21st century learning environments

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  • 21st Century Learning Environments

    www.oecd.orgISBN 92-64-00648-6 95 2006 02 1 P-:HSTCQE=UU[Y]Z:

    21st Century Learning Environments

    The full text of this book is available on line via these links:http://sourceoecd.org/education/9264006486http://sourceoecd.org/emergingeconomies/9264006486

    Those with access to all OECD books on line should use this link:http://sourceoecd.org/9264006486

    SourceOECD is the OECDs online library of books, periodicals and statistical databases. For more information about this award-winning service and free trials ask your librarian, or write to us at SourceOECD@oecd.org.

    School buildings have a crucial contribution to make to raising educational achievement. Designing high performance school buildings for the 21st century for all children is a shared concern amongst OECD countries. Innovative research seeks architectural answers that make efficient use of the resources invested in building, renovating and running schools. Changes in the design of those buildings must serve the educational process and improve the quality of the learning environment. A major challenge is to secure the best possible design input to deliver schools that will meet future needs and expectations and offer a positive environment that supports learning and teaching.

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    www.oecd.org/edu/facilities

  • 21st CENTURYLEARNING ENVIRONMENTS

    OECDORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT

  • 3 OECD 2006

    FOREWORD

    In the early years of this still new century, the role of education in the knowledge society has been reaffirmed. Educational facilities, which provide innovative learning environments for tomorrows knowledge workers and the wider community, are more important than ever. The principles of lifelong learning, inclusion, integration, sustainability, connectivity and quality have become catchphrases of educational policy in all OECD countries, and those responsible for designing educational facilities are responding in new and exciting ways.

    Today, the word school does not capture the rich purpose and function of new and existing learning environments. A school can be a space centre, equipped with the latest technologies to simulate mans exploration of the universe. A school can be a vocational training centre, where adults can improve their work-related skills after school hours and on the weekend. A school can be a place where communities gather to receive medical care and other support services, to watch exhibitions, to perform and to play sport. A school, through information and communications technology, can serve to link communities in isolated areas, creating virtual learning communities. Individual elements of a school such as an eco-garden or DNA-spiral staircase can be learning tools themselves, fostering enquiry-based learning skills and teaching students about the impact of facilities on their immediate environment. Finally, school design is not only an architects conception; it can also embody the creative vision of students, the practical necessities of teachers and the enthusiasm of communities.

    Drawing on material presented at an international conference in London on Creating 21st Century Learning Environments, this report captures the spirit of innovation and excellence in educational facilities design today using case studies from Australia, Canada, New Zealand, Singapore, Switzerland, the United Kingdom and the United States.

    It also reflects an exciting period in educational facilities design in the United Kingdom as the government is significantly increasing capital funding for schools in an effort to raise educational standards. Through a number of building programmes promoting innovative design, the UK Department for Education and Skills is committed to creating attractive, imaginative and stimulating yet safe and secure learning environments. This report showcases a host of exemplary schools in the United Kingdom, several of which were visited by participants at the conference.

    Many of the facilities presented here demonstrate how governments, architects, facilities managers, teachers, students, parents and communities are working together to enhance existing quality learning environments and create new ones. By sharing innovative experiences and practice in educational facilities design, we can challenge traditional design concepts, inspire an emerging generation of designers and facilities users, and alert governments to the role of great design in improving educational quality.

    Richard Yelland

    Head, OECD Programme on Educational Building

    Mukund Patel

    Head, Schools Capital (Assets) Division, Department for Education and Skills, United Kingdom

    Chair, OECD Programme on Educational Building Governing Board

  • 5 OECD 2006

    TABLE OF CONTENTS

    FOREWORD ..............................................................................................................................................................................................3

    INTRODUCTION .......................................................................................................................................................................................7

    SECTION I. EMERGING THEMES ..........................................................................................................................................................9

    Theme 1. The challenge of designing schools in a changing world ..................................................................................................11

    Creating flexible spaces for flexible learning....................................................................................................................................... 12

    Investing in future educational facilities.............................................................................................................................................. 14

    Transforming existing educational facilities ........................................................................................................................................ 15

    Theme 2. The impact of new technology on school design................................................................................................................ 17

    Increasing students enjoyment of learning through ICT ................................................................................................................ 18

    ICT providing challenges for future design .......................................................................................................................................... 19

    Facilitating lifelong learning through ICT ............................................................................................................................................ 20

    Increasing access to education through ICT .........................................................................................................................................21

    Theme 3. Increasing access to education through school design ..................................................................................................... 23

    Designing inclusive schools for communities...................................................................................................................................... 24

    Designing inclusive schools for students with special educational needs ................................................................................. 25

    Designing schools with integrated services.......................................................................................................................................... 26

    Designing schools to facilitate intra-school integration ................................................................................................................. 27

    Theme 4. Designing sustainable, comfortable school buildings ........................................................................................................ 29

    Designing comfortable learning spaces................................................................................................................................................. 30

    Maximising natural daylight and ventilation in school design.......................................................................................................31

    Incorporating sustainable materials and features into school design......................................................................................... 32

    Using sustainable design as a learning tool ......................................................................................................................................... 33

    Theme 5. Involving all stakeholders in the design process.................................................................................................................. 35

    Using students creativity........................................................................................................................................................................... 36

    Engaging teachers in school design........................................................................................................................................................ 37

    Engaging communities in school design............................................................................................................................................... 38

    Forging public and private partnerships in school design..................................................................