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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. 
Bernoulliborg.
http://archrecord.construction.com/Projects/bts/archives/universities/11_Bernoulliborg/default.asp 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.
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.
TO ORDER:
DesignShare, 4937 Morgan Ave. South, Minneapolis, MN 55409-2251; Tel: 612-925-6897, Fax: 612-922-6631http://www.designshare.com/index.php/language-school-design/order-process
2009 Open Architecture Challenge: Classroom.
http://www.openarchitecturenetwork.org/competitions/challenge/2009 (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.
TO ORDER:
http://www.naipublishers.nl/
Druk White Lotus School,
http://www.designshare.com/index.php/case-studies/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.
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.
TO ORDER:
e-mail: info@editorialparabola.com.ar
Schools of the Future.
Walden, Rotraut, ed. (Hogrefe and Huber, Cambride, 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.
TO ORDER:
Hogrefe & Huber Publishers, 875 Massachusetts Ave., 7th floor, Cambridge, MA 02139; Tel: 866-823-4726http://www.hogrefe.com/
Evaluation of Building Schools for the Future, 2nd Annual Report.
http://www.teachernet.gov.uk/_doc/13240/2ndannualreport.pdf (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.
http://www.cabe.org.uk/default.aspx?contentitemid=2388 (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.
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.
TO ORDER:
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
TO ORDER:
http://www.springer.com/springerwiennewyork/architecture/book/978-3-211-76844-0
Druk White Lotus School.
http://www.youtube.com/watch?v=fPjaAcvqmpw 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.
http://www.inhabitat.com/2007/09/06/aga-khan-awards-school-in-rudrapur/ 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.
http://designshare.com/index.php/awards/2007/ (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.
http://www.oecd.org/document/53/0,2340,en_2649_34527_38375797_1_1_1_1,00.htm (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
http://www.oecd.org/edu/facilities/evaluatingquality (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.
TO ORDER:
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.
TO ORDER:
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.
TO ORDER:
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.
TO ORDER:
http://www.imagespublishing.com
School Building Design and Learning Performance, with a Focus on Schools in Developing Countries.
http://www.colloquia.ch/PDF/School%20Building%20Design.pdf 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.
http://www.designshare.com/index.php/articles/aesthetics-and-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
http://www.designshare.com/index.php/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.
Compendium of Exemplary Educational Facilities, Third Edition.
http://www.oecd.org/document/62/0,3343,en_2649_35961311_36264702_1_1_1_1,00.html (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.
TO ORDER:
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.
http://pdf.usaid.gov/pdf_docs/PNADF055.pdf (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.
http://www.bcse.uk.net/downloads//Ideas_Book.pdf (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]
http://www.eduweb.vic.gov.au/edulibrary/public/propman/facility (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
http://www.childreninscotland.org.uk/award/ (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.
http://web.archive.org/web/20071029102639 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.
http://www.aia.org/cae_confrep_spring05_afghanistan 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.
http://www.aia.org/cae_confrep_spring05_nordic 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.
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.
http://www.gaiagroup.org/include/pdf/publications/CGschools.pdf (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]
http://web.archive.org/web/20061002053802 (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.
http://www.scotland.gov.uk/library5/education/ebof-00.asp (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.
http://www.scotland.gov.uk/library5/education/msdcp-00.asp (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.
http://www.scotland.gov.uk/library5/education/seoa-00.asp (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.
http://www.scotland.gov.uk/library5/education/seos-00.asp (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.
http://www.scotland.gov.uk/library5/education/sbof-00.asp (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.
http://www.ahprc.dal.ca/Final%20Report.pdf (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.
http://www.scotland.gov.uk/library5/education/se21-00.asp (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.
http://www.scotland.gov.uk/library5/education/bofs-00.asp (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.
http://www.scotland.gov.uk/library5/education/csbo-00.asp (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.
http://www.scotland.gov.uk/library5/education/secf-00.asp (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.
http://www.scotland.gov.uk/library5/education/sesd-00.asp (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.
http://www.scotland.gov.uk/library5/education/semp-00.asp (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.
http://www.oecd.org/dataoecd/41/14/2491286.pdf ((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.
http://www.oecd.org/dataoecd/30/59/1939879.pdf 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.
http://www.oecd.org/dataoecd/50/14/1939969.pdf 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.
http://www.oecd.org/dataoecd/30/61/1939895.pdf 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.
http://www.agriculture.purdue.edu/fnr/woodlab/SF070501.pdf 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]
http://ehlt.flinders.edu.au/education/DLiT/2002/environs/suyin/homepg.html 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.
http://www.designshare.com/index.php/articles/freedom-and-creativity 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.
http://web.archive.org/web/20070404013840 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.
http://web.archive.org/web/20070403224455 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.
