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PEBEXCHANGETHE JOURNAL OF THE OECD PROGRAMME ON EDUCATIONAL BUILDING

7 Providing for Disabled Students: University of Grenoble, France

9 Designing Schools for the Information Society: Libraries and Resource Centres – FEATURE

18 Turkey’s Basic Education Programme

21 Improving the Performance of the Higher Education Estate: UK Research

23 Useful Web Sites

24 Book Reviews

DesigningSchoolsfor the

InformationSociety

The OECD Programme on Educational Building (PEB)The Programme on Educational Building (PEB) operates within the Organisation for Economic Co-operation and Development (OECD).PEB promotes the international exchange of ideas, information, research and experience in all aspects of educational building. The overridingconcerns of the programme are to ensure that the maximum educational benefit is obtained from past and future investment in educationalbuildings and equipment, and that the building stock is planned and managed in the most efficient way.

Eighteen OECD Member countries and nine associate members currently participate in the Programme on Educational Building. PEB’s mandatefrom the OECD Council to advise and report on educational facilities for students of all ages runs until the end of 2001. A steering committee ofrepresentatives from each participating country establishes the annual programme of work and budget.

PEB Members PEB Associate Members

Australia Mexico Albania Education Development Project

Austria Netherlands Het Gemeenschapsonderwijs (Belgium)

Czech Republic New Zealand Ministerium der Deutschsprachigen Gemeinschaft (Belgium)

Finland Portugal Province of Quebec (Canada)

France Spain Regione Emilia-Romagna (Italy)

Greece Sweden Regione Toscana (Italy)

Iceland Switzerland Service général de garantie des infrastructures scolaires subventionnées (Belgium)

Ireland Turkey Slovak Republic

Korea United Kingdom Tokyo Institute of Technology (Japan)

PEB AND OECD ACTIVITIES

NEW PEB MANAGEMENTPUBLICATION

Universities and other tertiary institutions maintain build-ings, sites and communications infrastructure worthmany millions of dollars. A more strategic approach toasset management is essential for success in a new en-vironment, where tertiary education is becoming in-creasingly competitive, direct public funding is beingcut back and technology and globalisation are bring-ing new challenges. What impact will new informationtechnology have on space requirements? What stepscan institutional managers take to manage risks in rap-idly-changing circumstances? In what ways is the roleof facilities managers changing, and what skills and toolswill be required for them to do their job more effec-tively in the future?

Published in October 1999, Strategic Asset Manage-ment for Tertiary Institutions provides some answersto these questions and shows how the resourcesinvested in facilities can be made to work moreefficiently in the pursuit of institutional objectives. Itis based on the proceedings of an international work-shop that examined current trends in tertiary educa-tion policy: a more open market, student-centrednessand user choice, lifelong learning and the blurring ofsectoral differences. The workshop, held in Sydney,Australia, was jointly organised by PEB and the OECDProgramme on Institutional Management in HigherEducation in co-operation with the New South WalesDepartment of Education and Training. Strategic AssetManagement for Tertiary Institutions is the lastestpublication of the “PEB Papers” series.

SEMINAR ON TERTIARYEDUCATION

The PEB seminar on “The Changing Infrastructure ofTertiary Education” took place from 25 to 28 October.Forty policy makers, facility managers and researchersfrom a dozen countries met at the University of Laval inQuebec to hear an inspiring opening presentation fromDr Paul Davenport, President of the University of West-ern Ontario, Canada. Speaking to the title “Academic

In memoriam

Francisco Garcia de Paredes

Architect, Vice-Chairman of the PEB SteeringCommittee from 1987 to 1991, passed away on17 December 1999. He will be greatly missed byhis many friends across the world.

Priorities and Infrastructure Choices” Dr Davenportaddressed the educational, technological and manage-ment challenges facing universities and other tertiaryeducation institutions. Keynote presentations were madeon succeeding days by Jan Ivar Mattsson (Sweden) on“Who Should Own University Buildings?”; William A.Daigneau (USA) on “The Impact of Facilities on Educa-tional Quality”; John Rushforth (United Kingdom) on“Estate Management Performance Measures”; and Jean-Pascal Foucault (Canada) on “Indicators on StrategicPerformance and Equitable Financing”.

During the seminar participants debated thesepresentations and the issues they raised in plenarysession and in smaller groups. They were able to visitand see for themselves how different institutions inQuebec – including the CEGEPs (colleges for generaland vocational education), the Université de Québecà Montréal and the École de technologie supérieurein Montreal – are responding.

Commenting on the reports from discussion groupsat the end of the seminar Richard Yelland, Head ofPEB, observed that it had demonstrated that there ismuch common ground between countries about thechanging environment for tertiary education. In theknowledge-based society, a more diversified and morebusiness-like approach is being taken. And in the faceof rising numbers and raised expectations of serviceand quality, there is growing pressure on managersfor efficiency and accountability. Moreover there is agrowing body of professional expertise on how tomanage facilities efficiently, and on what needs to bedone to get them into good shape.

