environments [Australia]
Griffiths, Jasmine; Podirsky, Michaela; Deakin, Suyin; Maxwell, Scott 2002
This explores how different environments influence a child's learning and how best to use and design these environments for optimal learning. It features information about the design and layout of Australian classrooms in the past and the different types of classroom layout currently used. Discusses learning environments, factors to consider, and different types of learning including collaborative learning, cooperative learning, groups, individualistic learning, and competitive learning. Includes numerous photographs of classroom settings from the past and present, showing rows, groups, and alternative arrangements.
Freedom and Creativity: A Story of Learning, Democracy, and the Design of Schools.
Jilk, Bruce A. (Design Share, Minneapolis, Minnesota , 2002)
This presentation describes the development of an Icelandic school for students in grades 1-10. The school is based on the needs of students, their families, their communities, and their country. The process for making decisions about the new schools is called "design down," which refers to starting with the biggest issues and moving toward smaller goals. The physical space is intended to support all elements of school organization. Decisions are made collaboratively by school and community stakeholders. The school planning process involves linking mission, vision, values, and logo into a highly meaningful signature for the school. The planning team considers four concepts high priority: community, nature, spirit/well-being, and flow. The learning process includes aligning with the learning context, audience, signature, and expectations; integrating learners of different ages; using technology; building student self-esteem; engaging learners in inquiry; and motivating students. Other parts of the process include the school site, landscape, historic precedents, the design concept (which integrates the patterns of the landscape and the school), and freedom and creativity.
78p.
Indoor Allergens in Schools: a Comparison Between Sweden and China.
Mi, Y-H.; Elfman, L.; Eriksson, S.; Johansson, M.; Smedje, G.; Tao, J.; Mi, Y-L.; Norb?ck, D. (Indoor Air 2002, The Ninth International Conference on Indoor Air Quality and Climate, Monterey, CA , 2002)
Reports on measurements of allergens levels in 23 classrooms in Uppsala, Sweden, and 30 classrooms in Shanghai, China. Dust was collected by vacuum cleaning, and analysed for allergens from cat, dog, horse, house dust mites, cockroach, and mold. All Swedish classrooms had cat allergen, and most had dog and horse allergens. In Shanghai, 13% had cat allergen, and 7% dog allergen, while none had horse allergen. House dust mite, cockroach and Alternaria allergen were not detected in any sample from either country. Pet allergy and current asthma were less common in Shanghai. Causative factors could be less furry pets at home, wearing of school uniforms resulting in reduced influx of allergens, and less fittings and textiles. (Includes twelve references.) 6p.
Educational Facilities.
Mostaedi, Arian (Carles Broto i Comerma, Barcelona, Spain , 2002)
Renowned architects exhibit their most innovative and creative designs for educational and cultural buildings including schools, institutes, universities and educational centers. It offers a selection of 19 designs in this field of architecture, illustrated with numerous photographs, plans, and construction details that help to illustrate some of the essential aspects of educational architecture. 179p.
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Carles Broto i Comerma, Ausias Marc 20, 4-2, 08010 Barcelona, Spain; Tel: +34-93-301-21-99
Air Quality and Ventilation Rates in Schools in Poland - Requirements, Reality and Possible Improvements.
Sowa, J. (Indoor Air 2002, The Ninth International Conference on Indoor Air Quality and Climate, Monterey, CA , 2002)
Compares indoor air quality in classrooms in Poland with national and international standards. The evaluation is based on measurements in 28 classrooms in Warsaw. Both temperature and carbon dioxide concentration were measured at 1 minute intervals during a week. Measurements of formaldehyde and total volatile organic compounds (TVOC) were used to characterize level of air pollution caused by building materials and furnishing. A questionnaire helped collect information about localization, construction and furnishing. The investigation indicated that Polish regulations on indoor air quality not only seem to drop behind similar regulations in developed countries as far as their rigidity is concerned, but also, generally, are not observed. (Includes five references.) 6p.
Schooling for Tomorrow. What Schools for the Future?
(OECD's Centre for Educational Research and Innovation, Paris, France, Oct 2001)
This discusses what schools will look like in the future and what big trends are most influential in shaping education and how might these unfold in coming years, as well as what policy questions need to be tackled today to open up desirable pathways into the future. Drawing on an extensive international body of statistical and research evidence, the book analyses the social, economic, and educational trends of the 21st century. It also presents six possible scenarios for school systems over the next 10-20 years. The analysis is completed by contributions from eight international experts, looking with different perspectives at the challenges facing schools today and tomorrow. 252p.
TO ORDER:
OECD Online Bookshop. [Book is available in PDF format for a fee.]http://www.sourceoecd.org/
Innovation and Standardization in School Building: A Proposal for the National Code in Italy.
Ridolfi, Giuseppe Oct 2001)
This document discusses the University of Florence's experience and concepts as it developed the research to define a proposal for designing a new national school building code. Section 1 examines the current school building code and the Italian Reform Process in Education between 1960 and 2000. Section 2 details and explains the new school building code. 17p.
Aesthetic Code in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia.
Tarr, Patricia (Design Share, Inc., Minneapolis, MN , Oct 2001)
This article compares the messages contained in the physical environments of early childhood classrooms in Reggio Emilia, Italy, with typical early childhood settings in Canada and the United States. The article examines the classroom’s "aesthetic code,", i.e., the social construction created, consciously or unconsciously, by the classroom’s environment and its impact on student feelings and social perception. The author discusses how these "codes" reflect each culture’s image of the child, cultural values in general, and broad educational goals. Concluding comments explore the implications that these classroom codes have for art educators. 10p.
The Impact of ICT on Schools: Classroom Design and Curriculum Delivery, a Study of Schools in Australia, USA, England, and Hong Kong, 2000.
Eadie, Gillian (Winston Churchill Memorial Trust, Wellington, New Zealand , Feb 2001)
Evaluates current and possible future impacts of information and communication technology (ICT) on school timetables, curricula, and facilities. Facilities-related topics include new configurations of existing space, sharing of spaces, configurations and equipment for classroom flexibility, virtual and linked classrooms and campuses, wireless technology, changes to library areas, and reconfiguration of the teaching schedule. Includes 17 references and 42 website referrals. 46p.
Act on the Educational Environment of Pupils and Students [Denmark]
(Danish Centre of Educational Environment, 2001)
An act passed by the Danish government states that "Pupils, students and other participants in the public and private education shall be entitled to a good educational environment in a way where the education takes place in a safe and sound way. The educational environment at schools and educational institutions (educational establishments) shall improve the participants’ possibilities of development and education and shall thus include the psychological and aesthetic environment of the educational establishments." This also describes the establishment of the Danish Centre of Educational Environment.
Designs for Learning: 55 Exemplary Educational Facilities.
(Organisation for Economic Co-operation and Development,Programme on Educational Building, Paris, France , 2001)
This document examines 55 educational facilities throughout the world whose quality designs were deemed instrumental in providing an environment for a quality educational process to emerge. Each entry provides facility statistics such as number of students, the facility's age and type, and name of the architectural firm responsible for its design. Included are several photos, floor plans (where available), and a brief description of the school. The book is divided into designs for improving existing facilities, schools of the future, tertiary facilities, and designs whose innovative approaches can aid facility management. 143p.
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School Libraries and Resource Centres = Bibliotheques scolaires et centres de documentation.
(Organisation for Economic Co-operation and Development, Paris, France., 2001)
This book, in French and English, addresses how the school library of the future will be designed and what role it will play as a school facility within the educational system and in society as a whole. The following papers are included: (1) "Issues" (John Mayfield); (2) "Designing Schools for the Information Society: Libraries and Resource Centres"; (3) "Information and Communications Technologies (ICT) and the Quality of Learning: An International OECD/CERI Study" (Edwyn O. James); (4) "Documentation and Information Centres (CDI) and New Technologies in France" (Guy Pouzard); (5) "Regional Policy for the Development of Information and Communications Technologies in Upper Secondary Education in Ile-de-France" (Jacques Foucher); (6) "The School Library--An Endangered Species or the Heart of the Community?" (Tim Sandercock); (7) "The Learning, Information and Communication Centre in Austrian Secondary Schools" (Manfred Hinum and Johanna Hladej); (8) "The Alford Information and Technology Centre at Aberdeenshire in Scotland" (Clive Marsden); (9) "The Multimedia Centre in the Institut Notre-Dame des Champs, Brussels" (Jean-Marie Moonen); (10) "Resource Centres in the Tuscany Region" (Paolo Benesperi); and (11) "Five Examples of School Resource Centres in Portugal: The School 2001 Project in Pendao, Portugal" (Isabel Mendinhos). (Contains 401 references.) 204p.
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University Builders.
Pearce, Martin (Wiley-Academy, Chichester, West Sussex, UK , 2001)
Ranging from the design of vast new campuses, such as that by Wilford and Stirling at Temasek, Singapore, through to the relatively modest yet strategically important, such as the intervention by Allies and Morrison at Southampton, this publication examines the new higher educational buildings that are at the forefront of architecture today. Organized around campus plans, specialist teaching and research buildings, and constructions that act as a focus to academic life, the case studies are drawn from around the world. In several cases different university buildings from the same architect are included to illustrate either the consistency or diversity of the approach the practice brings to specific design problems. Glossy photos and project information are included. 224p.
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Wiley-Academy, a Division of John Wiley & Sons, Baffins Lane, Chichester, West Sussex, P019 1UD, England, United Kingdom; Tel: 44-0-1243-779777
General Design Brief for Post-Primary Schools.[Ireland]
(Dept. of Education and Science, Planning and Building Unit, Tullamore, Ireland , Feb 2000)
This design brief contains general information on school design; room functions, layouts, and area interrelationships; planning procedures; and costs intended for use by design teams and school authorities when planning new schools and extensions. It covers plan development and design philosophy; and presents a series of design guidance notes for the building environment, areas and area limits, school entrances and external circulation, and access for the disabled. Descriptions of school areas needing design considerations are provided with emphasis placed on physical education halls and ancillary areas. Final notes pertain to parking, school yards, landscaping, and entrances and boundaries. Appendices offer a summary of playing court sizes. 38p.
Educational Spaces: A Pictorial Review, Volume 2.
(Images Publising Group, Melbourne, Australia , Jan 2000)
Presents recent international educational facility designs as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 212p.
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Energy Management Plan. [Tasmania]
(Tasmania Dept. of Education, Facilities Services Section, Hobart (Australia) , 2000)
This report presents an overview of the energy management plan for Tasmanian schools. The policy and objectives of the plan, designed to minimize the costs of all forms of energy usage within these facilities, are provided. Appendices contain an extract from the Asset Management Plan for Real Property Assets, a template for writing the Project Definition Statement for Energy Management, a list of potential upgrade sites, and a draft of an energy audit discussion document. 25p.
Facility Guidelines for Learning Technologies. [Tasmania]
(Tasmanian Government, Department of Education, Facility Services Section, Hobart,Tasmania, Australia , 2000)
This guide sets out the building considerations
associated with a general deployment of computers throughout a school based on computers in
classrooms, not computer laboratories. Includes information on arranging computers in the classroom, desirable classroom architecture,furniture, electrical issues, lighting, security, telephone systems, purchasing considerations, and case studies.
70p.
Planning Guidelines for Primary Schools.
[Ireland]
(Dept. of Education and Science, Planning & Building Unit, Tullamore, Ireland , 2000)
This planning guide, reflecting recent changes in the educational system in Ireland, offers guidelines for designing primary schools that need to provide additional space for the growing range of teaching and support services. It addresses increased sizes of general purpose rooms, extra floor area provision for classroom storage, administration, etc. in addition to space provisions for special tuition, home school liaison, resource teaching, and speech and language, including facilities for information technology. Concluding sections address the boiler house, circulation and social space, hardplay areas, ballcourt and pitches, car parking and set-down/pick- up areas, and site area and boundaries. 42p.
School Building Prize 2000 [Scholenbouwprijs 2000].
(Deloitte & Touche ICS, Rotterdam, Netherlands , 2000)
Presents the winners of the School Building Prize, which is awarded every other year in the Netherlands to a primary or secondary school for the best all-around design and functionality. Applicants were evaluated on the following criteria: (1) the entire process of the choice of architect, planning, and realization, (2) the quality of architect, the adaptation to the urban context or landscape, and the use of visual art, (3) the quality and inventiveness in the conceptual thought, design, building conversion, construction, and degree of integration of design elements such as space, structure, light, and materialization, (4) environment, maintenance, and energy, (5) functionality, (6) multi-functional use, and (7) costs. Winning schools and those nominated for honorable mention are described. The report offers information about building dimension and cost and includes photographs, floor plans, and other drawings. 64p.
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Deloitte & Touche, ICS Adviseurs, Admiraliteiskade 50, 3063 AJ Rotterdam, The Netherlands
The Appraisal of Investments in Educational Facilities
(Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 2000)
A collection of papers is presented that address, from a European perspective, the basic aspects of investments in physical educational facilities and important issues in the economics of education. Four themes are covered. The first aims at presenting a state of the art of the economic analysis of educational projects. The second focuses on the contribution of performance indicators in the evaluation of education systems. The third concerns the management of physical resources for education, especially the relationship between school environment and student achievement. The last theme addresses the design and equipment of physical facilities for education. It argues for investments in building human capital, and provides the tools for assessing the rates of return on these types of investments. Final comments focus on facility flexibility: what it is and which requirements it is supposed to meet. 234p.
Report NO: OECD-50647-2000
Kindergarten Architecture: Space for the Imagination. Second Edition.
Dudek, Mark (Spon Press, London, England , 2000)
This publication about pre-school nursery design illustrates major issues and ideas about these spaces and provides comprehensive guidance for the planners and designers of such spaces. The author presents examples of historical and contemporary kindergartens that demonstrate practical ways that educational theory can be incorporated into new buildings. The guide addresses such issues as whether kindergartens should be designed like homes away from homes, what spaces a modern nursery should have, and what special details should be considered to enhance the learning environment. The book also charts attempts made by educators and architects over the last 100 years to provide educational environments for young children. This revised edition features two new projects from Denmark and the United States and provides new source material throughout the book. 217p.
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Passive Solar Schools International Expertise in Support of the First Sustainable Elementary School of The Netherlands.