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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.
http://www.designshare.com/index.php/articles 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.
http://www.designshare.com/index.php/articles 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.
http://www.tki.org.nz/r/ict/pedagogy/churchillreport.pdf 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]
http://www.dcum.dk/neobuilder.2005032915381260000061502.html (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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OECD Publications, 2 rue Andre-Pascal, 75775 Paris, Francehttp://www.oecdbookshop.org/
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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OECD Washington Center, 2001 L Street N.W., Suite 650, Washington, DC, 20036-4922. Tel: 202-785.6323.Tel: 800-456-6323.http://www.sourceoecd.org/
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]
http://www.eric.ed.gov/contentdelivery (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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http://www.imagespublishinggroup.com/
Energy Management Plan. [Tasmania]
http://www.eric.ed.gov/contentdelivery/ (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]
http://www.education.ie/servlet/blobservlet/bu_design_guidelines_p_sch.doc (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.
TO ORDER:
Deloitte & Touche, ICS Adviseurs, Admiraliteiskade 50, 3063 AJ Rotterdam, The Netherlands
The Appraisal of Investments in Educational Facilities
http://www.eric.ed.gov/contentdelivery (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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Spon Press 29 West 35th St. New York, NY 10001http://www.sponpress.com/
Passive Solar Schools International Expertise in Support of the First Sustainable Elementary School of The Netherlands.
http://web.archive.org/web/20060929184804 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.
http://web.archive.org/web/20060929184846 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?
http://www1.oecd.org/els/pdfs/EDSPEBDOCA012.pdf 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]
http://ehp.niehs.nih.gov/docs/1999/suppl-3/509-514haverinen/ 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.
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Science Teachers Association of Ontario, Box 191, Maitland, Ontario K0E 1P0http://store.stao.ca/merchant.ihtml?pid=58&step=4
School Science Laboratories: Planning for Sustainability.
http://www.eric.ed.gov/contentdelivery 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.
http://www.eric.ed.gov/contentdelivery 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
http://www.oecd.org/els/education/peb/resources.htm#8 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
http://www.oecd.org/els/education/peb/resources.htm#9 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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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]
http://www.eric.ed.gov/contentdelivery/ 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]
http://www.eric.ed.gov/contentdelivery (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.
http://www.eric.ed.gov/contentdelivery (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.http://whqlibdoc.who.int/hq/1997/WHO_SCHOOL_97.2.pdf (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.
http://www.eric.ed.gov/contentdelivery 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]
http://www.eric.ed.gov/contentdelivery 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]
http://www.eric.ed.gov/contentdelivery 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.
Principles of Good School Building Design. School Buildings Planning, Design, and Construction Series No. 3. [Australia]
http://www.eric.ed.gov/contentdelivery 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]
http://www.eric.ed.gov/contentdelivery 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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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]
http://www.eric.ed.gov/contentdelivery/ 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.
http://www.eric.ed.gov/contentdelivery 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.
http://www.eric.ed.gov/contentdelivery/ 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.
http://unesdoc.unesco.org/images/0001/000155/015543eo.pdf (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.
Deichmann Center for Social Interaction & Spitzer-Salant School of Social Work.
http://archrecord.construction.com/Projects/bts/archives/universities/11_Deichmann_Center/default.asp 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.
http://archrecord.construction.com/Projects/bts/archives/universities/11_McGill/default.asp 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.
http://archrecord.construction.com/Projects/bts/archives/universities/11_LASALLE/default.asp 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.
http://asumag.com/Construction/planning/school-design-global-education-reform-200911/ 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.
http://archrecord.construction.com/projects/bts/archives/k-12/09_Oslo/default.asp 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.
http://www.designshare.com/index.php/articles/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.
http://www.oecd.org/dataoecd/55/14/43089646.pdf?contentId=43089647 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.
