Designing for Education

Designing for Education

Compendium of Exemplary Educational Facilities 2011 You do not have access to this content

Centre pour des environnements pédagogiques efficaces

Anglais
Auteur(s):
OCDE
Date de publication :
29 sep 2011
Pages :
256
ISBN :
9789264112308 (PDF) ; 9789264112292 (imprimé)
DOI :
10.1787/9789264112308-en

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Designing for Education: Compendium of Exemplary Educational Facilities 2011 showcases over 60 recently built or refurbished educational facilities from 28 countries. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.

The individual chapters – which are in higher resolution format – are available on the OECD iLibrary.

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Ouvrir / Fermer Cacher / Voir les abstracts Table des matières

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  • Foreword
    Education facilities are the theatre, the stage and the backdrop for learning at all levels from pre-primary to higher education and beyond. Educators everywhere are encouraging their students to explore more individualised learning and active engagement with learning within, and beyond, the classroom. As our approaches to teaching and learning evolve, so too must our learning environments.
  • Introduction
    The objective of the Compendium – since its inception in 1996 – is to record the latest developments in educational facility design as well as to present exemplars from which policy makers, educators and architects can draw to inform and inspire decision-making.
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  • Ouvrir / Fermer Cacher / Voir les abstracts Meeting the needs of education

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    • OECD looking back over 50 years of educational buildings
      In March 2011, the Centre for Effective Learning Environments (CELE) held its first web-based seminar. The subject was standardised design. Representatives from nine countries took part across an 18-hour time difference – Edmonton, Alberta to Wellington, New Zealand (OECD, 2011). The participants could see each other, share presentations and discuss the relevance of standardised design for today’s facilities. Not quite the same as physically being in the same room, but almost.
    • Learning environments for the 21st century
      What are the options for new learning environments beyond the traditional classroom? This chapter explores the evolution of the classroom over the last 350 years. It recounts attempts and failures to challenge norms and pleads in favour of infrastructure which will enable tomorrow’s learning environments to develop over time.
    • Transforming spaces for learning
      In the context of educational spaces, the word "transforming" implies that these can have a transforming effect on learning, but it can also mean making a thorough or dramatic change in the form, appearance, or character of something. Given that form follows function, intent "to make a thorough or dramatic change in form" suggests that there is a need for a radical change in the function of learning spaces.
    • School building rehabilitation
      By the end of the 20th century, school building rehabilitation was attracting considerable attention: in some countries, an increased focus on improving student outcomes, coupled with a significant increase in capital funding for school buildings, led to a comprehensive modernisation of school facilities.
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  • Ouvrir / Fermer Cacher / Voir les abstracts Exemplary educational facilities

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    • Introduction
      Designing for Education: Compendium of Exemplary Educational Facilities 2011, along with its three predecessors, represent CELE’s key publications. This edition abounds with state-of-the-art design in educational buildings, seen from a worldwide perspective. It will therefore become an indispensable reference for policy makers, institutions, architects, educators, communities and individuals involved at national, regional or individual level, for the planning, design, construction, maintenance and management of architecture for education buildings.
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  • Ouvrir / Fermer Cacher / Voir les abstracts Meeting the needs of education

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    • Commendations
      Designed to facilitate play and child development based around Montessori principles, Fuji Kindergarten is an elegant new school. One of the largest pre-primary facilities in Japan, the kindergarten can accommodate more than 600 children, providing welcome capacity in a city that has a long waiting list for nursery places.
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  • Ouvrir / Fermer Cacher / Voir les abstracts Exemplary educational facilities

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    • Multiple levels
      Complexo Escolar dos Arcos is an educational, sporting and leisure complex. Situated on the outskirts of Óbidos, a short distance away from the well-preserved historical centre with its maze of narrow streets, this facility includes a primary and lower secondary school and a sports complex. A swimming pool and a leisure centre will be added at a later stage.
    • Pre-primary and primary levels
      Each single-storey teaching block incorporates two classrooms and professional work spaces that teachers use for planning and administrative purposes. They have been designed to facilitate a range of pedagogies: whole class instruction, small group instruction, one-to-one teaching or support work, independent study and combined classes for team teaching. They also incorporate very large "wet spaces" for art and other messy activities. There is wireless access from all areas, both inside and outside the buildings.
    • Secondary level
      Bridge Academy is set on an inner-city brownfield site. The new school creates a focus for the regeneration of a neglected area. Built to serve the local multi-ethnic community, most students live within 700m of the academy and can walk to school.
    • Tertiary level
      This extension forms the new main entrance of Cork Institute of Technology’s Bishopstown campus. Referencing historic university campuses such as Trinity College Dublin, three new buildings have been built around a circular green. They not only provide an upgraded facility for higher education – one that serves the educational process and inspires learning – but give the campus a distinctive character, gravitas and sense of place.
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