Van Weenen, Hans, ed. (Sokkerwei School, Castricum, The Netherlands , 2000)
Presents the results of an international workshop convened to create a sustainable elementary school in the Netherlands. Complete presentations are included that detail existing passive solar school design and technology from the countries of the participants, followed by a preliminary design for the Dutch school. Includes 28 references and a contact list of the participants. 64p.
Development of the First Sustainable Elementary School of the Netherlands.
Van Weenen, J.C.; Dettmers, W.J.M.; Overtoom, M.S.J.; Poldermans, H.G. (IDEA - International Design and Environment Activities, The Netherlands, 2000)
This paper deals with the concept of a sustainable educational facility. It presents examples of sustainable schools from around the world, including examples of
sustainable elementary schools. Then the paper discusses the Dutch national context and Dutch examples of sustainable school buildings. Finally it deals with the development of the projected first sustainable elementary school of The Netherlands. 5p.
Who Should Own University Buildings?
Mattsson, Jan Ivar (Paper presented at OECD Programme on Educational Building seminar The Changing Infrastructure of Tertiary Education , Oct 28, 1999)
This report outlines important features of a new system for managing university buildings in Sweden with an outlook of building management systems in three other Nordic countries. It explores the changes in managing public buildings and real estate that occurred in Sweden and the structure for the ownership of former public properties that followed. System reform is discussed in governing and funding universities in Sweden that stresses governing by goals and objectives, leaving decision making centered at the institutional level rather than at the governmental level. An evaluation of the current Swedish endeavor is presented followed by brief discussions of the systems in three other Nordic countries: Finland, Norway, and Denmark. Final comments address the most important common feature of these Nordic systems: to separate the management of the buildings from their use. 6p.
An Approach to Management of Critical Indoor Air Problems in School Buildings [Finland]
Haverinen, Ulla; Husman, Tuula; Toivola, Mika; Suonketo, Jommi; Pentii, Matti; Lindberg, Ralf; Leinonen, Jouni; Hyvarinen, Anne; Meklin, Teija (Environmental Health Perspectives, v107, n3. Based on a presentation at the International Conference on Indoor Mold and Children. , Jun 1999)
This study was conducted in a school center that had been the focus of intense public concern over 2 years because of suspected mold and health problems. Because several attempts to find solutions to the problem within the community were not satisfactory, outside specialists were needed for support in solving the problem. The study group consisted of experts in civil engineering, indoor mycology, and epidemiology. The studies were conducted in close cooperation with the city administration. Structures at risk were opened, moisture and temperature were measured, and the causes of damage were analyzed. Microbial samples were taken from the air, surfaces, and materials. Health questionnaires were sent to the schoolchildren and personnel. Information on the measurements and their results was released regularly to school employees, students and their parents, and to the media. Repairs were designed on the basis of this information. Moisture damage was caused mainly by difficult moisture conditions at the building site, poor ventilation, and water leaks. Fungal genera typical to buildings with mold problems (e.g., Aspergillus versicolor, Eurotium) were collected from the indoor air and surfaces of the school buildings. Where moisture-prone structures were identified and visible signs of damage or elevated moisture content were recorded, the numbers of microbes also were high; thus microbial results from material samples supported the conclusions made in the structural studies. Several irritative and recurrent symptoms were common among the upper secondary and high school students. The prevalence of asthma was high (13%) among the upper secondary school students. During the last 4 years, the incidence of asthma was 3-fold that of the previous 4-year period. p509-514
STAO Science Laboratory Facilities Design Guide. [Canada]
(Science Teachers' Association of Ontario, Canada , 1999)
This design guide offers guidance to science educators, architects, and others concerned with the provision of science accommodations in Ontario, Canada, either through new construction or the adaptation of existing buildings. Guidelines include general design considerations; services; ventilation and the thermal environment; lighting and acoustics; safety; equipment, furnishings and finishes; allowance for computer technology; laboratory design; the preparation room; and chemical storage provisions. 46p.
School Science Laboratories: Planning for Sustainability.
Gorey, Ann (Organization for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1999)
School science laboratory planning and building are being required to address long-term educational and structural implications, e.g. the linking of school instruction concerning testing of chemicals and substances with commercial applications in the workplace. This report examines how school science laboratories can be planned for the future by paying attention to the educational, environment, and physical sustainability of their designs. Specific questions are proposed to help in the planning process and examples are provided of schools that have addressed sustainability issue from low cost/no cost to high cost options. 5p.
Strategic Asset Management for Tertiary Institutions.
Sachsse, Michael; Moir, Angus (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1999)
This document explores the issues raised during the international workshop on asset management of postsecondary education institutions, as well as presenting the full transcripts of the workshop papers and providing summaries of working group outcomes. The overall themes the workshops addressed concern the impact of technology on facilities planning, the tensions developed from attempting to make the best use of assets by extending the range of users and providers, the impact of student-centered funding and student-centered learning on facilities management, and space and accommodation needs driving the development of planning standards. It addresses what impact information technology has on space requirements, what steps institutional managers can take to manage risks in rapidly-changing circumstances, and the changing roles of facilities managers and what new skills and tools they will need to be more effective in the future. 71p.
Report NO: OECD-50749-1999TO ORDER: http://www.oecdbookshop.org/oecd/
Under One Roof: The Integration of Schools and Community Services in OECD Countries.
(Organisation for Economic Cooperation and Development, Paris, France , Jul 1998)
Organization for Economic Cooperation and Development countries have been attempting to facilitate the provision of a range of community services on school sites, including adult education and other social and welfare services. This report describes development of integrated service provision, i.e., the integrating on one site of multiple services that are usually provided separately, focusing on the implications for local government authorities, planners, and architects who are designing school sites that must meet the new requirements. Several case studies are presented from other countries that demonstrate the necessity of optimizing the use of buildings and facilities and making schools better at promoting service synergies with local communities and with other services.
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Unpacking Educational Environments: Visions from Reggio Emilia, Australia, Sweden, Denmark and the United
States.
Fleet, Alma, Ed.; Robertson, Janet, Ed. (A Selection of Papers Presented at the Conference, Institute of Early Childhood, Macquarie University, North Ryde, New South Wales, Australia, May 16, 1998)
These four early childhood education conference papers discuss ideas and themes to create healthy
educational environments inspired by preschool sites in Reggio Emilia, Italy. The first paper, "Environmental Visions: Daisies
and the Possible" discusses the influences of Reggio Emilia. The paper notes how the
environment of a center should fit its image of children: as learners and researchers; in constant relationship with their
surroundings; as being capable of long investigation of media; as being able to solve important problems; as social beings; as
entitled to beauty; as welcome; and as engaged in learning. The second paper, "Melbourne via Reggio Emilia" concerns the culture of a private early childhood center in Melbourne, Australia. The paper notes how the
center's culture was presented through its physical environment such as interior and exterior architecture and design, and
suggests that the design of early childhood centers should: create a conducive environment for learning; provide children with a
sense of achievement and ownership in the environment; and allow children a degree of freedom. The third paper, "Packing
the Suitcase: What To Pack?" presents the authors' experiences designing an early child
care center in Geelong, Australia, inspired by their Reggio Emilia experience. The fourth paper, also titled "Melbourne via
Reggio Emilia" concerns refurbishment of the Junior School of Melbourne Girls Grammar in Australia.
Includes a profile of conference speakers.
Arguments for Library Centralisation in the Digital Era
Dekeyser, Raf (Programme on Educational Building, OECD Experts' Meeting on Libraries and Resource Centres for Tertiary Education, Paris, France , Mar 09, 1998)
The library system at the Katholieke Universiteit Leuven (Belgium) is decentralized and scattered throughout the multiple building campus, which itself is spread over the town of Leuven. This paper presents an overview of a discussion at the university leading to the construction of a new central library for its Exact Sciences campus. Arguments are presented both in defense of a continuation of the decentralized library and those that were brought forward in favor of a centralized library. Also provided are some guidelines for the library's construction when and if approval was made. 5p.
A Joint Academic/Public Library: Bringing the Mountain to Mohammed
Humphreys, Judy; Cooper, Malcolm (Organisation for Economic Cooperation and Development Experts' Meeting on Libraries and Resource Centres for Tertiary Education, Paris, France , Mar 09, 1998)
A joint-use academic/public library has been established by the University of Southern Queensland (Australia), in a partnership with the Hervey Bay City Council, to fulfill the school's commitment to bringing tertiary education to the region. This report examines this unique relationship (one of only three like it in the world) from its development and funding to the lessons learned from the experience. Described are the university's role in the surrounding community as a regional institution for higher education, the physical and intellectual accesses to electronic resources, the impact of information technology and communications on building design and facility management, and the benefits derived from its development. Final sections examine the Hervey Bay Library model as a guide for developing similar ventures. 24p.
Educational Spaces. A Pictorial Review of Significant Spaces. Volume 1.
(Images Publishing Group, Mulgrave, Australia , 1998)
A pictorial review presents educational facility designs from around the world as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 224p.
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Images Publishing Group, Images House, 6 Bastow Place, Mulgrave, Victoria 3170, Australia; Tel: +61-3-9561-5544 http://www.images.com.au/
School Building Prize 1998 [Scholenbouwpriis 1998].
(ICS Adviseurs, Gouda, Netherlands , 1998)
Since 1992, the School Building Prize has been awarded bi-annually to school boards of governors in the Netherlands who embrace new directions in school building design and demonstrate the successful supervision of an architectural commission. This English/Dutch language publication presents the administration and criteria behind the selection process of the School Building Prize followed by a compilation of the 1998 winners. Each winning entry is accompanied by photographs, general information about the school's design features, the school's location, the project's architectural firm, and construction costs. 47p.
Facilities for Tertiary Education in the 21st Century.
Corbett, Anne, Ed. (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris,France , 1998)
This report presents observations of experts in planning, design, construction or management of tertiary educational facilities about the emerging issues and the appropriate planning and architectural solutions for higher education facilities as the new millennium approaches. Specific topics discuss the current context of tertiary education (postsecondary education) facility issues, including the national objectives and financial constraints that exist. Also examined are the planning and design responses that address campus locations, master planning, facility design for information technology and communications, and space and resource management. Three case studies are provided that illustrate the locating and planning of new tertiary campuses. 89p.
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Facility Guidelines for Learning Technologies. Directions for Education: Building Planning Guidelines. [Tasmania]
Guenther, Peter (Tasmanian Education Dept., Hobart,Australia , 1998)
This sets out the building considerations associated with a general deployment of computers throughout a school based on objectives of approximately one computer per five students. Planning, design, and budgetary advice on building issues are provided. The document's scope addresses the following areas: computer placement and building modifications; furniture requirements and dimensional suggestions; lighting and glare control; security; electric power supply including noise, radiation, and interference control; telephone system expansion; and cost estimation. Specific topics include locations of network outlet and file servers, floor coverings and acoustics, ergonomics, furniture costs, electrical wiring and lighting, and considerations for equipment and furniture purchases. Several case studies conclude the document. 73p.
School Capital Manual. An Interim Guide for School Boards, Administrators, Facility Planners and Consultants Who Engage in School Building Projects. [Canada]
(Alberta Dept. of Education, Edmonton, Canada , May 1997)
This manual is intended for use by the Alberta, Canada, school boards,
administrators, consultants, education staff, and other individuals involved in school building
projects. The purpose of the School Capital Plan, funding, and Alberta Education's funding
framework are detailed. The school building project components of the School Capital Plan are
described. The components include: restoration and upgrading of existing school facilities,
modernization of obsolete school facilities, construction of new space, equipment for career and
technology studies, temporary lease space, purchase of buildings, and emergent capital items.
The process of requests for school building projects include school boards submitting requests
for the projects, the Alberta Education reviewing the boards'requests, the School Buildings
Board making decisions on the requests, and the Minister of Education announcing the
decisions. The steps in the construction of the school building projects are: (1) the School
Buildings Board informs the school boards of the funding amount, (2) the school boards plan
projects and report progress, (3) school boards submit project tender(s) or subtrade tender(s)
to Alberta Education, (4) school boards construct projects, (5) school boards receive finding
payments, and (6) school boards may host official openings of projects. 109p.
Educational Facility Evaluations of Primary Schools in Rural Honduras: Departments of Cortes and Meambar.
(Council of Educational Facility Planners, International, Scottsdale, AZ , 1997)
A team of 11 educational facility planners and architects from the United States and Canada conducted a facility
evaluation of schools in the rural areas of Meambar and Cortes, Honduras. Team members were all part of the Council of
Educational Facility Planners, International and traveled to Honduras under the auspices of a Christian mission group, Heart to
Honduras. The purpose of the visit was threefold: to gain a greater understanding of the existing needs and conditions of primary
schools; to develop an inventory of existing facilities; and to gather information that could be used to help develop a prototypical
rural school facility. Presented are the observations from each school, including a rating scale evaluation of the site, exterior and
interior areas, power and plumbing systems, and facility furniture. Recommendations for improving these schools are included. 129p.
Primary School Physical Environment and Health.
(World Health Organization, Washington, DC , 1997)
Identifies key objectives for achieving healthier school environments, particularly in developing countries. Successive chapters describe the current situation, review the main correlations between school environments and student health, and identify eight key objectives to significantly advance school environmental health. The document de-emphasizes buildings, stressing sanitation, total school environments, operations and maintenance, and local rather than centralized control. Includes 98 references. 93p.
Physical Facilities for Education: What Planners Need to Know. Fundamentals of Educational Planning 57.
Beynon, John (UNESCO: International Institute for Educational Planning, Paris , 1997)
This booklet presents key areas that educational and physical facilities planners need to know to effectively interface with architects and building designers so students can have the best learning environments possible within the available resources. The necessity for adequate physical facilities for education is argued, how to manage the qualitative dimensions of these facilities is explored, controlling capital investments is examined, and designing facilities that are adaptable for multiple uses is discussed. A chart outlining the educational buildings planning process is provided. An appendix presents a checklist of data to be collected during an educational buildings inventory. 100p.