Below the Horizon.
http://www.canadianarchitect.com/issues/ISarticle.asp?id=208515&story_id=213710084 327&iss ue=03012009&PC= 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.
http://www.canadianarchitect.com/issues/ISarticle.asp?id=208516&story_id=202320084 515&iss ue=03012009&PC= 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.
http://www.oecd.org/dataoecd/5/10/42168831.pdf 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.
http://www.oecd.org/dataoecd/5/18/42168897.pdf 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
http://www.oecd.org/dataoecd/5/59/42168991.pdf 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.
http://archrecord.construction.com/schools/08_Elementary_Middle_School.asp 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.
http://www.oecd.org/dataoecd/46/34/43888541.pdf?contentId=43888542 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.
Pavilion in a Park.
http://archrecord.construction.com/schools/08_Hazelwood.asp Sokol, David Architectural Record; , p56-59 ; Jan 2009
Profiles this Glasgow, Scotland, 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.
Ten Educational Trends with Global Impact.
http://www.learningbydesign.biz/2008/enews/nov08.html 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.
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.
http://www.cabe.org.uk/AssetLibrary/12309.pdf 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.
http://www.schoolconstructionnews.com/Media/PublicationsIssue/SCNSO08.pdf 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.
http://www.cdnarchitect.com/Issues/ISarticle.asp?id=202408&story_id=549600154609&issue=08012008&PC= 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.
http://archrecord.construction.com/projects/portfolio/archives/0808graduate-1.asp 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.
http://www.architypereview.com/ar_v03_n03_dorm.html 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.
http://www.oecd.org/dataoecd/11/48/40802524.pdf 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.
http://www.oecd.org/dataoecd/10/62/40802346.pdf Freire da Silva, Jose
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.
http://www.oecd.org/dataoecd/10/60/40802232.pdf 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.
http://www.architectureweek.com/2008/0625/design_1-1.html 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.
http://www.cdnarchitect.com/Issues/ISarticle.asp?id=200292&story_id=226860163502& issue=06012008&PC= 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.
http://www.oecd.org/dataoecd/26/21/40049157.pdf 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.
http://www.oecd.org/dataoecd/6/17/40051760.pdf 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.
http://www.oecd.org/dataoecd/6/20/40051661.pdf 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.
http://www.oecd.org/dataoecd/26/21/40049157.pdf 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.
http://www.oecd.org/dataoecd/25/35/40051085.pdf 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.
http://www.oecd.org/dataoecd/3/57/41533242.pdf 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.
http://www.oecd.org/dataoecd/3/55/41533212.pdf 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?
http://www.oecd.org/dataoecd/4/12/41533062.pdf 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.
http://archrecord.construction.com/projects/portfolio/archives/0801newlibrary-1.asp 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.
http://archrecord.construction.com/projects/bts/archives/labs/07_CentroTecnologico/default.asp 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.
http://www.oecd.org/dataoecd/36/62/39344177.pdf 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.
http://www.oecd.org/dataoecd/37/40/39344421.pdf 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.
http://www.oecd.org/dataoecd/16/61/39344672.pdf 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.
http://www.oecd.org/dataoecd/16/63/39344619.pdf 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.
http://archrecord.construction.com/projects/portfolio/archives/0710pontifical-1.asp 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.
Global Learning: 2007 DesignShare Awards Honor U.S., International School Projects.
http://www.schoolconstructionnews.com/ME2/Audiences 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.
http://asumag.com/Construction/planning/university_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.
http://www1.scup.org/PHE/FMPro?-db=PubData.fp5&-lay=ART&-format 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.
http://www.ijea.org/v8i1/ 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.
http://www.oecd.org/dataoecd/40/12/38629156.pdf 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.
http://www.oecd.org/dataoecd/55/41/38601359.pdf 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.
http://www.oecd.org/dataoecd/27/27/38159957.pdf 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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http://www.sciencedirect.com/
Druk White Lotus School. Ladakh, Northern India
http://web.archive.org/web/20071008080212 (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.
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http://asbointl.org/index.asp?bid=4884
Building the Global Best.
http://www.edutopia.org/building-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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Sage Publicationshttp://eab.sagepub.com/cgi/content/abstract/38/2/155
Chancellery Building and Business School.
http://archrecord.construction.com/projects/portfolio/archives/0603joondalup.asp 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.
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.
