N°
2005/01
01 fév 2005
ICT and Educational Property Management Gilbert Desmarais
An international PEB seminar on "Information and Communications Technology and Educational Property Management" was held in Montreal, Canada, from 31 October to 3 November 2004. The aim of this seminar was to examine how information and communications technology (ICT) can be incorporated into...
N°
2004/15
01 oct 2004
School Facility Projects in Latin America Jeffrey J. Berk, Rita de Cassia Alves Vaz, João Honorio, Jadille Baza, Ricardo Torres Origel, Fredys Gomez
Many Latin American countries are undertaking projects, in line with practices disseminated by PEB, to share school facilities with the local community, to adapt traditional schools for students with disabilities, and to collaborate with private companies to finance educational buildings. The...
N°
2004/14
01 oct 2004
Post Occupancy Evaluation in Scotland Chris Watson, Keith Thomson
The Scottish Executive, the devolved government for Scotland, is engaging with stakeholders to achieve excellence in the school estate through Post Occupancy Evaluation (POE). Design of the school environment has a direct impact on teaching and learning, activities which can be supported or...
N°
2004/13
01 oct 2004
Crime Prevention Through Environmental Design Rick Draper, Emma Cadzow
Applying CPTED (Crime Prevention Through Environmental Design) strategies to schools can significantly contribute to a safer learning environment by influencing the behaviour of students and visitors. CPTED has three overlapping primary concepts that are intended to reduce opportunities for...
N°
2004/12
01 oct 2004
School Property Funding in New Zealand OCDE
New Zealand’s special funding system allows state schools a greater level of independence in managing their property compared to most other countries. Schools receive a fixed budget as an entitlement from the three "pots" of the educational property funding structure. The government’s unique...
N°
2004/11
01 oct 2004
Creating 21st Century Learning Environments Susan Stuebing
The seminar on "Creating 21st Century Learning Environments" was organised by the United Kingdom’s Department for Education and Skills (DfES) and the OECD Programme on Educational Building (PEB). Two presentations from the United Kingdom are described here.
N°
2004/10
01 juin 2004
The United Kingdom's Part-Privately Funded Business Academy Bexley OCDE
The Business Academy Bexley is one of the first purpose-built, part-privately funded independent state schools in Europe. As part of the United Kingdoms new approach to raising educational standards in areas of social deprivation and low educational attainment, Bexley was designed to facilitate...
N°
2004/09
01 juin 2004
Australia's First Public Private Partnership School Project Peter Ross
The design and construction of nine schools has commenced in Australia using a Public Private Partnerships (PPPs) methodology. This is the first project in Australia where social infrastructure has been acquired in this way.
N°
2004/08
01 juin 2004
Low Energy Schools in Ireland Martin Heffernan
Out of a commitment to reducing carbon dioxide emissions, Ireland’s Department of Education and Science has designed and constructed two low energy schools, in Tullamore, County Offaly, and Raheen, County Laois. With energy use in buildings responsible for approximately 55% of the CO2 released...
N°
2004/07
01 juin 2004
Science and Technology Facilities Jean-Marie Moonen, Baumans-Deffet Architects, Nicolas Buono, Suzanne Handfield
These four articles relate to science and technology infrastructure for secondary and tertiary institutions. The first article presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second piece reports on work underway...
N°
2004/06
01 juin 2004
Evaluating Montbrillant Lower Secondary School in Switzerland Sandro Simioni
Does Geneva’s Montbrillant lower secondary school, which has now been in use for one year, meet the objectives targeted when it was designed? Does the new school respond to the needs and expectations of staff and students? Questions such as these serve to evaluate the quality of a school...
N°
2004/05
01 fév 2004
A Building Development Plan at Laval University, Quebec Gilles Daoust
Laval University is launching a series of major development projects aimed at meeting the needs of an institution that currently offers over 350 academic programmes to more than 36 000 students. This article will focus on three of the most important construction projects that are already under...
N°
2004/04
01 fév 2004
The Lycée Français in New York Florence Michel
In New York they say that the architecture of the new Lycée français (serving French students from kindergarten through upper secondary education) was inspired by the rationalism of Descartes. What is beyond doubt, however, is that the design and materials chosen by the American firm of...
N°
2004/03
01 fév 2004
A New Library for Galway-Mayo Institute of Technology Hugh Kelly
The newly-built library at Ireland’s Galway-Mayo Institute of Technology (GMIT) is innovative in design, responds to environmental conditions and identifies the campus with its location.
N°
2004/02
01 fév 2004
A Meeting Place to Learn in Rural Iceland Susan Stuebing
"On the day we heard that there was agreement to establish an upper secondary school in the region, every house in Snaefellsnes flew the Icelandic flag," explained one parent in the first workshop to develop the Snaefellsnes Upper Secondary School. The new school in this rural Icelandic region...
N°
2004/01
01 fév 2004
An Innovative School Revisited Don MacKenzie
In 1995, PEB published a case study on the United Kingdom’s Leith Academy. The following article examines the Academy’s original design, how the facilities have served over the 13 years since their construction and their influence on subsequent designs.