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Making Better Use of School Buildings
(Organisation for Economic Cooperation and Development, Paris, France , 1996)
School buildings are expensive to construct and to maintain, yet many are used for only a few hours each day. There is also a growing demand for facilities for lifelong learning, leisure, and other community activities, while financial pressures on national and local authorities continue to grow. In 1995, the OECD Programme on Educational Building (PEB) and the French authorities organized a seminar in Lyon, seeking to identify ways to broaden the use of educational facilities, both outside and during school hours. This report discusses architectural design, responsibility and liability, management of financial and human resources, and compatibility with a school's goals. It summarizes the background of and issues in the underutilization of school buildings, examines a range of actual and possible uses for school buildings, and identifies the keys to successful implementation. 37p.
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Schools for Today and Tomorrow: An International Compendium of Exemplary Educational Facilities.
(Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris,France , 1996)
Offers descriptions of buildings from OECD member countries that illustrate good architectural design and management in schools. The schools were selected on behalf of the PEB by an international jury. The innovative facilities were nominated for their: (1) special contribution to teaching and learning; (2) special awareness of the architectural heritage or their surrounding environment; (3)particular contribution to urban renewal or to the resolution of urban problems; (4) particular contribution to education and community life in rural areas; or (5) imaginative use of buildings and grounds. 146p.
The New Schoolhouse: Schoolchild's Universe and Urban Particle. [Vienna, Austria]
(Urban Planning Bureau of the City of Vienna , 1996)
Reviews some 1990-1996 school buildings created under Vienna's School Building Program 2000 ("Schulbauprogramm 2000"). The reviews illustrate the theme of Viennese urban policy that educational buildings should help define local centers of urban renewal and expansion. The buildings reviewed are considered the most successful interpretations (in terms of design) of the interaction between space and learning. 259p.
Grounds for Learning: A Celebration of School Site Developments in Scotland.
Kenny, Kate (Learning Through Landscape Trust, Winchester, England , 1996)
This manual contains ideas and descriptions of some of the best ways Scottish schools can use and develop their grounds. Chapters examine the process of change from getting started, planning, and making the changes necessary. Specific topics include setting up the management structure, surveying the school grounds, identifying needs and solution planning, implementing and adjusting the plans, dealing with multicultural issues, linking ground development with the curriculum, and addressing special needs issues. Case studies are included. 94p.
Schools for Cities.
Duckenfield, Mike (Organisation for Co-Operation and Economic Development, Paris, France , 1995)
Presents an essay concluding that the world needs a vision of a "learning city" for the future, and then focuses on six themes that illustrate the connections between education and aspects of economic development: 1) investing to enhance the built environment; 2) modernizing and improving school buildings; 3) making more of educational facilities; 4) adult learners in colleges and schools; 5) the place of vocational education; and 6) uncoupling schools and buildings. Subsequent chapters examine families, poverty, race, ethnicity, and crime; planning issues in creating the learning city, with emphasis on the role of government; and nine case studies about the renovation of urban schooling in Australia, Sweden, Germany, the United Kingdom, Greece, the Netherlands, France, the United States, and Scotland. (Includes 128 references.) 156p.
Appendices. School Buildings Planning, Design, and Construction Series No. 8. [Australia]
Odell, John H. (Association of Independent Schools of New South Wales, Ltd., Sydney, Australia , 1995)
A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter presents the appendix for the complete guide and contains summary statements of important procedures outlined in the earlier sections. Included are outlines of educational business plans, terms glossary, site selection approval guide, value management resources, governmental capital funding, state government funding schemes, anti- graffiti methods, project management guidelines, and typical contract documents.
Construction Methods and Materials. School Buildings Planning, Design, and Construction Series No. 5. [Australia]
Odell, John H. (Association of Independent Schools of New South Wales, Ltd., Sydney, Australia , 1995)
A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance for the planning team on the various types of construction that may be used, the materials available, and some elementary aspects of the services required in a school building. Specific topics discussed include Australian building regulations; environmental considerations such as construction for wind and snow or extreme temperatures; cost considerations for internal walls; construction material durability, fire risk, acoustic performance, and sound and heat insulation. The chapter's final sections examine building services and systems essential to schools, including electrical and plumbing systems, emergency lighting and warning systems, lifts and hoists, climate control, and data transfer and security systems.
Managing the Construction Process. School Buildings Planning, Design, and Construction Series No. 6.
Odell, John H. (Association of Independent Schools of New South Wales, Ltd., Sydney, Australia , 1995)
A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance in the area of managing the construction process covering such topics as consultant appointment and management, various contracting methods, forms of contract, time management, budget control, managing contractual changes, and post-contract management. Specific topics include an explanation of consultant types, agreements, and fees; securing quotes for work; assessing tenders; and describing the roles of the project and construction managers. 27p.
Principles of Good School Building Design. School Buildings Planning, Design, and Construction Series No. 3. [Australia]
Odell, John H. (Association of Independent Schools of New South Wales, Ltd., Sydney, Australia , 1995)
A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance for the planning team on school building design issues. Specific topics include the factors that promote building durability; school design that addresses curriculum and enrollment patterns; building arrangements that accommodate terrain, climate, security, and the disabled; design considerations that reflect staffing needs; and design considerations that take advantage of various forms of heating, such as solar and water heating and maximizing the use of shade.
School Buildings: Planning, Design, and Construction. Series 1- 8. [Australia]
Odell, John H. (Association of Independent Schools, NSW Ltd.,Sydney, Australia , 1995)
This guide provides assistance to key personnel charged with developing an independent school construction process in New South Wales (Australia). The guide's eight booklets emphasize the importance of master plans; encourage cooperation of school staff, boards, and the surrounding community in building schools; and outline the planning process and techniques for greater creativity in school design and efficiencies in the school construction process. Additionally covered are the building of interprofessional relations between school officials and the building industry, effective resource management, and advice on determining whether a particular facility is vital to a school. Examples of school building and planning excellence are included as is a list of contacts and resources. Appendices provide summary statements of important procedures and documents outlined in the guide. 261p.
Report NO: 022; 055
Redefining the Place To Learn.
Stuebing, Susan; et al. (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France. , 1995)
Describes 21 educational buildings where innovative use was made of information technology in the educational process. Site visits were conducted during spring and autumn 1993 to the 21 schools in 14 countries. The report identifies four key indicators of change for the design and use of educational environments: 1)defining the place for learning; 2) building connections; 3) developing new building-use requirements; and 4) transforming support facilities for learning. The move toward a technology-rich learning environment raises concerns about relevance, social behavior, accessibility, professional development, equipment provision, and health and safety issues. A glossary is included. 173p.
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Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris Cedex 16, France
The Elementary School Planning Guidelines.
(Institute for Development of Educational and Welfare Facilities, Tel Aviv, Israel , Apr 1993)
Presents Israeli elementary school planning guidelines, including participation of the teachers in planning, educational specifications, flexibility of the school structure, programming, planning guidelines, and extensive specification for special purpose rooms. Includes 37 references. 64p.
Healthy Schools. [Germany]
Rittelmeyer, Christian (Paper presented at the International Seminar, Organization for Economic Cooperation and Development (OECD) Programme on Educational Building, Vienna, Austria , Oct 1992)
A survey of several hundred German students led to two theses on school environment
and learning. First, students find school buildings attractive only if they conform to
certain features of the human sensory system such as balance. Second, students
consider school buildings attractive and inviting only if their architectural message
meets such social needs as warmth and openness. Research shows that to regain
their own sense of balance, students use eye movements to compensate for shapes
that are displayed obliquely. Oblique structural angles upset the sense of balance and
create a hostile architectural geometry. By contrast, balanced structures containing
obliques and oblique counterangles are perceived as lively and exhilarating. Students
who perceive antisocial messages in architecture may try to ignore, counter, or
visually evade the structure. Thus, a school building can be attractive only if it provides
various and stimulating structural shapes and colors, liberating and unconstrained
configuration, and warmth and softness of colors and shapes. 10p.
The Role of Educational Building in Urban Renewal.
Veenendaal, Alice C.; Wijk, Teun J. van (Informatie & Advies Centrum Schoolaccommodaties, Gouda, Holland. , 1991)
The Informatie & Advies Centrum Schoolaccommodaties was
commissioned to study ways in which the existing stock of educational
buildings can be deployed together with new capital investment and,
where appropriate, in cooperation with other national or local initiatives, to
contribute to social, economic, and environmental renewal in urban
areas. Issues of management and access in the design and planning
process was also assessed. The study analyzed a small number of
completed or planned projects in Organization for Economic Cooperative
Development countries where this type of facility planning and
construction was conducted within depressed urban areas. This report
represents a description of the study, its results and various reactions,
and the case studies used. 120p.
Handbook on Design Guidelines for Easy Access to Educational Buildings by Physically Handicapped Persons.
Reutersward, Lars (Sweden Habitat, Lund, Sweden , 1990)
This handbook identifies design guidelines for creating equal access to
schools and school facilities, with a focus on developing countries. The
1981 UNESCO guide, "Designing with Care--A Guide to Adaption of the
Built Environment for Disabled Persons," serves as a model for the
handbook. The design guidelines for the handbook pertain to moving,
seeing, and hearing/speech difficulties. Following the introduction, the
first section provides dimensional data for wheelchair users, people of
varying physical statures, and people with visual impairments. The
second section offers a series of illustrations that highlight basic
physical requirements and identify potential problems. General design
requirements are based on the principles of accessibility, reach,
usability, orientation, safety, and workability. The third section provides
design recommendations for infrastructurel facilities, building elements,
specific areas, and classrooms. Sample building proposals from
Cameroon, Central African Republic, Ethiopia, Guyana, Swaziland, Haiti,
and Ecuador are included in the fourth section. A review of literature
concludes that there is a lack of information, access, awareness,
building codes, and research and development in most countries. It is
recommended that countries conduct needs assessment evaluations
and set priorities for making schools more physically accessible. 134p.
The Quality of the Physical Environment of the School and the Quality of Education.
Colven, Ronald (Organisation for Economic Cooperation and Development, Paris, France. Programme on Educational Building. Conclusions of a Seminar Lidingo, Sweden , October 1988)
Proceedings of a meeting of representatives from 13 countries on the effect of the
physical environment on educational quality are summarized. Three major issues are
addressed: (1) the effect of the physical environment on education; (2) successful
school building characteristics; and (3) what can be done to maintain and improve the
quality of existing buildings. It was concluded that, because education is a dynamic
process, educational environmental management should be a continuous updating
process. Successful facilities are characterized by clearness and quality of expression
and support of the social aspects of children's development. Recommended changes
in the planning process include preplanned adaptability; sensitivity to evolving needs;
development of autonomous assessment systems; and active architect participation.
Seven architectural drawings and three black and white photographs are included. 25p.
Architecture as a Quality in the Learning and Teaching Process
Cold, Birgit (Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents (Jerusalem, Israel, November 16-21, 1986). , Nov 1986)
Using an outline format accompanied by numerous photographs and sketches, this brochure explores the relationship of "school" to people's conceptions, actions, and physical surroundings, highlighting changes over the past 20 years in Scandinavian school design. Two major conceptual changes are decentralized administration and teaching and learning situations emphasizing teamwork and development of the whole person. Changes in activities and physical environment are also summarized, along with "quality" effects, such as (1) a smaller-scaled, more confidential environment; (2) greater flexibility in learning and teaching interactions; and (3) the opening of schools to the community. A close examination of teacher and student attitudes reveals that school as an institution mediating knowledge contributes much less to students' well-being than school as a social system. Architects and planners must realize the importance of relationships beween people and create functional and inspiring places supporting their work and social life. While architecture can do nothing to help poor teaching, without good architecture, learning and teaching are slowed down. Architecture's role is to accentuate the quality of places, to cultivate sensory awareness, and to interpret and communicate institutional values in time and place. Complementary requirements of architectural design, restraints for school architecture, and architecture's contribution to human development and the educational process are also discussed. 11p.
Educational and Communal Centres in Hungary.
Jenney, L. (International Congress on Educational Facilities, Values, and Contents , Jerusalem, Israel , Nov 1986)
In Hungary, the National Settlement Network Development Plan
determines, to a great extent, the long-range organizational framework of
public education and cultural affairs. In the capital, the educational center
might easily become the pedagogical, cultural, communal, and sports
center of the residential district. In the provinces, the basic public
institutions could be concentrated in a single village center that is not
only an educational, pedagogical, cultural, communal, and sports center,
but an administrative and commercial center as well. The pedagogical
center, generally designed for 1,500 to 2,000 children, should be
organized as a single unit with central management. The fundamental
principles of these centers are as follows: (1) teaching continues all day
from the age of 3 to 18; (2) the center is suitable for adult education and
postgraduate education; and (3) teaching takes place with a variety of
personnel using modernized content, methods, and organization. The
design and construction features of the pedagogical centers are modular
coordination and prefabrication with lightweight steel or reinforced
concrete structures. Economic efficiency of the pedagogical centers is
achieved by the contraction of the different public institutions and by
reduced building maintenance and operation costs. 9p.
Innovation in Management of Primary School Construction - a Case Study.
(Unesco Regional Office for Education in Asia, Bangkok , 1974)
Describes India's Central Building Research Institute program of partial prefabrication of school buildings in the state of Uttar Pradesh. The program provides the elements of a basic shelter--foundations, supporting columns and a roof--in places where primary schools are needed. The local community is to provide the wall panels, windows, doors, and floor, using local materials and at its own expense. The criteria for the design of the prefabricated elements included 1)simplicity in assembly, 2) ease of transport using lorries or bullock carts, and 3) weight low enough to permit easy handling. This case study details the school designs and the development of the organizational structure to meet the total building program for 5,000 or more schools in a period of three years. 68p.
References to Journal Articles
Building Types Study: K-12 Schools Architectural Record; Jan 2012
In-depth analyses of fifteen K-12 school buildings, with photos, drawings, specifications, descriptions and design solutions. Includes Evelyn Grace Academy, Zaha Hadid Architects
London, United Kingdom; Gloria Marshall Elementary School, SHW Group, Spring, Texas; Leutschenbach School, Christian Kerez, Zurich, German; Machias Elementary School
NAC Architecture, Snohomish, Washington; Marysville Getchell High School Campus, DLR Group,Marysville, Washington; Nathan Hale High School, Mahlum, Seattle, Washington; Pritzker Science Center, William Rawn Associates, Architects, Milton, Massachusetts; Samuel Brighouse Elementary School, Perkins+Will, British Columbia, Richmond, Canada; South Shore International College Prep High School, John Ronan Architects, Chicago, Illinois; Stoddert Elementary School & Community Center, EE&K a Perkins Eastman company,
Washington D.C.; Summit Elementary School, Lee H. Skolnick Architecture + Design Partnership, Casper, Wyoming; W. F. Kaynor Technical High School, The S/L/A/M Collaborative, Waterbury, Connecticut; Cedar Ridge High School, Perkins+Will, Round Rock, Texas; Charles W. Morey Elementary School, Flansburgh Architects, Lowell, Massachusetts; Gary Comer College Prep, John Ronan Architects, Chicago, Illinois.