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http://www.oecdbookshop.org/oecd/index.asp?tag=XVVQJ8XX4X1849569KNY1O&lang=en
An Urban Renewal School Project in Italy.
http://www.oecd.org/dataoecd/50/23/36010882.pdf 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.
http://www.oecd.org/dataoecd/50/23/36010882.pdf 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.
http://www.oecd.org/dataoecd/50/23/36010882.pdf 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.
http://www.oecd.org/dataoecd/50/23/36010882.pdf 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.
http://www.oecd.org/dataoecd/50/23/36010882.pdf 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.
http://web.archive.org/web/20070221162919 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.
http://www.oecd.org/dataoecd/42/31/35395004.pdf 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.
http://www.oecd.org/dataoecd/42/31/35395004.pdf 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.
http://www.oecd.org/dataoecd/42/31/35395004.pdf 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.
http://www.oecd.org/dataoecd/6/35/34936543.pdf 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.
http://www.oecd.org/dataoecd/6/35/34936543.pdf 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.
TO ORDER:
http://www.blackwell-synergy.com/doi/abs/10.1111/j.1600-0668.2004.00263.x
Safe Routes for Children: What They Want and What Works.
http://www.colorado.edu/journals/cye/15_1/f1_SafeRoutes.pdf 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.
http://www.ciip.ch/pages/bulletins/Anc_num/fichiers/ 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.
http://www.oecd.org/dataoecd/15/35/36134438.pdf 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.
http://www.oecd.org/dataoecd/15/35/36134438.pdf 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.
http://www.oecd.org/dataoecd/16/13/36134510.pdf 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.
http://www.oecd.org/dataoecd/16/13/36134510.pdf 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.
http://www.oecd.org/dataoecd/16/13/36134510.pdf 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.
http://www.oecd.org/dataoecd/16/13/36134510.pdf 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.
http://www.oecd.org/dataoecd/47/11/34275839.pdf 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.
http://www.designshare.com/index.php/articles 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.
http://www.oecd.org/dataoecd/47/11/34275839.pdf 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.
An Uneasy Future: Spatial Changes at One School in South Africa.
http://www.wwwords.co.uk/pdf/viewpdf.asp?j=forum&vol=46&issue=1&year=2004&art icle=FORUM_46_1_web&id=66.208.41.19 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.
http://sismo.iis.u-tokyo.ac.jp/Research.files/topic1.files/topic1-004.files/2004/T1-4-2004-2.pdf 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.
http://www.oecd.org/dataoecd/48/26/34282934.pdf 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.
http://www.oecd.org/dataoecd/48/26/34282934.pdf 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.
http://www.oecd.org/dataoecd/48/26/34282934.pdf 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.
http://www.oecd.org/dataoecd/48/26/34282934.pdf 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]
http://www.architectureweek.com/2003/0813/design_1-1.html 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/46/62/34276712.pdf 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.
http://www.oecd.org/dataoecd/46/62/34276712.pdf 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.
http://www.oecd.org/dataoecd/46/62/34276712.pdf 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.
http://www.oecd.org/dataoecd/46/62/34276712.pdf 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.
http://www.cdnarchitect.com/issues/ 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.
http://archrecord.construction.com/projects/bts/archives/K-12/ 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.
http://archrecord.construction.com/projects/bts/archives/K-12/ 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/46/16/34270551.pdf 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.
http://www.oecd.org/dataoecd/46/16/34270551.pdf 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/46/16/34270551.pdf 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.
http://www.oecd.org/dataoecd/46/16/34270551.pdf 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.
http://www.energystar.gov/ia/business/government 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.
http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/46/18/34270624.pdf 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.
http://www.oecd.org/dataoecd/46/18/34270624.pdf 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.architectureweek.com/2002/0724/building_1-1.html 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.
http://www.appa.org/FacilitiesManager/ 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.
http://www.oecd.org/dataoecd/46/21/34270691.pdf 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.
http://www.oecd.org/dataoecd/46/21/34270691.pdf 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.
http://www.oecd.org/dataoecd/46/21/34270691.pdf 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.
http://www.oecd.org/dataoecd/46/21/34270691.pdf 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.
http://www.architectureweek.com/2002/0327/design_1-1.html 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/46/46/34271327.pdf 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.
http://www.oecd.org/dataoecd/46/46/34271327.pdf 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.
http://www.cdnarchitect.com/issues/ 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.
http://www.oecd.org/dataoecd/52/15/14641184.pdf 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.
http://www.oecd.org/dataoecd/52/14/14642212.pdf 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.
http://www.oecd.org/dataoecd/52/14/14642212.pdf 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.