N°
2003/19
01 oct 2003
An Ultra Energy-Efficient School in Quebec Pierre Gastaldy
For the construction of its newest school in Quebec (Canada), the Grandes-Seigneuries School Board, which has long been noted for its energy efficiency approach, wanted to set itself an especially challenging project which would reduce greenhouse gas emissions to close to zero. From an...
N°
2003/18
01 oct 2003
An Environmentally Sustainable Development in Australia Ruth Woods
The future Kelvin Grove Urban Village in Queensland, Australia, is an example of how principles of environmentally sustainable design have translated into practice. Those responsible for the new project recognise the importance of building design that respects the environment by using resources...
N°
2003/17
01 oct 2003
Sierra University in Mexico Francisco Manuel Orozco Celis
Sierra University was designed to promote the development of the mountain communities in the State of Sonora, Mexico. The university offers high school graduates an opportunity to pursue their studies in their home region, in order to stimulate economic development and contribute to social...
N°
2003/16
01 oct 2003
Korea's School Grounds Projects Joohun Park
Korea has undertaken two projects to improve its school grounds: the Green School Project and the School Forest Pilot Project.
N°
2003/15
01 oct 2003
An Industrial Building Converted into a Girls School in Australia Eamon Broderick
An industrial building in Perth, Western Australia, has been converted into a secondary school to suit the particular needs of girls with educational and social difficulties. The aim of the building project was to provide a small school for approximately 30 students that caters to the needs of...
N°
2003/14
01 oct 2003
Clicks, Bricks and Spondulicks Kenn Fisher
"Clicks, Bricks and Spondulicks" is the title of a seminar organised by PEB to examine the relationship between the built learning environment and information and communications technology (ICT), as well as cost implications. The meeting sought to determine whether educational buildings and ICT...
N°
2003/13
01 juin 2003
Designs for Learning in the Knowledge Age Kenn Fisher
This overview of designs for learning in the Knowledge Age briefly explores the relationship between learning and the built environment, and the role of teachers in designing educational spaces; it calls for a collaborative campaign and suggests future action.
N°
2003/12
01 juin 2003
Library Environments and Organisations Sarah E. Thomas
The following article is based on a presentation by Sarah E. Thomas, a librarian at Cornell University in the United States. This abridged version begins by summarising how libraries thrive in an era of change. Next it explores storing print publications and how libraries are increasing space...
N°
2003/11
01 juin 2003
Educational Facilities in Slovenia Marina Cankar
Since gaining independence in 1991, one of Slovenia's priorities has been to invest in education. The Ministry of Education, Science and Sport has been widely reforming its education system and investing its limited resources in the construction of buildings and their equipment for all levels...
N°
2003/10
01 juin 2003
Designing Tomorrow's School Nicolas Chung, Giorgio Ponti, Naoto Fukabori, Jaime G. de la Garza Reyna
A seminar entitled "Designing Tomorrow's School" was organised by the OECD Decentralised Programme on Educational Building (PEB), the Irish Ministry of Education and Science and the National University of Ireland (NUI), Galway, and was held in Galway, Ireland, in September 2002. Certain...
N°
2003/09
01 juin 2003
Evaluating School Facilities in Portugal OCDE
Portugal has created a questionnaire on educational facilities as part of a larger auditing programme by the General Inspection for Education to evaluate the country's schools. The main objective of the facilities evaluation is to determine how site, design and management contribute to the...
N°
2003/08
01 juin 2003
Current Concerns for Austrian School Facilities Karin Schwarz-Viechtbauer
The Austrian Institute for School and Sport Facilities (ÖISS) is responsible for current issues and problems related to the country's educational buildings. Four recent concerns of ÖISS's work are summarised here: schools as low energy buildings, electromagnetic fields and school buildings,...
N°
2003/07
01 juin 2003
The Urban Complex in Cattolica, Italy OCDE
The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, providing a wide range of services to the public. In renovated facilities, the complex provides a modern and rational architectural setting based on the idea of the traditional town square or "piazza", an...
N°
2003/06
01 fév 2003
Public/Private Partnerships in Quebec Jean-Pascal Foucault
For some time now in Quebec (Canada), the Treasury Board Secretariat (TBS) has been promoting public/private partnerships (PPP) as a solution to the need to rehabilitate the public building stock. The TBS describes this as the best value-for-money solution for liquidating the maintenance and...
N°
2003/05
01 fév 2003
Australia's Oak Valley Aboriginal School Graeme Allen, Ingrid Kerkhoven, Noelene Cox
In the Australian desert, a new school has been built for an Aboriginal community, replacing their previously transient school services. The design took into account the difficult site limitations and the community's needs and traditional values.
N°
2003/04
01 fév 2003
Two Vocational Training Schools in Quebec OCDE
In Quebec (Canada), vocational training is delivered in special centres supported by the Ministry of Education. Here are two recent projects: a school of forestry and wood technology and a steelwork training centre.