Well-Being at School: Does Infrastructure Matter? Cuyvers, Katrien; De Weerd, Gio; Dupont, Sanne; Mols, Sophie; Nuytten, Chantal CELE Exchange; , 7p ; Dec 2011
Study investigates the impact of educational spaces on their users and identifies empirical evidence supporting the importance of school infrastructure on the well-being of Flemish secondary students
High Performance School Buildings in Portugal: A Life Cycle Perspective Jorge, Graca Fonseca; da Costa, Marta Marques CELE Exchange; , 7p ; Dec 2011
In 2007 the Portuguese government launched a major school modernization program, and has taken steps to ensure the long-term sustainability of facilities. Projects now anticipate use by the broader community, allow for possible income-generating opportunities during the design phase and include custom-designed energy management systems.
Enhancing the Early Childhood Development System in the Republic of Sakha (Yakuria), Russia: Meeting the Challenges Kotnik, Jure; Shmis, Tigran CELE Exchange; , 5p ; Dec 2011
The Yakutia Republic is currently working to update its early childhood development system. Its goal is to ensure a high quality environment for early learning and child care and to enable higher enrollment levels. Includes photos.
The Future of the Physical Learning Environment; School Facilities That Support the User Kuuskorpi, Marko; Gonzalez, Nuria Cabellos CELE Exchange; , 8p ; Dec 2011
This paper presents the conclusions of a study, carried out in collaboration with schools in six European countries, which focused on tomorrow's physical learning environments. It resulted in the creation of a learning space model that is flexible, modifiable, and sustainable while supporting the teaching and learning processes.
Village Green. Roberts, Lindsey Architect; v100 n5 , p64,66 ; May 2011
Pays tribute to architect Rosalyn Koo, and documents her donated services to design a seimmically safe and environmentally sustainable school to serve Shaanxi Province, China, after the devastation of the 2008 earthquake.
Australian Lessons on Template-Based School Design.
Building Design; Feb 16, 2011
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.
Master Planning in Developing Communities.
Medvec, John College Planning and Management; v14 n1 , p96,97 ; Jan 2011
Discusses higher education master planning in countries desiring a better quality of life and a competitive stance in the global economy. Advice on connecting a campus to its culture, making it attractive to foreign students, including users in the planning, and partnering with local entities is offered.
User Participation: A New Approach to School Design in Korea. Rieh, Sun-Young; Kim, Jin-Wook; Yu, Woong-Sang CELE Exchange; 2011/4 ; Jan 2011
Documents work of the Korean Educational Development Institute (KEDI). Planning discussions lead to subject-specific classroom clusters.
Improving the Learning Process in the Latest Prefabricated School Buildings.
Pons, Oriol; Oliva, Josep-Manuel; Maas, Sandra-Ruth Improving Schools; v13 n3 , p249-265 ; Dec 23, 2010
Analyzes Catalonian schools built using advantageous prefabricated technologies that improve the building process and reduce the environmental impact of the building. These technologies can have a positive influence upon learning activities. Includes an introduction about the prefabrication of hundreds of schools since 2000, and an analysis of the main architectural features that belong to these industrialized school buildings. Studies if these architectural features could have an impact on the learning process and/or affect the curriculum, and analyses this teaching process by interviewing several schools' teaching staff. Conclusions are drawn and recommendations are made for future educational projects.[author's abstract]
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http://imp.sagepub.com/content/13/3/249.abstract
Alternative Education Space in Mexico.
Gray, Chola CELE Exchange; 2010/11 ; Nov 2010
Explores the architecture of Mexico's Red de Innovacion y Aprendizaje (RIA). This network of 42 (as of the end of 2010) education centers serves underprivileged communities. The buildings feature sustainable, modular, and minimal design, with many of the room dividers being made of translucent material, which enhances natural lighting.
KAUST.
Minutillo, Josephine Architectural Record; v198 n11 , p90-99 ; Nov 2010
Profiles Saudi Arabia's King Abdullah University of Science and Technology (KAUST). The advanced research campus was built to LEED standards in a harsh desert environment that nonetheless had to contend with and high salinity of its coastal site. Photographs and plans accompany a description of design, building techniques, materials, and sustainability efforts.
Elementary School in Schmitten.
Architype Review; v4 n3 ; Jul 2010
Profiles this school whose building layout shuns the traditional level floors in favor of a spiral ramp which seamlessly unifies the interior space and creates a space that is conducive to social contact. A list of project participants, photographs, and plans accompany the text.
Fuji Kindergarten.
Architype Review; v4 n3 ; Jul 2010
Profiles this simple, oval-shaped kindergarten in Japan, with a rooftop playground that serves as play area and "track" for the students. A list of project participants, photographs, and plans accompany the text.
Kindergarten Sighartstein.
Architype Review; v4 n3 ; Jul 2010
Profiles this Austrian facility that offers multiple "feel-good" spaces via an ever-changing space continuum, inviting one to stray and move into them, providing both a retreat as well as a communications space. A list of project participants, photographs, and plans accompany the text.
Nursery School in Pamplona.
Architype Review; v4 n3 ; Jul 2010
Profiles this early learning facility designed as a series of four parallel bodies in which fully built and empty areas are alternated, allowing daylighting and natural ventilation. A list of project participants, photographs, and plans accompany the text.
Olifantsvlei.
Architype Review; v4 n3 ; Jul 2010
Profiles this South African early learning facility that consists of 2 classrooms, a kitchen, sanitary facilities, and an outdoor playground. The school is embedded in a "colorful landscape," in which adventure and curiosity are encouraged and serve as an experimental play-room for children to discover and conquer. A list of project participants, photographs, and plans accompany the text.
Oslo International School.
Architype Review; v4 n3 ; Jul 2010
Profiles this private school, a group of modular structures organized on one level that give easy orientation, good natural lighting, and a close contact to the outdoors. The modular structure is flexible to programmatic changes. A list of project participants, photographs, and plans accompany the text.
Ouca Crèche and Elementary School.
Architype Review; v4 n3 ; Jul 2010
Profiles this Portuguese early learning through elementary facility, designed as a series of pavilions in the shape of a house, surrounded by courtyards, balconies, and establishing a relation of continuity with the surrounding territory neighborhood. A list of project participants, photographs, and plans accompany the text.
The Concept of "Educational Campus"and its Application in Spanish Universities.
Calvo-Sotelo, Pablo CELE Exchange; n2010/8 ; Jul 2010
Explores the ten princples underlying the concept of Education Campus, as well as their application in several Spanish universities. The principles involve integrated planning, spatial harmony, nature and art, accessibility, sustainability, community relationship, and innovative teaching modalities.
Graded on a Curve.
Minutillo, Josephine Architectural Record; v198 n6 , p156-162 ; Jun 2010
Profiles the Rolex Learning Center at the Ecole Polytechnique Federal de Lausanne. The highly unusual architecture is detailed, as are the successes and failures of the interior spaces.
Dano Secondary School.
Dumiak, Michael GreenSource; v5 n3 , p64-67 ; May-Jun 2010
Draws on traditional construction techniques in Burkina Faso, West Africa, to create natural ventilation in 100+ degree temperatures. Materials from the local environment provide many solutions.
OECD Review of the Secondary School Modernisation Programme in Portugal.
Blyth, Alastair CELE Exchange; n2010/01 , p1-5 ; Mar 2010
Discuses the Centre for Effective Learning Environments' (CELE) first review of a national school building programme, which aims to tackle the physical deterioration of the building stock, poor environmental standards in terms of energy performance. The review found considerable improvement in school facilities, strong political support, but over-adherence to traditional classroom design.
The Impact of School Design on Academic Achievement in the Palestinian Territories: An Empirical Study.
Matar, Mohammed; Brighith, Imad CELE Exchange; n2010/05 , p1-4 ; Mar 2010
Outlines a research project that aimed to gather first-hand data from school users (pupils, teachers, school principals), as well as academic performance data from pupils. The project compared data obtained from users of "new and site-specific" and "standard" schools in order to show whether more attractive and site-specific designs have a positive effect on learning. Factors that may contribute to inconclusive results are discussed.
European Design Types for 21st Century Schools: An Overview.
Rigolon, Alessandro CELE Exchange; n2010/03 , p1-8 ; Mar 2010
Presents a critical overview of European school building design types, based on an analysis of morphologies and spatial layouts. The different design types are evaluated in function of specific didactic and social needs. The courtyard, block, cluster, and town-like types are described, illustrated with plans, and then compared.
Developing International Campuses of Excellence in Spain.
Rubiralta, Marius; Delgado, Luis CELE Exchange; n2010/04 , p1-5 ; Mar 2010
Descrubes the General of Universities (SGU) of the Spanish Ministry of Education Program to foster the modernization and internationalization of Spanish university campuses. This initiative focused on teaching, research and aspects of technology transfer, but also developing the campus into an integral social model which interacts with its territorial environment. Results so far have been positive, and are contributing to the creation of sustainable, environmentally integrated university campuses.
Daylighting and Visual Performance: Evaluation of Classroom Design Issues in the UAE.
Al-Sallal, Khaled International Journal of Low-Carbon Technologies; 2010
Focuses on analysis of visual performance and quality issues in classrooms located in the United Arab Emirates (UAE). The methodology depended on data collection and analysis of design information obtained from architectural drawings of standard schools, design compliance documents set by the relevant governmental bodies, and site visits and photography. It analyzed several important design issues that have significant impact on visual quality, including space size and depth to height ratio, windows orientation, lighting direction and desk position. Several problems concerning contrasting luminance levels in the field of view were identified and described. Mitigation of the problems using recommended daylighting systems was discussed based on the UAE climate. [author's abstract]
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http://ijlct.oxfordjournals.org/content/early/2010/08/02/ijlct.ctq025.abstract
Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning.
Ball, Sarah Educational Facility Planner; v44 n2/3 , p37-41 ; 2010
Draws on innovative designs to create the new Student Learning Centre (SLC) at the University of Melbourne School of Engineering. To facilitate collaborative learning while acting as a point for interaction and social activity, the SLC offers adaptable classrooms, group study areas, enhanced with a garden area and other free space. Floor plans and photographs assist in understanding the adaptive resources of the SLC.
Schools in a Flat World: Global Perspectives on Pedagogy and the Built Environmnent.
Crane, Steve Educational Facility Planner; v44 n2/3 , p42-45 ; 2010
Reports on the AIA Committee on Architecture for Education's annual fall confernece in Helsinki, Finland. Finland's main principles for comprehensive education have resulted in its inclusion in the world's best in student achievement. Conference attendees experienced current trends in school design that have an influence worldwide and were given opportunities to carry away information that would help them improve their own practice. Additional reports were made on British, Jordanian, and Botswanan advancements in school facilities.
Bernoulliborg.
Architectural Record; Nov 2009
Profiles this news building housing the mathematics and physics departments of Groningen University and Hanze Polytechnic. A steel load-bearing structure exposes both the interior and exterior design. The public functions (library, reception, and restaurant)are housed in the transparent ground-floor volume. Two inner courtyards admit natural light into the core of the building. Project information and photographs are included.
Deichmann Center for Social Interaction & Spitzer-Salant School of Social Work.
Architectural Record; Nov 2009
Profiles this Israeli project featuring two components: a 26,000-square-foot building for a school of social work, and a 25,500-square-foot community center for at-risk children. Shaded outdoor courtyards and interior atriums that provide shelter from desert heat and sandstorms are open to the public, merging the city and academics. The buildings sit 10 feet below street level, not only to buffer noise from an adjacent highway, but also to provide a visual and physical transition from city life to academic life. Windows are deeply recessed to mitigate solar gain and glare, and the west facade features minimal fenestration. Project information and photographs are included.
Francesco Bellini Life Sciences Building and the Cancer Research Building.
Architectural Record; Nov 2009
Profiles this cancer research and biomedicine center with offices, seminar rooms, conference areas, common-area kitchens on each floor, and research laboratories. The facility connects to the preexisting McGill University Life Sciences Complex, which comprises a circular, 16-story concrete building and a rectilinear, seven-story concrete building, both built in 1965. The existing facilities were renovated as part of the overall project. The new six-story, glass-and-zinc building provides additional space for researchers. Laboratories were designed to be flexible, with modular casework that allows workers to configure the space as needed. The building is topped with a green roof. Project information and photographs are included.
LASALLE College of the Arts.
Architectural Record; Nov 2009
Profiles this arts campus with classrooms, studios, offices, an art shop, exhibition space, student center, faculty lounge, library, and study pods. The complex occupies a full block in the heart of Singapore. Six entrances from four different streets make the building accessible to both students and the public. The exterior walls, made of aluminum and black stone, enclose a canyon-like interior surrounded by glass and steel volumes. Bridges link the volumes and serve as performance platforms. Project information and photographs are included.
Global Ideas.
Erickson, Paul American School and University; v82 n3 , p235-238 ; Nov 2009
Discusses a global evolution in educational delivery, and how it is affecting school facilities. Even though student achievement in the United States is lagging, its progress in developing futuristic learning environments is emulated worldwide.
Oslo International School.
MacKeith, Peter Architectural Record; v197 n7 , p96-98 ; Jul 2009
Profiles this private K-12 school's renovation, involving new mechanical systems on the roof and the application of bold colors in corridors, classrooms, and service spaces. Project information, plans, and photographs are included.
Learning from Helsinki.
Stack, Greg DesignShare; Jul 2009
Briefly reviews the Finnish school system, dispelling potential misconceptions and citing its advantages in teacher treatment, school design, and educational environment.
Portugal's Secondary School Modernisation Programme.