http://www.oecd.org/dataoecd/52/13/14642252.pdf 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.
http://www.oecd.org/dataoecd/52/13/14642252.pdf 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.
http://www.designshare.com/Research/AIA 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.
http://www.oecd.org/dataoecd/52/36/14642267.pdf 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.
http://www.oecd.org/dataoecd/52/35/14642668.pdf 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.
http://www.oecd.org/dataoecd/0/20/1933442.pdf 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.
http://www.oecd.org/dataoecd/13/16/34329156.pdf 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.
http://www.oecd.org/dataoecd/13/16/34329156.pdf 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.
http://www.oecd.org/dataoecd/13/16/34329156.pdf 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.
http://www.oecd.org/dataoecd/18/33/1822106.pdf 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.
http://www.oecd.org/dataoecd/18/33/1822106.pdf 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.
http://www.oecd.org/dataoecd/17/50/1821977.pdf 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.
http://www.oecd.org/dataoecd/17/50/1821977.pdf 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.
http://www.oecd.org/dataoecd/17/50/1821977.pdf 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.
http://www.oecd.org/dataoecd/17/50/1821977.pdf 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.
The Netherlands' School Building Prize 1998.
http://www.oecd.org/dataoecd/17/50/1821977.pdf PEB Exchange; n36 , p6-8 ; Feb 1999
Presents awardees of the Netherland's School Building Prize -- those schools that have shown they can embrace new directions in school building design while adhering to budgetary limitations. General findings of the judges on school design and construction as presented by the 41 participating schools are highlighted.
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
Describes a study conducted at two Australian secondary schools that investigated relationships between
perceptions of the classroom learning environment, approaches to learning, and self concept as a learner. Examines gender and
age differences, describes measurement techniques used, and considers results of statistical analyses. (Contains 59 references.)
Schools for the World's Poor: Honduras.
DeJong, William S. Educational Facility Planner; v35 n2 , inset pp 1-8 ; 1999
Presents the author's observations in Honduras, their need for better educational facilities, and the involvement of the Council of Educational Facility Planners, International's efforts in building a new school in one rural village. Each phase from planning to dedication is discussed. Concluding comments address the future of continued facility development in Honduras and how one can help in the effort. (GR)
A Visit to Three Parisian School Libraries.
http://www.oecd.org/dataoecd/18/42/1821495.pdf PEB Exchange; n35 , p17-18 ; Oct 1998
Presents brief site-visit reports of three Paris (France) public schools to study the planning and use of each school's library. Observations from an elementary, middle, and high school include the overall library design, book classification and access systems, technology use, budgeting, and librarian role.
Architectural Competition for a Secondary School in Switzerland.
http://www.oecd.org/dataoecd/18/42/1821495.pdf Bieler, Eric; Hacker, Michael PEB Exchange; n35 , p9-11 ; Oct 1998
Examines the planning and development process for building a new secondary school close to a busy commercial center in Geneva, Switzerland. The use of a two-stage architectural competition to help meet the proposal's challenges is described. Geneva's need for a new school, traditional school designs, and educational trends are discussed.
The Netherlands Study House: New Designs for New Pedagogies.
http://www.oecd.org/dataoecd/18/42/1821495.pdf Fisher, Kenn PEB Exchange; n35 , p12-13 ; Oct 1998
Discusses the Netherland's approach to help students meet the basic competency requirements of employers and tertiary institutions. The new pedagogical approach, called Study House, integrates a nontraditional curriculum delivery that fosters students working in teams and setting their own tasks within an innovative classroom design.
The Ecologisation of Schools in Austria.
http://www.oecd.org/dataoecd/18/12/1821451.pdf PEB Exchange; n34 , p12-15 ; Jun 1998
Describes what the "Ecologisation of Schools" project in Austria is, what is innovative about the project, and what its framework is for becoming part of the educational system. How the project blends in with the Program on Educational Building's environmental agenda is discussed.
The Innovative Pilot High School at Poitiers.
http://www.oecd.org/dataoecd/17/23/1821406.pdf PEB Exchange; n33 , p7-10 ; Feb 1998
Describes a school in France, which is the only complex in Europe that
attempts to create a synergy among the activities of leisure, work,
technology, training, and education. Discusses the evolution of the
project, the design and flexibility of teaching spaces, information
technology and communications strategies, and the project's success.