N°
2003/03
01 fév 2003
Review of Building Quality Using Post Occupancy Evaluation Chris Watson
Post Occupancy Evaluation is described here in terms of its aims, principles, benefits, methods, timing and results. Three examples illustrating the evaluation of educational facilities are given, followed by a summary.
N°
2003/02
01 fév 2003
New South Wales School Design Projects Cecilia Wilson
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. These issues include curriculum development,...
N°
2003/01
01 fév 2003
School Safety in France OCDE
The French government set up in 1995 the Observatoire national de la sécurité des établissements scolaires et d'enseignement supérieur, a national agency for safety in schools and higher education, bringing together the public owners of school buildings, representatives of staff and parents...
N°
2002/14
01 oct 2002
Tertiary Education Infrastructure in the United Kingdom Lee Taylor, If Price, Fides Matzdorf, Louise Smith, Helen Agahi
Infrastructure for tertiary education is currently the object of attention in the United Kingdom. Presented here are four articles that describe recent planning and research regarding facilities for UK universities and colleges of higher education. They cover a case study in planning a...
N°
2002/13
01 oct 2002
A Few Facts about Universities in Slovakia Dušan Petráš, Jana Šabíková
The Slovakian university campus usually consists of separate functional zones assembled around the campus centre. The central area allows for interaction and directs students towards other integrated centres.
N°
2002/12
01 oct 2002
Design Down Process Bruce Jilk
This is an example of an architect working with future school users in Iceland to design their school. The architect has developed a process that he uses with students, staff and the local community to create a learning environment in which the design intends for freedom and creativity to be...
N°
2002/11
01 oct 2002
Hungary's German School of Budapest OCDE
Hungary’s newly-built German School of Budapest is adapted to its site, is safe and environmentally friendly, and has comfortable indoor areas that are tailored for its users, including those with physical disabilities. The school’s new three-storey building, put in operation in August 2001,...
N°
2002/10
01 juin 2002
New Directions for Tomorrow's Schools Murray Coppen
Is there a new paradigm emerging in education? There seem to be a number of forces coming together to challenge the current status quo. First, there is the change from industrial economy to the knowledge economy. Secondly, there is renewed questioning of the relevance of current education....
N°
2002/09
01 juin 2002
Disaster Management and Educational Facilities Grace Kenny
Some 80 earthquake specialists, architects, engineers and civil servants from a dozen countries met to discuss the different relationships which may occur between educational facilities and natural disasters; the emphasis was on the implications and effects of earthquakes and the appropriate...
N°
2002/08
01 juin 2002
Venezuela's Bolivarian Schools Project María Magnolia Santamaría Diaz
The Bolivarian Schools Project is intended to respond to problems such as dropping out, educational exclusion, repetition, malnutrition, and loss of local, regional and national identity, and to the search for citizens interested in economic and social transformation.
N°
2002/07
01 juin 2002
School Works in the United Kingdom Grace Comely
School Works, a not-for-profit company in the United Kingdom, has developed a secondary school design process which enables communities to create unique school buildings that cater for their own particular needs. At the heart of this process is the basic principle that it is the people who work...
N°
2002/06
01 juin 2002
The Lycée Maximilien Perret in France OCDE
The new premises of the Lycée Maximilien Perret, an upper secondary and continuing education institution, meets many – but, as experience has shown, not all – of its users’ needs. Why was it necessary to relocate the lycée in the first place? Which aspects of the new buildings effectively meet...
N°
2002/05
01 juin 2002
The Australian Science and Mathematics School, Flinders University, South Australia OCDE
The South Australian Department of Education, Training and Employment, in association with Flinders University, are collaborating in the design, construction and development of a senior secondary high school which will specialise in the teaching of mathematics and science and focus on...
N°
2002/04
01 fév 2002
Educational Building in Latin America Jadille Baza, Rita de Cassia Alves Vaz, Eduardo Millán, Rodolfo Almeida
The following pages include articles describing recent developments in three Latin American countries to expand public education facilities. They are followed by a report on UNESCO’s recent seminar on architecture for an inclusive education. Chile, Brazil and Venezuela have undertaken various...
N°
2002/03
01 fév 2002
Hungary's Educational Community Centres Lajos Jeney
This article 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 centres.
N°
2002/02
01 fév 2002
City and Islington College, in the United Kingdom Grace Kenny
City and Islington College, in the heart of London, was formed in 1993 through the amalgamation of a range of local institutions, including a sixth form college (offering mainstream academic courses leading to national qualifications and university), two colleges of general further education...
N°
2002/01
01 fév 2002
Research and Initiatives for a New Approach to Educational Building in Italy Giorgio Ponti
The Italian government and regions are preparing to approve new legislation in the field of educational building. The main topics being discussed and analysed are: quality; technological innovation; multi-functionality; resources.
N°
2001/16
01 oct 2001
The Learning Environment Bernard Dufourd
The rapid development of new types of interior and exterior architecture for public buildings in recent years has made us increasingly aware of the dynamic and subtle relationship that people establish with their immediate physical environment. The impact of architecture on this environment has...