Heitor, Teresa; Freire da Silva, Jose; Calcada, Teresa; Teodoro, Vitor; Trincao, Paulo CELE Exchange; 2009/5 ; Jun 2009
Discusses the strategies adopted to reorganise school spaces under Portugal's Secondray School Modernization Program. It describes the conceptual model and highlights the solutions proposed for libraries, science teaching spaces and museum units.
Shaping the Future of Learning Environments: Emerging Paradigms and Best Practices.
Open House International; v34 n1 ; Mar 2009
This issue of Open House International explores and investigate qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. The 12 articles emphasize emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest
in new classroom spaces and forms, the user-centered processes, utilizing the learning environment as an open textbook, and the impact of recent advances in information technologies and globalization on the future of learning settings.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Below the Horizon.
Chodikoff, Ian Canadian Architect; v54 n3 , p20-25 ; Mar 2009
Profiles the Choice First Centre for Health and Wellness at Canada's University of Lethbridge. Substantial portions of the building are underground, preserving campus views and mitigating the large bulk of the building. Photographs, plans, and sectional views accompany the text.
Socio-cultural Sustainability of Future Learning Environments: the Case of the New Kuwait University Campus.
Mahgoub, Yasser Open House International; v34 n1 , p68-74 ; Mar 2009
Investigates the impact of social and cultural requirements on the sustainability of future learning environmentz. The case of New Kuwait University City in Shedadiyah is used to illustrate how current social and cultural requirements impact the design of a future university campus and inhibit the production of a sustainable environment. Among several socio-cultural factors, the paper focuses on two significant aspects that have dramatically affected the development of the master plan for the New University City; namely separation of students sexes and car parking requirements. The first requirement was mandated by a parliament decree to build two separate campuses; one for male students and the other for female students. The implementation of this requirement resulted in the duplication of many educational facilities and immensely increased space and budget requirements. The second requirement reflected dependency on automobiles as primary means of transportation in Kuwait. It resulted in a necessity to allocate large areas of land for vehicular traffic and car parking. These two requirements created a great challenge towards achieving the required level of sustainability. The paper concludes that while recognizing that accommodating clients social and cultural requirements is necessary for the application of a comprehensive sustainability strategy, these requirements might work against achieving required levels of other aspects of sustainability.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Quest for the Future.
Southcott, Tanya Canadian Architect; v54 n3 , p28-34 ; Mar 2009
Profiles the campus of Canada's recently founded Quest University. The four buildings described work together to create social spaces and preserve mountain views. Photographs, plans, and sectional views accompany the text.
Including Pupils with Special Educational Needs in Schools in Ireland.
Greville, Eamonn CELE Exchange; v2009/1 , p1-3 ; Feb 2009
Previews Ireland's upcoming guidelines for the inclusion of special needs pupils within schools. Spaces, policies, and design solutions that will increase inclusion and socialization of these pupils within the mainstream student body are highlighted.
Campania Region's Educational Quality Facilities Project.
Ponti, Giorgio CELE Exchange; v2009/2 , p1-4 ; Feb 2009
Previews the Italian region of Calabria's efforts to build new and renovate its school facilities. Their 20 indicators of quality, management of transition to new facilities, and flexible prototypes are outlined.
An Australian Approach to School Design
Robinson, Leigh; Robinson, Taylor CELE Exchange; v2009/3 , p1-6 ; Feb 2009
Presents exemplary Perth school designs, noting the planning and design principles that went into these facilities selected for their flexibility, adaptability, siting, size, maintainability, and sustainability.
At Home, Abroad.
Dumiak, Michael Architectural Record; Supplement , p64-67 ; Jan 2009
Profiles an American school in Germany that required the cooperation of a German and American architect. Interior details include photo-sensor controlled blinds, radiant floors, natural ventilation, and daylighting. Plans, photographs, building statistics, and a list of project participants are included.
Jordan Reforms Public Education to Compete in a Global Economy.
Erickson, Paul Educational Facility Planner; v43 n2-3 , p13-18 ; 2009
Profiles Jordan's aggressive plan to improve public education, including the Ministry of Education's plans to build new schools and to properly equip existing ones. Site selection criteria, technology integration, and adaptable design prototype details are covered.
Monitoring the Quality of School Buildings in Belgium's Flemish Community.
Leemans, Geert CELE Exchange; 2009/8 , p1-7 ; 2009
Presents the results of a study by the Flemish Agency for Infrastructure in Education (AGIOn) that evaluated the quality of school buildings in Flanders using a monitoring system based on international experience. The results showed that most school buildings satisfy the basic requirements of habitability and safety, but they often fall short when it comes to the new pedagogical and social challenges of the 21st century.
Inspired by the Slum.
Pratapchandran, Sarat Educational Facility Planner; v43 n4 , p10,11 ; 2009
Profiles “hole in the wall” computer kiosks in impoverished New Delhi neighborhoods that provide unsupervised and collaborative learning environments to heterogeneous groups of children. In an interview, Dr. Sugata Mitra, the creator of this new
educational pedagogy termed Minimally Invasive Education
(MIE), explains how it can help bridge the digital divide and
provide rich learning opportunities for children everywhere.
Pavilion in a Park.
Sokol, David Architectural Record; , p56-59 ; Jan 2009
Profiles the Hazelwood School in Glasgow, Scotland, a school for students with dual-sensory impairment. All are deaf, blind, and have learning difficulties. Some are in wheelchairs and some have behavioral issues. Ample access to the outdoors, interior sensory detailing, and a domestic atmosphere are featured. Plans, photographs, building statistics, and a list of project participants are included.
Evaluating Quality in Educational Spaces: OECD/CELE Pilot Project.
von Ahlefeld, Hannah CELE Exchange; 2009/9 , p1-6 ; 2009
Provides an update on CELE's International Pilot Project on Evaluating Quality in Educational Spaces, which aims to assist education authorities, schools and others to maximize the use of and investment in learning environments. The article explains the school selection and implementation process, which is currently being conducted in Mexico,New Zealand, Portugal and the United Kingdom.
Ten Educational Trends with Global Impact.
Loeffelman, Pamela Learning By Design; Nov 2008
Discusses ten educational trends, as presented in a 2008 conference sponsored by the American Institute of Architects Committee on Architecture for Education. Principles of smart growth, context, commons areas, connection of interior to exterior, performance space, classroom clusters, emphasis on learning, informal interaction, environmental stewardship, finishes, and furnishings are illustrated with examples of schools from Finland and around the world.
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Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Climate Zone.
Fisher, Thomas Architecture Minnesota; , p36-41 ; Nov-Dec 2008
Profiles the ecologically friendly Hostler Center at the American University of Beirut. The building responds to the Mediterranean climate by being oriented to ocean breezes and by allowing occupants to move between shaded areas during the day, to the cool rooftops at night.
360 Degrees: Issue 17.
Oct 2008
Focuses on innovative playground design, citing the Evergreen adventure playground in Hackney, east London, the Freemantle pavilion in Southampton, and German playgrounds created under the leadership of the Gruen macht Schule program. 12p.
Cultural Exchange.
Crawford, Matthew School Construction News; v11 n6 , p30-33 ; Sep-Oct 2008
Profiles the expansion of Shanghai's Concordia International School, with comments on the planning for a dense urban site, classroom and community space considerations, the peculiarities of the building design and construction process in China, and aesthetics.
Participaction.
Canadian Architect; v53 n8 , p18-25 ; Aug 2008
Describes the participatory design process behind three Canadian higher education projects. Text descriptions of how each facility was "workshopped" with it's future occupants are accompanied by photographs, plans, and project statistics.
Adolfo Ibanez University.
Plaut, Jeannette Architectural Record; v196 n8 , p104-110 ; Aug 2008
Profiles this Chilean campus in the Andean foothills, whose terraced patios acknowledge the hilly landscape and whose airy interiors and natural landscaping complement the environment.
2008 Notable Projects: Dormitories.
Architype Review; v3 n3 ; Jul 2008
Profiles eight higher education dormitories, including project description, project team, and photographs. The projects are the University of Cincinnati, Recreation Center; Illinois Institute of Technology, State Street Village; Cirque du Soleil, 115 Studios; Harvard University, One Western Avenue; York Univeristy,Pond Road Student Residence; Yale University, Pierson and Davenport Colleges; University of Pennsylvania, The Radian; and Medaille College, Student Housing and Commons.
Sustainable Education Campus in Spain: Nature and Architecture for Training.
Campos, Pablo PEB Exchange; 2008/10 ; Jul 2008
Profiles a Spanish campus for education in sustainability, with campus design and landscaping as participants in the educational program.
Primary School Architecture in Portugal: A Case Study.
Freire da Silva, Jose PEB Exchange; 2008/9 ; Jul 2008
Profiles three Portuguese elementary schools, dating from 1898, 1969, and 1973, respectively, and illustrating the evolution of Portugal's standardized, yet flexible, school designs.
A Flexible School for Early Childhood Education in Italy.
Ponti, Giorgio PEB Exchange; 2008/8 ; Jul 2008
Profiles this flexible early childhood facility that accommodates children's development and the different ways they experience space, according to their age. The facility includes a nursery school, kindergarten, drop-in day care center, play center, and outdoor learning environment.
Vinoly at Wageningen.
Crosbie, Michael Architecture Week; , pD1.1 ; Jun 25, 2008
Profiles this Dutch higher education facility, with a distinctive concrete exterior grille that helps support the structure so that the interior is supported by only eight interior columns.
The Little Green Schoolhouse.
Leroux, John Canadian Architect; v53 n6 , p27-29 ; Jun 2008
Profiles this New Brunswick elementary school that was reclad in blue and green siding to emmulate the surrounding trees and rivers.
The Buddhist Approach to Education: An Alternative Approach for Sustainable Education. [Thailand]
Chansomsak, Sant; Vale, Brenda Asia Pacific Journal of Education; v28 n1 , p35-50 ; Mar 2008
This article is based on research undertaken as part of a study of sustainable school design in Thailand. Since school design solutions are inevitably affected by educational theory and practice, in the search for appropriate building solutions, it has been necessary to review Thai educational theories and practices that relate to the sustainability approach. Recently, there have been several attempts at the international level to respond to sustainability concepts and practices in both educational and architectural fields. These have included changes to the physical building through the introduction of techniques like passive solar cooling, and curriculum changes such as the use of native plants in the school grounds for science teaching. In Thailand, sustainable practices in both fields appear to be in their infancy. This article aims to explore one current Thai educational practice that presents the possibility of responding to sustainability concepts via culturally sensitive education. The practice is based on the three Buddhist principles of learning: sila sikkha (moral conduct); samadhi sikka (mind training); and panna sikkha (wisdom development). In this holistic approach, the principles are practiced simultaneously and can be applied to many dimensions, including personal, family, school and communal levels, to cultivate responsive sustainable living practices for the learners. Because the majority of Thai people are Buddhists, this approach may be an alternative way of developing sustainable education in Thailand. It also presents a way to apply local knowledge to promote sustainable ways of living in particular contexts. This may be the first step in the development of sustainable school design in Thailand and could become an integrated part of the country's sustainable systems. [Authors' abstract]
Modernizing Portugal's Secondary Schools.
Heitor, Teresa PEB Exchange; 2008/1 ; Feb 2008
Discusses the goals, funding, and four pilot projects of Portugal's current school modernization program.
Evaluating School Facilities in Brazil.
Ornstein, Sheila; Moreira, Nanci PEB Exchange; 2008/1 ; Feb 2008
Summarizes the post-occupancy evaluations of three Brazilian schools serving disadvantaged populations. The methods, results, and anticipated next steps of the process are addressed.
Implications of Curriculum Reform for School Buildings in Scotland.
Scott-Watson, W. PEB Exchange; 2008/1 ; Feb 2008
Discusses the implications for curriculum reform as a result of Scotland's Building Excellence school facilities campaign. The three phases of the Building Excellence are detailed, as are its accomplishments to date.
New Zealand: Modernising Schools in a Decentralised Environment.
Sheerin, Bruce PEB Exchange; 2008/1 ; Feb 2008
Discusses resources provided by the New Zealand Ministry of Education to local educational authorities who are building schools, including best practice examples.
Changing School Architecture in Zurich.
Ziegler, Mark; Kurz, Daniel PEB Exchange; 2008/1 ; Feb 2008
Briefly reviews changes in the city's school designs, along with the author s recommendations for improved learning spaces.
Green Schools in the United States and Germany.
Caldwell, Anja Educational Facility Planner; v42 n4 , p9-12 ; 2008
Compares school building siting, design, and construction in Germany and the United States, citing differences in cost, sustainability, design, life expectancy, grade configuration, scheduling, and transportation.
In Slovenia, Sostanj Primary School Collaborates with its Community.
Cercek, Emmanuel PEB Exchange; 2008/14 ; 2008
Profiles this Slovenian school for years 1-9, hosting 731 students who are also involved in a variety of community projects which focus on the environment.
A Second Chance School in Hungary.
Limbacher, Laszlo PEB Exchange; 2008/13 ; 2008
Profiles the informal, flexible environment of Budapest’s Belvarosi Tanoda, a school for students from difficult backgrounds who have typically dropped out of traditional schools.
Open Plan School in Portugal: Failure or Innovation?
Martinho, Miguel; da Silva, Jose PEB Exchange; 2008/12 ; 2008
Offers a brief history of the rise and fall of the open plan school design, along with its advantages and its adoption in Portugal. The case of Portugal’s Escola da Ponte, a successful open plan school requested and embraced by its teachers is then detailed. Includes 15 references.
Tama Art University Library.
Pollock, Naomi Architectural Record; v196 n1 , p88-93 ; Jan 2008
Profiles this new art university library, whose notable and innovative concrete arches emulate caves.
Centro Tecnologico San Joaquin, Santiago, Chile.
Plaut, Jeannette Architectural Record; v195 n12 , p122-127 ; Dec 2007
Profiles this new computer laboratory and equipment facility created as a conventional concrete structure surrounded by tilted glass curtain walls. Building statistics, a list of project participants, photographs, and plans are included.
Japan's Eco-School Programme.
PEB Exchange; v2007/8 ; Oct 2007
Profiles the concept and funding of this program which has funded over 600 schools to date. The program applies to both newly constructed and renovated school buildings, in an effort to make its schools more environmentally friendly.