Creating Child-Friendly Environments
Horelli, Liisa Childhood; v5 n2 , p 225-239 ; 1998
The aim of the article is to discuss the literature on children's participation and to analyse what planning theorists, educators and child researchers can learn from the comparison of case studies on children's involvement in neighbourhood improvement in Finland, Switzerland and France. The case studies indicate that the creation of child-friendly environments with young people means a shift towards more ecological and socially supportive settings with opportunities for the involvement of different groups. There is, however, a huge gap between the know-how of children and the organizational and political capacity of local authorities to respond in terms of appropriate environmental arrangements. [Author's abstract]
TO ORDER:
http://chd.sagepub.com/cgi/content/abstract/5/2/225
The Waite Campus: Industry, Research and Educational Collaboration.
PEB Exchange; n32 , p12-17 ; Oct 1997
The Waite Campus at the University of Adelaide, South Australia, houses industrial, research, and educational organizations. One advantage of this co-location is sharing the cost of facilities and equipment. The facilities described include Plant Research Center, Wine Science Laboratory, refectory, library, conference facilities, teleteaching, communications, birdproof cage, Urrbrae House historic precinct, and other services.
Defining School Capacity: An International Perspective.
Hirsch, Donald PEB Exchange; n31 , p15-17 ; Jun 1997
Discusses the concept of capacity as it is manifested in various locales, noting that some countries have no fixed rules about classrooms' physical size or numbers of
children taught therein. Provides various examples: Italian children attend schools within their catchment area; each class has a maximum number of pupils. New Zealand schools serve all comers, except when crowding threatens. The Dutch government guarantees equal physical and teaching resources for all schools in proportion to student demand.
Lifelong Learning Facilities in Japan
Hirai, Akishige PEB Exchange; n30 , p7-9 ; Feb 1997
Examines Japan's educational system and the role of national policy and local government in fostering lifelong learning. Reasons why Japan is building a lifelong learning society are examined, as are the opportunities available in Japan for learning beyond traditional education, the national and local government's role, access to facilities, conversion of surplus classrooms, and facility development.
Tectonic Lessons
Wagner, George Architecture; v86 n2 , p82-91 ; Feb 1997
Describes how architects expressed the potential of construction design by designing a British Columbia (Canada) elementary school that blends in with the surrounding natural setting while providing a rich enveloping and animated interior. Photographs and line drawings are provided.
New Buildings Create New People: The Pavilion Schools of Weimar Frankfurt.
Henderson, Susan Design Issues; v13 n1 , p27-38 ; 1997
Reviews school design reforms in Frankfurt, 1918-1933, which featured innovations such as moveable furniture properly scaled to student size, classrooms designed and furnished for specific subjects, classrooms connected to outdoor learning areas, and schools of limited height to improve ventilation and daylighting.
CEFPI's Heart to Honduras Educational Facilities Team.
Jennings, James E. Educational Facility Planner; v34 n2 , p4 ; 1997
Describes efforts by the Council of Educational Facility Planners International to evaluate and modernize poor, rural schools in Honduras. A positive reaction to the visitation by government officials and teachers is revealed leading to the planned use of a model school program to guide school transformation.
The Development of the Israeli Education System in a Period of Mass Immigration, and the Construction of Tens of Thousands of Apartments Each Year.
Knaani, Shai Educational Facility Planner; v34 n2 , p15+ ; 1997
Examines the influence of the wave of immigration on the development of the Israeli education system, i.e., the relationship between the number of housing units completed and the number of additional students entering the education system following construction. It reveals no immediate correlation between completion of construction of new apartments and the number of students in the locality.
Amiable Space in the Schools of Reggio Emilia: an Interview with Lella Gandini.
http://www.colorado.edu/journals/cye/10_2/10_2article2.pdf Bartlett, Sheridan Children's Environments; v10 n2 , p23-38 ; 1993
Presents an interview that discusses the acclaimed early childhood schools of Reggio Emilia in northern Italy. The history, educational principles, and how the space supports those principles are discussed. The individual spaces, classrooms, studios, common areas, bathrooms, and kitchens are also described. A great degree of transparency in the structures, furnishings, and even in storage assists the significant role of display and connection to the outdoors within the educational program.
Construction Program Management: An Effective Tool for the Delivery of Educational Facilities on the International Scene
Campbell, RobertW. Educational Facility Planner; v30 n6 , p8-10 ; 1992
All international endeavors of major size and duration have been conducted under the concept of construction program management. Examples in Saudi Arabia, Qatar, Brazil, and Guyana illustrate the constancy and coordination that international construction program management provides.
