Considers how young people can learn about sustainability from their built environment, and profiles the Dalton School, an "eco-school" in The Netherlands. 12p.

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.

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’ 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Explores the purpose and use of learning spaces within the school by looking at five aspects of pedagogical activity - delivering, applying, creating, communicating and decision making. It also looks at how the built learning environment is responding to the rapid changes in educational technologies. 44p.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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]

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

This design guide offers guidance to science educators, architects, and others concerned with the provision of science accommodations in Ontario, Canada, either through new construction or the adaptation of existing buildings. Guidelines include general design considerations; services; ventilation and the thermal environment; lighting and acoustics; safety; equipment, furnishings and finishes; allowance for computer technology; laboratory design; the preparation room; and chemical storage provisions. 46p.

School science 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.

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.

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.

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.

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.