School Buildings in Greece: The Bioclimatic Challenge and a Photovoltaic Pilot Project.
PEB Exchange; 2007/9 ; Oct 2007
Briefly reviews projects to provide photovoltaic power, carbon dioxide controls, green roofs, solar heat, and occupancy sensing in various Greek schools. A more detailed report on the photovoltaic installation is also included.
Sustainability Actions in Australia.
PEB Exchange; 2007/11 ; Oct 2007
Presents case studies of two sustainably designed high schools, highlighting extensive use of natural and recycled materials, rainwater collection, and natural ventilation.
Using Minimum Energy in Ireland's Schools.
PEB Exchange; 2007/10 ; Oct 2007
Explains how Ireland has incorporated low energy design into primary and post-primary schools and gives an overview of projects that have helped inform this approach. Techniques include passive solar design, daylighting, natural ventilation, and air infiltration.
Pontifical Lateran University.
Bennett, Paul Architectural Record; v195 n10 , p126-131 ; Oct 2007
Profiles this new library addition in Rome, Italy, which provides a soaring, light-filled space on a very small site.
Seismic Retrofitting and Rehabilitation of Schools in Bogota.
Cardona, Omar Regional Development Dialogue; v28 n2 , p120,121 ; Oct 2007
Examines the National System for Disaster Risk Management of Colombia, developed within the ethos “that disaster risk management is not a discipline, sector, or institution, but is a strategy of development and quality of life.”
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Global Learning: 2007 DesignShare Awards Honor U.S., International School Projects.
School Construction News; v10 n6 , p24-31 ; Sep-Oct 2007
Profiles 11 international schools that were honored in this competition. Projects were selected because they support the learning process, anticipate change, inspire unimagined possibilities, and captivated both educators and designers.
A Lofty Goal.
Dindo, Umberto American School and University; v79 n13 , p148-150 ; Aug 2007
Outlines the high standard of education in Zurich, Switzerland, focusing on the goals and policies of the system, and the large, quality spaces they devote to achieving them.
A Study of the Quality of Student Residential Facilities in Nigeria.
Amole, Dolapo Planning for Higher Education; v35 n4 , p40-50 ; Jul 2007
Asseses the quality of student residences in some Nigerian universities, identifying positive and negative factors in an effort to plan modifications or build better facilities in the future. The largely negative opinion of the residences was due in large part to the numbers of people sharing bedrooms and bathroom facilities, even though the architectural quality of the buildings was considered average. Includes 19 references.
Four Strong Schools: Developing a Sense of Place through School Architecture.
Upitis, Rena International Journal of Education & the Arts; v8 i1 , p1-16 ; Jun 2007
The premise is that students should be schooled in built and natural environments that afford them ways of understanding how their daily physical actions and social choices affect the earth. Views of prominent philosophers and scholars in support of this premise are described. Next, four cases illustrate how schools can provide students with opportunities to develop ecological mindfulness through practical activities that are enhanced by natural and built environments. The examples--from Canada, the United States, and Australia--span the primary, secondary, and tertiary levels of education. It is concluded that schools and curricula that focus on a sense of place are able to support the practical activities that lead to meaningful relationships between members of the community, and between people and the land. [Authors' abstract]
Building the Future of Learning.
Watson, Les European Journal of Education; v42 n2 , p255-263 ; Jun 2007
This article uses the Saltire Centre at Glasgow Caledonian University, which opened in January 2006, as a case study to illustrate how some current key ideas in educational thinking can influence learning facilities. New 21st century buildings and refurbished spaces should reflect educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see.
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http://www.blackwell-synergy.com/doi/abs/10.1111/j.1465-3435.2007.00299.x
Ireland's Cherry Orchard National School.
PEB Exchange; 2007/5 ; May 2007
Describes this recently completed primary school, illustrating how architecture can contribute to creating a safe and warm environment in a distressed area, and can meet the particular needs of the student community. The article presents the architectural description and comments from the school's Board of Management.
A New Creative Learning Centre at a Girls School in Australia.
Bell, Amanda PEB Exchange; 2007/5 ; May 2007
Describes Brisbane Girls Grammar School's new Creative Learning Centre, conceived to group arts studies which were previously scattered across the campus and to serve all students as a meeting place and technology hub. The building is specifically designed to provide the most flexible and innovative environment for teenaged girls, having special regard for the way girls learn and interact socially. The unique design also helps ensure protection from Brisbane's hot and humid environment.
Building the Carbon Neutral School.
SchoolsforLife; n4 , p10-17 ; Mar 2007
Describes European efforts to create sustainable schools. Typical source of school carbon emissions are detailed, as are building techniques and government mandates for sustainability.
"Intelligent" Primary School Project in Italy.
Ponti, Giorgio PEB Exchange; n59 , p1-3 ; Feb 2007
Profiles the new “intelligent” primary school for 300 students (later to be expanded for 600) in the Municipality of Solaro in the province of Milan. This is the first primary
school building in Italy designed according to the principles of the “intelligent school” as defined by the Centre for Educational Innovation and Experimentation of Milan (CISEM).
An Evaluation Method for School Building Design at the Preliminary Phase with Optimisation of Aspects of Environmental Comfort for the School System of the State São Paulo in Brazil
Valéria Azzi Collet da Graçaa, Doris Catharine Cornelie Knatz Kowaltowskia, and João Roberto Diego Petreche Building and Environment ; v42 n2 , p984-999 ; Feb 2007
This study presents a method for evaluating and optimising environmental comfort parameters of school buildings during the preliminary stages of design. In order to test the method, 39 existing public school building designs in the State of São Paulo, Brazil, had their plans analysed and characterised in relation to their influence on environmental comfort. Four aspects of comfort were considered: thermal, acoustic, natural lighting and functionality. Although conflicts between different comfort parameters are apparent, results show that multi-criteria optimisation can be applied as a design tool during the creative process. Maximisation of various aspects of comfort simultaneously was shown to be impossible, but compromise solutions could be found. [Authors' abstract]
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Druk White Lotus School. Ladakh, Northern India
(ARUP, 2007)
Located high in the Himalayan mountains, this describes a set of eco-friendly, non-denominational school buildings, combining modern education with local Buddhist culture, being constructed over a phased, ten-year seasonal program by ARUP. The project
aims to eventually provide education facilities for up to 800 pupils, aged 3 to 18, from poor and remote areas. On completion, facilities will include a health clinic, library, open-air temple, computer and science lab, vocational workshops, dining hall and residential accommodation for pupils and staff.
Finding Alternatives for Facility Planning and Design in Latin America.
Izquierdo, Nelson Educational Facility Planner; v42 n2/3 , p30-37 ; 2007
Examines schemes developed by architects as an alternative to the traditional "cells and bells" model that is widespread in Latin America. These designs illustrate the need to create fewer spaces that were more efficiently used, to building in a simpler manner more suited to the local environment, and to achieve quality through spatial variety. Includes nine references.
Innovative Schools in Britain, Australia, and the Cayman Islands.
Locker, Frank Educational Facility Planner; v42 n2/3 , p25-29 ; 2007
Highlights the policies, practices, and innovations in school planning for these countries, illustrated with examples of local building programs and specific schools.
Flexibility in Elementary Schools in Japan.
Miyamoto, Fumihito Educational Facility Planner; v42 n1 , p19-25 ; 2007
Describes typical features of Japanese elementary school buildings, including general planning rules, open space plans, flexibility of classroom and open space units, typical furnishings, and an analysis of learning activities in relation to learning space and furniture arrangements. Numerous figures and six references accompany the text.
Trends in Educational Design in Western Australia.
Phillips, Jeff Educational Facility Planner; v41 n2/3 , p22-24 ; 2007
Profiles the collaborative planning used to create schools in this vast state, where educational reform, imagination, research, and planning combine to advance the quality of education.
Building a School in Morocco: Eight Years of Planning and Progress.
Velure, Barbara School Business Affairs; v73 n1 , p36,38,39 ; Jan 2007
Narrates the story of the development of Casablanca's George Washington Academy. The year-by-year progress of the trilingual PreK-12 school is told from its first year in a large villa with 100 students, to the present 380-student school occupying a campus consisting of several new purpose-built academic buildings.
Building the Global Best.
Wolff, Susan Edutopia; v2 n8 , p30-35 ; Nov 2006
Reviews the 2006 Design Share awards for school design, profiling four international schools that focus first on learning, second on learners, and third on how the built and natural environment promotes the learning program.
Environmental Comfort in School Buildings: A Case Study of Awareness and Participation of Users.
Bernardi, Nubia; Kowaltowski, Doris Environment and Behavior; v38 n2 , p155-172 ; Mar 2006
This paper presents the results of an extensive post occupancy study of 15 schools in the city of Campinas, SP, Brazil. The learning environments were analyzed as to thermal, acoustical, visual, and functional comfort and possible simple solutions to improve the quality of the learning environment. Classrooms and recreation areas were observed and critical comfort conditions were measured with equipment. School directors, teachers, employees and students were questioned as to their perception and evaluation of the comfort conditions and given the opportunity to express their satisfaction and desires about their learning spaces. A low level of intervention toward comfort on the part of users was attributed to discipline codes that restrict student behavior.
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Chancellery Building and Business School.
Moore, Christopher Architectural Record; v194 n3 , p106-110 ; Mar 2006
Describes this new Australian higher education academic building that employs native hardwood in dramatic exposed struts that evolve from a horizontal screen to a colonnade, and then to signature vertical spires that give the building a distinctive profile.
An Urban Renewal School Project in Italy.
PEB Exchange; v2005/3 n56 , p11,12 ; Oct 2005
Describes the features of the winning design for an Italian primary school. This restoration of an historic building will be the cornerstone of an urban renewal project to include a convention center/auditorium, library, and new classroom building.
Planning, Designing and Managing Higher Education Institutions.
PEB Exchange; v2005/3 n56 , p13-24 ; Oct 2005
Examines trends, issues, and case studies in higher education facilities planning, design, and management. These were gathered from an April, 2005 conference sponsored by APPA and the OECD Programme on Educational Building. Discussions of megatrends and myths that influence facilities management, the technology-enabled learning space, and natural hazard risk mitigation are followed by three case studies from Montreal, Spain, and Veracruz.
School Grounds in Austria.
PEB Exchange; v2005/3 n56 , p10,11 ; Oct 2005
Describes the work of the Austrian Institute for School and Sport Facilities, which provides the country's guidelines for schools and school grounds. The Institute's seven organizational requirements, 11 design principles, and 6 ecological objectives are provided.
Structures for Learning in New Zealand.
PEB Exchange; v2005/3 n56 , p7,8 ; Oct 2005
Describes some changes being made in New Zealand schools, based on a 2004 survey of the country's boards, principals, teachers, and students.
The University of Salamanca's New Campus.
PEB Exchange; v2005/3 n56 , p8,9 ; Oct 2005
Describes this new campus rooted in the local culture, geography, architecture, and academic tradition. The layout will reflect human-scale design and integrate a river, existing fields, and local vegetation.
Master Plan.
Johnston, Robert Education Week; v25 n2 , p36-40 ; Sep 07, 2005
Describes the successes of school planner William DeJong and his Schools for Children of the World program in bringing decent school buildings to remote Honduran villages. The project evolved from a single school into a country-wide school facilities assessment, with many new schools built, used, and maintained by their communities.
Energy-Efficient Renovation of Educational Buildings.
Erhorn-Kluttig, Heike PEB Exchange; v2005/2 n55 , p13,14 ; Jun 2005
Compares energy-efficient ventilation strategies from nine European countries and the U.S., assembled from 25 case studies of retrofit measures and presented with graphic analysis. Denmark's Egebjerg school is presented in detail, with a sectional view of its ventilation system.
An Asset Management System for School Buildings in Quebec.
Gerbasi, Dino; Marchand, Gilles PEB Exchange; v2005/2 n55 , p10,11 ; Jun 2005
Reviews the age and condition of Quebec schools, reasons for establishing an asset management system (AMS), the evolution of AMS and computerized maintenance management systems (CMMS), and the particular AMS approach taken by Quebec Public Schools.
Creating 21st Century Learning Environments.
Li, Phan; Locke, John; Nair, Prakash; Bunting, Andrew PEB Exchange; v2005/2 n55 , p15-26 ; Jun 2005
Presents four opinions on developing schools for the 21st century. A Singapore management professional explains how the school building can serve as a three-dimensional learning tool. A New Zealand school principal describes how his recently-built school was designed. An American building planner presents what he considers the essential components for developing effective facilities for tomorrow. An Australian architect defines the common purposes of secondary schooling and their relation to design.
From German Kindergarten to Glaswegian Architect.
Children in Europe; n8 , p8-11 ; Apr 2005
Reviews the work of European early childhood educators Friedrich Froebel and Maria Montessori, and the types of facilities that accommodated their institutions. The influence of industrialization, and Charles Rennie Mackintosh s Scotland Street School are also discussed.
Shared Dimensions: European Influences on Setting Standards.
Children in Europe; n8 , p4-7 ; Apr 2005
Describes the wide variations in per student space standards among European Union countries, with only Italy having actual requirements and a few other countries having recommendations. Decentralization of school authority is cited as the main reason. A chart representing the recommendations and standards for nine countries is included.
Bringing the Outside Inside.
Buvik, Karen Children in Europe; n8 , p18-20 ; Apr 2005
Describes Norway's Grong and Kvernhuset school buildings, two projects that grew out of the country's EcoBuild program. The innovative buildings feature passive heating, daylighting, and close connection to the site. In the Kvernhnuset school, the outdoors is brought indoors by indicating within the building where trees once stood, often with trunks left intact, and by use of the surrounding rock within the structure.
Making Use of Space: Theory Meets Practice.
Van Liempd, Ine Children in Europe; n8 , p16,17 ; Apr 2005
Discusses how various Dutch pre-school facilities serve the country's differing educational programs. Pre-school staff were surveyed regarding their school's vision for education and recreation, and then buildings were assessed for their appropriateness for that vision.
Ireland's Program for Research in Third Level Institutions.
PEB Exchange; v2005/1 n54 , p13-16 ; Feb 2005
Describes new endeavors in higher education research funding.