The Interface between Facilities and Learning
Hawkins, Harold L.; Overbaugh, Betty Lightfoot Educational Facility Planner; v26 n4 , p.4-7 ; Jul-Aug 1988
In-depth observations in three American schools and three Japanese schools for the
Interface Project revealed six major areas of interface between facilities and student
learning. The interface profile is presented.
15 Cool High School, College and University Building Designs.
http://weburbanist.com/2009/04/21/15-cool-high-school-college-and-university-building-designs/ Profiles 15 mostly avant-garde designs of high school and university buildings from around the world. Photographs accompany each description.
Annex 36: Energy Retrofit of Educational Buildings
http://www.annex36.com/ Sponsored by the International Energy Agency, the objective of Annex 36 is to provide tools and guidelines for energy-efficient retrofitting for
decision makers and designers to improve the learning and teaching environment of educational buildings in countries around the world. The website includes information on upcoming meetings, events, subtasks, country participants, results, links, newsletters, and articles.
Austrian Institute for School and Sports Facilities
http://www.oeiss.org/ OISS is responsible for providing Austria with guidelines, information, and consulting in the field of school buildings, with a special emphasis on school grounds.
Best Practice in Classroom Design.
http://www.minedu.govt.nz/index.cfm?layout=document&documentid=11938&data=l Provides best practice examples of a variety of school building types, selected by the New Zealand Ministry of Education.
Building the Education Revolution
http://www.deewr.gov.au/Schooling/BuildingTheEducationRevolution/Pages/default.aspx This website serves the Australian government's program to invest $14.7 billion to boost the "Education Revolution" over the next three years. This program includes the "Building the Education Revolution"(BER), which will provide infrastructure funding so each of Australia’s 9 540 schools can meet the needs of 21st century students and teachers. The website includes program guidelines documents, fact sheets for types of schools, news, and frequently asked questions.
CARE: Centre of Architectural Research for Education, Elderly, Environment, and Excellence, Ltd.
http://www.carehk.com.hk/ This Hong Kong organization promotes awareness of the inter-relationship of architecture and education, focusing on architectural research and related works, sustainable building, and creative architectural practice.
Century 21 Schools
http://www.teachingtimes.com/publications/21-century-schools.htm This British website offers a magazine, newsletters, online discussion forums, research, and product briefings to those renovating or building new schools. The site includes advice on avoiding common pitfalls and realizing the vision of a school, pooling experience of what designs work best for learning, managing the process and staying in financial and educational control, product guidelines, making small amounts of money achieve a great deal, creative help in designing for new teaching and learning objectives, and legal and technical advice.
Danish Centre of Educational Environment
http://www.dcum.dk/dcum/in_english The Danish Centre of Educational Environment (Dansk Center for Undervisningsmiljø) is an independent, public knowledge centre which seeks to ensure that the requirements of the Danish Educational Environment Act are met. The center gathers, systematises and imparts knowledge of the educational environment.
Department of Education and Science. School Building Programme. [Ireland]
http://www.education.ie/home/ This describes the complete school building program currently underway in Ireland. Includes publications on technical guidance and on design guidance.
DesignShare
http://designshare.com/ DesignShare provides a service as a facilitator of ideas and resources about best practices and innovation in schools from early childhood through the university level. Since 2000, over 400 award-winning case studies have been collected that showcase innovative learning environments from over 30 different countries. The detailed case studies include information on the design team, narratives, costs, images, plan diagram, and reviews. The website also publishes conference proceedings, original research, and practical design guidelines, and includes an e-newsletter, blog, and calendar.
InnoPlay – Innovative Playful Learning Environments
http://www.ulapland.fi/?deptid=23296 InnoPlay is part of the multidisciplinary InnoSchool (Innovative School Concept of the Future) research consortium coordinated by the Helsinki University of Technology (SimLab). The goal of InnoPlay is to develop the concept of Playful Learning for the future school. The concept relates to outdoor playgrounds – Playful Learning Environments – enriched by technological tools (see www.smartus.fi ). The objective is to study how technological solutions and playground applications facilitate teaching and learning processes. The pedagogical model of Playful Learning can be applied to both formal and informal settings.