The Netherlands' Firebird School: Clusters for a Flexible Learning Environment.
PEB Exchange; v2005/1 n54 , p21-24 ; Feb 2005
Describes the flexible use of space in this building housing two schools and a child care center.
Saudi Arabia/UNESCO Educational Building Project
Almeida, Rodolfo PEB Exchange; v2005 n54 , p7-8 ; Feb 2005
Saudi Arabia is undertaking a project in collaboration with UNESCO to improve the planning, design, construction, and maintenance of the Kingdom's educational buildings. Presently, Saudi Arabia counts 10,659 schools and over half are in rented buildings not designed for education.
Relationship between Outdoor and Indoor Air Quality in Eight French Schools.
Blondeau, P.; Lordache, V.; Poupard, O.; Genin, D.; Allard, F. Indoor Air; v15 n1 , p2-12 ; Jan 2005
Measurements of outdoor and indoor pollution were carried out in eight schools in La Rochelle, France, and its suburbs.
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Safe Routes for Children: What They Want and What Works.
Osborne, Paul Children, Youth and Environments; v15 n1 , p234-239 ; 2005
Summarizes some of the key trends in children's travel, health and social behavior, and the influence of the city environment, particularly on the school journey. It draws on examples of safe routes in Denmark, the United Kingdom and the United States, and includes a summary of policy and practice in the United Kingdom, with particular emphasis on lessons for other countries wishing to improve the environment for children and young people.
L'Architecture Scolaire.
Bulletin de la CIIP; n15 , p37 ; Dec 2004
Presents a collection of French essays and inteviews on the history of educational architecture, educational design to accommodate various pedagogies, design for early childhood education, educational design today, and educational design of the future.
School Facility Projects in Latin America.
PEB Exchange; v2004/3 n53 , p14-24 ; Oct 2004
Describes school building initiatives in five Latin American countries, citing programs that accommodate community use, students with disabilities, and public/private partnerships for school construction.
School Property Funding in New Zealand.
PEB Exchange; v2004/3 n53 , p7-9 ; Oct 2004
Describes New Zealand's school funding mechanism, which allocates to schools a fixed budget drawn from three "pots" of the educational property funding structure. The government's use of accrual accounting along with a five-year property plan gives schools a high degree of certainty regarding property funding available, as well as responsibility for deciding how to modernize their own buildings.
Australia's First Public Private Partnership School Project.
PEB Exchange; v2004/2 n52 , p23,24 ; Jun 2004
Describes this school construction partnership that designed, built, and now manages nine schools. Cost savings of up to seven percent have been achieved by handling the nine schools as a package.
Evaluating Montbrillant Lower Secondary School in Switzerland.
PEB Exchange; v2004/2 n52 , p9-12 ; Jun 2004
Presents a post-occupancy evaluation of this urban school, citing significant successes and failures after a year of serving its lower-income and largely immigrant neighborhood .
Low Energy Schools in Ireland.
PEB Exchange; v2004/2 n52 , p20-23 ; Jun 2004
Describes two Irish schools that reduced energy consumption through building envelope improvements, careful materials selection, natural ventilation, daylighting, greywater toilets, and wind power.
Science and Technology Facilities.
PEB Exchange; v2004/2 n52 , p13-19 ; Jun 2004
Presents four articles on secondary and higher education science facilities. The first presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second reports on improvements to the Science Complex at the Universite du Quebec a Montreal. The third describes a secondary level vocational training center devoted to new technologies in Quebec. The fourth describes an Australian science and mathematics magnet school.
An Innovative School Revisited: Leith Academy and the Projects that Followed It.
MacKenzie, Don PEB Exchange; v2004/1 n51 , p14-16 ; Feb 2004
Describes the success of Edinburgh's Leith Academy, built in 1991 on an innovative flexible plan which has adapted to changes in capacity and educational programming and is a source of community pride. The design principles of the Academy were applied in subsequent new and renovated facilities.
Building the Future: Lessons From Tasmania.
Nair, Prakash DesignShare; , 7p. ; Feb 2004
Reece Community High School in Devenport, Tasmania, an obscure, blue-collar community in one of Australia's most remote regions, was recently recognized as producing the best planned, designed, and technologically advanced school in the world. The school received CEFPI's James D. MacConnell Award, known as the highest honor for school planning and design and bestowed on one project each year.
The award-winning school was developed for a fraction of the cost spent by many of its American competitors vying for the MacConnell prize and took less time to create than most schools of its size and complexity. This article discusses the lessons learned from Reece.
A Meeting Place to Learn in Rural Iceland.
Stuebing, Susan PEB Exchange; v2004/1 n51 , p17-19 ; Feb 2004
Narrates the design process which produced a new upper school (ages 16-20) in rural Snaefellsnes, Iceland. A workshop involving all stakeholders and architects created a flexible, open plan, where laptops serve as mobile "desks" throughout four "learning zones" serving a variety of individual and group learning scenarios.
School Buildings in Developing Countries.
(The Schumacher Centre for Technology and Development, Practical Action, Rubgy, United Kingdom, 2004)
Details British recommendations for schools in developing countries, particularly in rural settings. Space requirements, siting, costs, community participation, lighting, services and infrastructure, building materials, walls, roofs, maintenance, construction process, site preparation, foundation, floors, and roofs are addressed, all in the context of minimal budgets, and limited materials and building technology. 16 references are included. 17p.
An Uneasy Future: Spatial Changes at One School in South Africa.
Karlsson, Jenni Forum; v46 n1 , p9-12 ; 2004
Discusses spatial developments that have taken place at the author's old high school in South Africa since 1994, and considers how those changes point to the governor's and management's response to the post-apartheid political dispensation. The data used in this study include sets of photographs taken by the author and four others, as well as interviews and the school yearbook.
Seismic Rehabilitation of School Buildings in Japan.
Nakano, Yoshiaki Journal of Japan Association for Earthquake Engineering; v4 n3 , p218-229 ; 2004
Describes efforts directed toward upgrading seismic performance of vulnerable school buildings following the 1995 Hyogoken-nambu (Kobe) earthquake. Damage statistics of school buildings due to the Kobe earthquake, criteria to identify their vulnerability, the subsidy program for seismic rehabilitation, and their implementation examples, are described, together with recent efforts for further promotion of seismic rehabilitation on a nationwide basis.
An Environmentally Sustainable Development in Australia.
PEB Exchange; v2003/3 n50 , p22-23 ; Oct 2003
Describes a sustainably designed mixed-use development which includes facilities for the Queensland University of Technology.
An Industrial Building Converted into a Girls School in Australia.
PEB Exchange; v2003/3 n50 , p17-19 ; Oct 2003
Describes the converstion of an industrial shed into a secondary school for troubled girls. Three courtyards were cut into the building to admit light and air. Glazed corridors, alcoves, and a central multi-purpose room are easily supervised.
An Ultra Energy-Efficient School in Quebec.
PEB Exchange; v2003/3 n50 , p24-25 ; Oct 2003
Describes the siting, materials and systems of Le Tournant School. Designed in 2002 for maximum energy efficiency, it is the second most energy-efficient institutional building in Canada.
Korea's School Grounds Project.
PEB Exchange; v2003/3 n50 , p19-20 ; Oct 2003
Briefly describes Korea's Green School Project and School Forest Pilot Project. Provides contact for more information.
Creative Kindergarten. [Israel]
Eylon, Lili Architecture Week ; Aug 2003
Case study of a kindergarten in Caesarea, Israel, a city full of Roman structures. The architects took the linear motif of the famous Roman aqueduct and translated it into a contemporary building. The architectural language and color scheme are drawn from the sand dunes on which it is located. The outer walls are rendered in bright colors and carved into shapes that spark the children's imagination for storytelling.
Plugged-in SITE.
Phillips, Rhys Canadian Architect; v48 n7 , p22-26 ; Jul 2003
Examines form, color, and technology at the University of Ottawa's School of Information Technology and Engineering (SITE) building, focusing on systems (e.g., SITE is a data wired building, but with no expensive raised floors or cheap dropped ceilings); assembly rather than construction (replacing standard notions of construction with the process of assembly); and the skin (SITE utilizes limited exterior metal skins, relying instead on bold, transparent glass curtain walls).
The Urban Complex in Cattolica, Italy.
PEB Exchange; v2 n49 , p7-8 ; Jun 2003
The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, that offers a wide range of public services. In renovated facilities it provides a modern architectural setting based on the idea of a traditional town square. It houses a primary school, cultural center (including a library), and theater, and it is an exclusively pedestrian area.
Educational Facilities in Slovenia.
Cankar, Marina PEB Exchange; v2 n49 , p17-18 ; Jun 2003
Since gaining independence in 1991, one of Slovenia's priorities has been to invest in education. The government has been investing its limited resources in the construction of buildings and their equipment, striving to provide quality, functional, flexible, and safe facilities. Much effort goes into searching for additional resources to invest in and maintain the country's educational infrastructure.
Designing Tomorrow's Schools.
de la Garza Reyna, Jaime PEB Exchange; v2 n49 , p12-16 ; Jun 2003
Summarizes presentations from a 2002 seminar on designing schools for tomorrow. The four presentations are: "Developing Digital Work Areas for Education in France" (Nicolas Chung); "The School of the Future: An Italian Perspective" (Giorgio Ponti); "Measures for School Facilities in Japan" (Naoto Fukabori); and "Mexico's Multifunctional Classroom Facility" (Jaime G. de al Garza Reyna).
Current Concerns for Austrian School Facilities.
Schwarz-Viechtbauer, Karin PEB Exchange; v2 n49 , p9-10 ; Jun 2003
Summarizes four recent concerns of the Austrian Institute for School and Sport Facilities, which is responsible for current issues and problems related to educational buildings in the country: schools as low energy buildings, electromagnetic fields and school buildings, chairs and tables for educational buildings, and school grounds (learnscapes).
A Tasteful Collection.
Canadian Architect; v48 n3 , p16-17 ; Mar 2003
Describes the design of the Canadian Wine Library at the University of British Columbia, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and commentary on the design. Also includes the floor plan and photographs.
Heinävaara Elementary School
Heinävaara, Finland.
Architectural Record; v191 n3 ; Mar 2003
Describes the title school building by Cuningham Group Architecture, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. Called "the wooden school of tomorrow" in the Finnish press, this facility combines leading-edge design and technology with the rich cultural heritage of Heinävaara. Educational modules of the 26,000-square-foot school open to a central gathering space with media center, performance area, and cafeteria available to the community in the evening. [Free subscriber registration is required.]
Primary School De Vogels, Oegstgeest, the Netherlands.
Cohn, David Architectural Record; v191 n3 , p132-135 ; Mar 2003
Describes the title school building by Herman Hertzberger, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. The school was designed in the context of 32 adjacent row houses. Defying conventional wisdom, Hertzberger raised the classrooms into the air. The strategy created views and outdoor play areas. The classrooms are raised 16 feet to span the gymnasium occupying part of the site. [Free subscriber registration is required.]
Class Act.
Canadian Architect; v48 n2 , p26-29 ; Feb 2003
Describes the design of the Isabel Bader Theatre at Victoria University of the University of Toronto, including the educational context and design goals. Includes building plans and photographs.
School Safety in France.
PEB Exchange; v2003/1 n48 , p11-13 ; Feb 2003
Describes the "Observatoire national de la securite des etablissements scolaires et d'enseignement superieur," a national agency established by the French government in 1995 to ensure safety in schools and colleges. Its annual reports, drawn up in conjunction with experts, are sent out to government, public authorities, and any stakeholders with an interest in safety.
Australia's Oak Valley Aboriginal School.
Allen, Graeme; Kerkhoven, Ingrid; Cox, Noelene PEB Exchange; v2003/1 n48 , p21-23 ; Feb 2003
Describes the planning and design of a new school for an Aboriginal community in Australia which replaced their previously transient school services.
Experimental Architecture.
Alter, Kevin Canadian Architect; v48 n2 , p20-25 ; Feb 2003
Describes the design of the Centre for Architectural Structures and Technology at the University of Manitoba, including the educational context and design goals. Includes building plans and photographs.
Two Vocational Training Schools in Quebec.
Thibault, Cyrille PEB Exchange; v2003/1 , p19-20 ; Feb 2003
Describes two recent vocational education school construction projects in Quebec: a school of forestry and wood technology, and a steelwork training center.
New South Wales School Design Projects.
Wilson, Cecilia PEB Exchange; v2003/1 n48 , p13-14 ; Feb 2003
Australia's New South Wales Education Facilities Research Group, a joint initiative between the Department of Education and Training and the Department of Public Works and Services, provides action research into issues which impact on school design. This article describes a few of the initiatives which have resulted, such as an educational video on school design, energy management and landscaping guidelines, and an online collaboration tool.
Financing Energy Efficiency Projects.
Zobler, Neil; Hatcher, Katy Government Finance Review; , p14-18 ; Feb 2003
Introduces energy performance contracts and the corresponding benefits of using tax-exempt lease-purchase agreements as the underlying financing vehicle for energy efficiency improvements in buildings. It explains how to use the energy inefficiencies buried in current operating budgets to pay for energy-saving equipment, without having to compete with capital projects. It also presents a "cost of delay" model that quantifies the opportunity losses caused by delaying the installation of energy efficiency projects.
Children's Environmental Learning and the Use, Design and Management of Schoolgrounds.
Malone, Karen; Tranter, Paul Children, Youth and Environments; v13 n2 ; 2003
Examines school grounds as sites for play and environmental learning. It is based on a three-year project that involved 50 eight- to ten-year-old children at five Australian primary schools. Data collection occurred through multiple methods, including behavior mapping of children's play, interviews with children and teachers, and analysis of children's drawings of their school grounds. The findings show large variations between the schools, particularly in the types of play and environmental learning in which children engage. These variations are related to variations in the physical qualities of the schoolground, but the school philosophies concerning the use and management of the outdoor school environment are equally or more important. Includes 62 references.
Phase VII Student Residence, University of Toronto at Mississauga.
Canadian Architect; v47 n12 , p22-25 ; Dec 2002
Describes the award-winning title building, including its educational context and design goals. Includes building plans, photographs, and reviewer comments.
Sougawa Elementary School.
Canadian Architect; v47 n12 , p46-47 ; Dec 2002
Describes the award-winning title building, including its educational context and design goals. Includes building plans, photographs, and reviewer comments.
Design Down Process: Designing a School in Iceland with Its Users.
PEB Exchange; n47 , p9-10 ; Oct 2002
Describes a process used by an architect to work with the stakeholders of a school in Iceland to design a new building. The process, called "design down," starts with the biggest issues and moves toward more detailed aspects. It starts with looking at the school's learning signature, learning expectations, the learning process, and the learning environment.
Hungary's German School of Budapest.
PEB Exchange; n47 , p7-8 ; Oct 2002
Describes the design of Hungary's new German School of Budapest, recipient of the 2002 Building of the Year award from Hungary's government.
Building Blocks.
Ho, Cathy Lang Architecture; v91 n10 , p50-55 ; Oct 2002
Describes the design of a middle school building in Markt Indersdorf, Germany, including the educational context and design goals. Includes building plans and photographs.
Information Services Building, University of Otago, Dunedin, New Zealand.
Arcuri, Elizabeth Architectural Record; v190 n8 , p146-49 ; Aug 2002
Describes the design of the building named in the title, including the educational context and design goals. Includes information on architects, consultants, suppliers, and cost, as well as floor plans and photographs. Discusses how the modern structure fits into the campus.
Modern Vernacular.
Taggart, Jim Canadian Architect; v47 n8 , p16-19 ; Aug 2002
Describes the design of the Nicola Valley Institute of Technology in British Columbia, including the educational context and design goals. Includes information on architects, consultants, and cost, as well as floor plans and photographs. Discusses how the design for this First Nations school blends aboriginal constructs and environmentally-friendly principles.
Building a School in India.
Barker, Don Architecture Week; Jul 24, 2002
The new Druk White Lotus School in the Indian State of Ladakh, at the foot of the Himalayas, is being built to help maintain the rich cultural traditions based on Tibetan Buddhism, while equipping the children for life in the 21st century. When completed in 2009 it will include a nursery and infant classrooms, and will accommodate 800 local children aged 3 to 18 with a health clinic, library, open-air temple, computer and science lab, vocational workshops, dining hall, and housing for both pupils and staff.
Since 1997, engineers and architects from Arup and Arup Associates in London have been working with the Ladakhi Buddhist community and the United Kingdom-based charity, the Drupka Trust, to design and build a self-sustaining community using a combination of traditional and modern building methods and materials.
Implementation of Total Asset Management at the University of Tasmania.
Smith, Matt Facilities Manager; v18 n4 , p55-56 ; Jul-Aug 2002
Describes the implementation of total asset management (TAM) at the University of Tasmania to better link physical resources management with the university s strategic planning. Discusses TAM's principles, objectives, and future direction.
The Australian Science and Mathematics School, Flinders University, South Australia.
PEB Exchange; v2 n46 , p9-11 ; Jun 2002
Describes the design of the secondary school named in the title, including the educational context and design goals. In conjunction with the science faculty of Flinders University, the school will offer adult learning approaches and develop curriculum based on new sciences such as nano-technology. Describes the design innovations that incorporate and reflect the school's emphasis on new technology.
The Lycee Maximilien Perret in France.
PEB Exchange; v2 n46 , p11-13 ; Jun 2002
Describes the design of the secondary and continuing education institution named in the title, including the educational context and design goals. Offers a brief post-occupancy evaluation describing which aspects of the buildings meet users' needs and which have not lived up to expectations.
New Directions for Tomorrow's Schools--A Personal View from New Zealand.
Coppen, Murray PEB Exchange; v2 n46 , p22-24 ; Jun 2002
Comments on current education-related trends, including the shift to a knowledge economy, the questioning of the relevance of current education, and changes in learning theory and pedagogy, then offers questions planners should ask when thinking of schools of the future.
Venezuela's Bolivarian Schools Project.
Diaz, Maria Magnolia Santamaria PEB Exchange; v2 n46 , p15-16 ; Jun 2002
Discusses efforts by the Venezuelan government to improve the nation's school infrastructure through the Bolivarian Schools Project administered by the Ministry of Education, Culture and Sport. The project set educational principles which are guiding current school building efforts.
Parisian Elementary.
Horn, Christian Architecture Week; Mar 27, 2002
In Paris's 19th arrondissement, an elementary school demonstrates a way to place new structures among old. The school site is about 330 feet long and between 33 and 66 feet wide. With little room to work with, the architect had to make the school building a link between two neighboring but very different urban structures.
Seductive Ambiguity.
Canadian Architect; v47 n2 , p16-19 ; Feb 2002
Describes renovations to the building housing the University of Toronto's school of architecture; the changes addressed both operational and symbolic issues. Includes design drawings and photographs.
Educational Building in Latin America.
Baza, Jadille; Vaz, Rita de Cassia Alves; Millan, Eduardo; Almeida, Rodolfo PEB Exchange; n45 , p15-23 ; Feb 2002
Presents articles describing recent developments in three Latin American countries (Chile, Brazil, and Venezuela) to expand public education facilities, along with a report on UNESCO's recent seminar in Latin America on architecture for an inclusive education.
Hungary's Educational Community Centres.
Jeney, Lajos PEB Exchange; n45 , p13-14 ; Feb 2002
Describes some current challenges for those making decisions related to educational facilities in Hungary, explains who should be involved in the design process, and presents the make-up of the functional units of educational community centers.
New College Residence, University of Toronto, Toronto, Ontario.
Canadian Architect; v46 n12 , p22-25 ; Dec 2001
Describes an award-winning design of a new residence hall at the University of Toronto's St. George campus. The new residence s plan, designed by Saucier and Perrotte Architectes, emphasizes a spirit of communal interaction. Includes design drawings and schematics.
Egade, Monterrey, Mexico
Kubany, Elizabeth Architectural Record; v189 n12 , p102-104 ; Dec 2001
Presents a business school design in Mexico, whose spiral building sits atop a parking structure creating a compact, symbolic form for an arid urban landscape. Includes seven photographs, a floor plan, and sectional drawing.
An International Campus in Switzerland.
PEB Exchange; n44 , p6-7 ; Oct 2001
Describes the design and development project for a new Swiss school campus that could accommodate a multinational student enrollment. The new campus' design criteria and the project's modular concepts are highlighted.
School Building Organisation in Greece.
PEB Exchange; n43 , p23-24 ; Jun 2001
Discusses the past and current organizational structure of Greece's School Building Organisation, a body established to work with government agencies in the design and construction of new buildings and the provisioning of educational equipment. Future planning to incorporate culture and creativity, sports, and laboratory learning in modern school buildings is highlighted.
Sports Facilities, Zapopan, Jalisco, Mexico.
Amelar, Sarah Architectural Record; v189 n6 , p118-22 ; Jun 2001
Highlights a new K-12 school gymnasium in Mexico that changes and reacts to weather conditions, requires no air conditioning, and, on typical days, uses sunlight filtering through its ample clerestory as the sole source of illumination. Includes numerous photographs, a section drawing, and a site plan.
School Reform and Construction in the Province of Rovigo, Italy.
Gasparetto, Valerio PEB Exchange; n43 , p18-19 ; Jun 2001
Discusses how the educational reform movement in Italy demands new types of schools to accommodate new school cycles and maximize facility flexibility. Reviews ways that today's school construction approaches are attempting to meet these new requirements for the future.
School Design and Management: Three Examples In France.
Alt, Patrick PEB Exchange; n42 , p8-12 ; Feb 2001
Presents three examples of large-scale school construction and renovation projects in France where a link has been established between school design and successful teaching and learning. Further discussed are the conclusions that can be drawn from these projects in preparatory work prior to building.
The Multifunctional Digital Centre: A Concept for Developing Countries in the Electronic Age.
Altbach, Philip G. PEB Exchange; n42 , p20-22 ; Feb 2001
Discusses the idea of multifunctional digital center (MDC) as a solution to some of the problems faced by higher education in developing countries and the lessons the MDC has for industrialized nations. The MDC is shown to have the potential for linking the technologies of the 21st century with the idea of community in a cost- effective manner.
Amsterdam Watershed: An Interactive Forum on Innovative Alternatives in Learning Environments.
Fielding, Randall Design Share; Jan 2001
This forum resulted from the AIA conference in Amsterdam, November 2000. Design Share invited conference participants to ask Bruce Jilk, the conference chair, a follow-up question. Questions by 12 individuals from four countries were selected for publication. Dr.William DeJong, an educational facility planner, provided a counterpoint. A common theme of discussion involved schools that are closely integrated with their communities and share spaces with surrounding businesses, institutions and residences. Projects presented include a school located above a drug store, and another built beneath residential apartments. Mr. Jilk comments on Finland's Heinavaara Elementary School and the future of "have-not" urban schools. Also examined are the meaning of learning, classroom size, consciousness in learning, and the architect's role in educational leadership. Includes discussions on facility flexibility, risks of innovation, and the impact of the environment on learning.
Enrique Carbonell with Adhoc MSL and Salvador Morneo. Faculty of Economics and Business, University of Murcia, Murcia, Spain.
Slessor, Catherine Architecture; v89 n12 , p94-103 ; Dec 2000
Discusses a joint venture project that succeeded in designing a large, new, award-winning addition to a college campus at a cost of just $30 per square foot. Design features, Floor plans, and photographs are included.
New Technology and Education in Finland.
Kivi, Ritva PEB Exchange; n41 , p19-22 ; Oct 2000
Discusses Finland's new National Strategy for Education, Training, and Research in the Information Society for 2000-2004. The new strategy's objectives and how to achieve them are examined in the areas of planning of educational facilities and libraries, establishing virtual schools and distance learning, and integrating information technology in the curriculum.
Belgium, the Library of the ULB: After Five Years in Use.
Brouwer, Christian; Vandooren, Francoise PEB Exchange; n40 , p8-10 ; Jun 2000
Describes the planning and construction process of a new university library in Brussels designed to increase student autonomy and stimulate critical thinking and individual research. The library's infrastructure and resources are discussed as are the difficulties encountered during intensive use.
Turkey's Basic Education Programme.
Sezgin, A. Remzi PEB Exchange; n39 , p18-20 ; Feb 2000
Describes Turkey's Basic Education Programme that mobilizes resources for a major investment in school facilities through earmarked taxes and public contributions. The program's plan to expand universal 8-year education, improve the quality of instruction and materials, strengthen management capacity to provide basic education, and monitor and evaluate the program is examined.
Award-Winning Use of Glass at the University of Nantes, France.
PEB Exchange; n38 , p6-7 ; Oct 1999
Presents France's 1999 Benedictus Prize awardee for the most exemplary and innovative use of laminated glass in architectural design. Design descriptions and photos of the University of Nanates' (France) School of Economics and law library are provided.
School Libraries in the Information Society.
PEB Exchange; n38 , p11-16 ; Oct 1999
Discusses how the growing use of information technology and the move toward schools as community learning centers are affecting the demand for and use of space in educational institutions, particularly in reference to changes which promote lifelong learning and the creation of the information society. Observations from Australia, Austria, Belgium, France, Italy, and the United Kingdom are provided.
The School 2001 Project in Pendao, Portugal.
Mendinhos, Isabel PEB Exchange; n38 , p8-9 ; Oct 1999
Describes a secondary education school in Pendao, Portugal being designed to accommodate multimedia and computer equipment, including networking and Internet connections to meet the needs of its disadvantaged student population. How the new school will meet student needs for the next century and manage the information students receive are discussed.
Alternative Locations for School
Buildings
Earthman, Glen I. School Business Affairs; v65 n7 , p43-48 ; Jul 1999
Examines the plight of school systems in urbanized or highly-developed areas that have difficulties locating suitable sites for new buildings. Presents examples of schools that have found alternative locations, including the Parkway Program in Philadelphia; the Work Place School in Alberta, Canada; the Metropolitan Learning Alliance in Minnesota; and the Schoolhouse Boat in Vienna, Austria.
After-Hours Use of Schools.
PEB Exchange; n37 , p11-16 ; Jun 1999
Describes current practices for after-hours use of schools in selected
European countries, Canada, Turkey, the United Kingdom, and the
United States. Among the practices include public use of school
playgrounds, use of boarding schools for student retreats, sharing school
premises with government agencies and social services, providing areas
for adult education, and offering school sports facilities to the general
community.
Needs Analysis in Belgiums Flemish Community.
Leemans, Geert PEB Exchange; n37 , p7-9 ; Jun 1999
Describes the methodology used by a Belgium community to determine the community's building needs at all levels of education. It explains how the inquiry evaluated building stock, needs, and effects and offers recommendations for increasing investment funds, distributing resources, relying on experts' reports, budgeting for resources, and increasing the return on future investments.
Albanian Model School.
PEB Exchange; n36 , p16-18 ; Feb 1999
Examines an Albanian suburban school design whose structure is intended to meet the community's present and changing needs and stimulate learning. Design planning, the school's role in the community, and project costs are examined. A drawing of the school's ground floor plan is included.
Educational Building and Decentralisation in Mexico.
PEB Exchange; 36 , p9-10 ; Feb 1999
Provides the historical background and process towards decentralization of Mexico's Administrative Board of the Federal School Construction Programme (CAPFCE), a decentralization that transfers responsibility for educational building to Mexico's 32 states. Key points of the decentralization agreement are listed and the new role of the CAPFCE is explained.
Educational Facilities in Korea.
PEB Exchange; n36 , p19-20 ; Feb 1999
Describes a Korean program to modernize school buildings and equipment to better meet current teaching needs. Korea's education and administrative systems are examined as are the Ministry of Education's involvement in schooling trends, facilities for higher education, and developments in information and technology.
School Science Laboratories: Todays Trends and Guidelines.
PEB Exchange; n36 , p11-13 ; Feb 1999
Reports on how OECD Member countries are rethinking their school labs by moving toward more flexible approaches new technology, design, safety, and classroom flexibility. Switzerland, France, Ireland, South Australia, and the state of Maryland are covered.
Classroom Learning Environments and Students' Approaches to Learning Dart, Barry; Burnett, Paul; Boulton-Lewis, Gillian; Campbell, Jenny; Smith, David; McCrindle, Andrea Learning Environments Research; v2 n2 p137-56 1999 ; v2 n2 , p137-56 ; 1999 |