InnoSchool - Innovative School Concept for the Future. [Finland]
http://innoschool.tkk.fi/ The goal of InnoSchool is to develop the Future School Concept: a set of research-based good practices, processes, models and designs, and recommendations for their successful combinations in the Future School. InnoSchool consists of four co-projects: InnoArch - Places and Spaces for Learning; InnoEdu - Education with Innovation; InnoPlay - Innovative Playful Learning Environments; and InnoServe - Service Innovations for the Future School. Research partners include University of Helsinki, University of Lapland,
Helsinki University of Technology, Stanford University, and University of California, Santa Barbara.
Korean Institute of Educational Facilities
http://www.kief.or.kr Most of the website is in Korean, however, there is contact information.
Millennium School Competition
http://www.millennium-school.org/ Describes this competition and announces the winning architects and their designs. The competition brought together designers in a collective effort to try to find solutions to the problems of school buildings in the developing world, and in particular those that are constantly faced by natural disasters like typhoons, flash floods and earthquakes. The competition emphasized sustainable design solutions and appropriate technologies that will improve the quality of school buildings in the developing world, and sought to produce solutions available to a client group that would otherwise have no access to design professionals.
New Zealand Department of Education. Property Management for Schools.
http://www.minedu.govt.nz/index.cfm?layout=index&indexID=3830&indexparentid=1072 Information on managing school property, funding, project management, post occupancy evaluations, early childhood centers, and performing classrooms
Parque Escolar, Portugal
http://www.portugal.gov.pt/ Parque Escolar, E.P.E., a government agency, is responsible for planning, managing, developing and carrying out Portugal's school modernisation programme for improvements to 330 public school buildings by the year 2015.
Programme on Educational Building (PEB)
http://www.oecd.org/edu/facilities The OECD Programme on Educational Building (PEB) promotes the exchange and analysis of policy, research and experience in all matters related to educational building. PEB members consist of individual governments and research agencies throughout the world. Its work is of relevance to policy-makers in national and regional authorities responsible for educational facilities, to architects, system level and institutional managers, and to researchers in the field.
School Buildings Information Centre.
http://www.teachernet.gov.uk/ This is the website of the Schools Building and Design Unit of the United Kingdom's Department for Education and Skills. It promotes best practice in design, use and management of school facilities. The site gives information on topics of interest, reviews recent publications and how to order them and highlights current initiatives. Topics include design and guidance, schools for the future, asset management plans, regulatory information, and environmental health and safety.
SchoolDomein
http://www.schooldomein.nl/ This Dutch website offers a periodical with a searchable archive, highlighting notable recent Dutch school buildings, as well as the country's innovations and innovators in school planning, design, construction, and management. Also available at the website are brief items on Dutch school building efforts, and information on the Netherlands School Building Prize.
Scottish Executive's School Estate
http://www.scotland.gov.uk/Topics/Education/Schools/Buildings School Estate Branch of Scotland's Schools Division deals with matters relating to school buildings. Priorities are the school estate strategy and its implementation, Public Private Partnership projects for school buildings, and other policy and funding issues relating to the school estate. Website includes news, publications, information on specific topics, workshops/conferences, and links.
Campus Architecture http://www.edfacilities.org/rl/campus_architecture.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the planning and design of college and university facilities, compiled by the National Clearinghouse for Educational Facilities.
History of School Design http://www.edfacilities.org/rl/history.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the history of educational architecture in the United States, including the one room schoolhouse and the open plan school, compiled by the National Clearinghouse for Educational Facilities.
School Design http://www.edfacilities.org/rl/design.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on designing school buildings, including school design guidelines, trends, principles, and examples, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource Lists on Campus Architecture, Case Studies, Selecting Design Professionals, and many more related topics.
School Design -- United Kingdom http://www.edfacilities.org/rl/British_Initiative.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on designing and building school facilities in the United Kingdom, compiled by the National Clearinghouse for Educational Facilities. See the related NCEF resource list on International School Design.
School Design for Indigenous Cultures
http://www.edfacilities.org/rl/Indigenous.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the condition, design, and funding of school facilities for Native American, First Nations, Aborigine, and other indigenous cultures worldwide, compiled by the National Clearinghouse for Educational Facilities.
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National Clearinghouse for Educational Facilities at the National Institute of Building Sciences 1090 Vermont Ave., NW Suite 700, Washington, D.C. 20005 · Toll free: 888-552-0624 · 202-289-7800 · www.ncef.org Funded by a grant from the U.S. Department of Education |
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