However the seminar also revealed that on a numberof key issues there is a worrying lack of knowledgeand understanding. The impact of competition,notably from the private-for-profit sector, linked to thegrowing use of information technology for coursedelivery, raises real questions about the nature of thefacilities institutions will need. And despite somepioneering efforts we are still far from understandingthe real impact of facilities on educational outcomes.

Facility managers are responding through greaterflexibility in the design, the procurement and themanagement of buildings, by developing new toolsand through greater professionalism in their work. Butmore needs to be done in three key areas:

• basic research into the impact that facilities haveon learning;

• more systematic exchange of information betweenprofessionals – both nationally and internationally;

• achieving greater awareness amongst institutionalleaders of the importance of facilities and the

contribution that facility managers can make tostrategic planning and risk management.

The final message from the seminar is that this under-standing is not just about providing, and continuingto provide, educational excellence, but about the verysurvival of institutions at a time of very rapid change.

Texts of the keynote presentations are posted on thePEB Web site: www.oecd.org/els/edu/peb.

The Programme on Educational Building would liketo express its sincere thanks to the co-organisers ofthe seminar – the Ministère de l’Éducation du Québecand the Association of Institutional Property Managers– and to the institutions that played host to the seminar,for their support and hospitality.

URBAN EDUCATIONALFACILITIES

A two-day symposium was held in Baltimore,Maryland, USA on 30 and 31 October 1999 focusingon “Urban Educational Facilities: Invention,Maintenance and Renewal”. The symposium was ajoint venture between PEB, the Committee on Archi-tecture for Education (CAE) of the American Instituteof Architects and Urban Education Facilities (UEF), achapter of the Council of Educational Facility PlannersInternational (CEFPI). It took place in two Marylandschools, Wilde Lake High School in Howard Countyand Patterson High School, Baltimore.

Keynote speakers included John Mayfield, fromAustralia; Bruce Jilk and Prakash Nair from the UnitedStates; and Ken Beeton from the United Kingdom.Some of the presentations from the meeting areavailable on www.designshare.com/.

The symposium heard how major public schoolsystems in the United States, Australia and the UnitedKingdom have been tackling infrastructure issues.

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Innovative designs were presented, as well as newapproaches to financing.

The symposium concluded that despite massiveinvestment in educational facilities in past years, majormaintenance and suitability problems remain –especially in urban areas. Inequalities, between andwithin countries, are great.

Looking to the future, participants recognised thatfundamental changes in the delivery of educationwere looking more and more likely, and questionedwhether educators, school planners and architects hadreally got to grips with their implications.

The need to evaluate, as well as to innovate, wasstressed. At a time when the economic outlook isbright in many countries and significant investmentsin new or upgraded educational facilities are planned,it would be reckless to embark on major newconstruction programmes without a more thoroughunderstanding of what difference the school facilityreally makes, and what the needs of 21st centuryeducation are.

Above all it is important to learn from experience andin the highly decentralised world of school-buildingto take every opportunity to share ideas. PEB has animportant responsibility to promote research anddevelopment in this field.

PEB and the co-organisers of the symposium aregrateful to the State of Maryland for their hospitality.

GOOD PRACTICE INENVIRONMENTALEDUCATION

The OECD/CERI network Environment and SchoolInitiatives (ENSI) organised a strategy workshop onthe generalisation of good practice in internationalenvironmental education in Hadeland, Norway, 9-12 December 1999. It examined the followingquestions: What are effective policy instruments forsustainable environmental education? Is it possibleto identify important processes, mechanisms,support structures for schools and other systemicchanges that are effective in generalising environ-mental education?

The workshop, entitled “From the Pilot to the Main-stream”, aimed at bringing a range of policy optionsand experiences to the table for discussion, and atproviding policymakers with examples of how thesecan function to bring good practice in environmentaleducation from the periphery into the sustainable

mainstream of education activity. Examples and“success stories” of policy, programmes and projectsthat have spread good practice in environmentaleducation from lighthouse schools to many schools,and/or proved to be sustainable over time, were alsopresented.

This event followed the international conference on“Environmental Education on the Way to a SustainableFuture” which was held in Linz, Austria, in October1998. The report on that conference, organised by theAustrian Federal Ministry of Education and CulturalAffairs in collaboration with the OECD Centre forEducational Research and Innovation and PEB, is nowavailable. For more information, contact Isabelle Etienneat the PEB Secretariat (Isabelle.Etienne@oecd.org).

NEW DEELSA DIRECTOR

The OECD is delighted toannounce the appointment ofJohn P. Martin as Director ofthe Directorate for Education,Employment, Labour andSocial Affairs (DEELSA). Mr.Martin, who is Irish, holdsBachelor and Master of Artsdegrees in economics fromUniversity College, Dublinand a Bachelor of Philosophyin Economics from Oxford University. He worked atthe Economic and Social Research Institute in Dublinfrom 1970 to 1972. He was a Research Fellow atNuffield College, Oxford and a Lecturer at MertonCollege, Oxford from 1975 to 1977 before joiningthe OECD. Mr. Martin has earned an internationalreputation through his work in international trade andlabour economics; he has published many articles onthese topics in professional journals. He is also a part-time Professor at the Institut d’Études Politiques inParis. Within the OECD, he worked first in theDirectorate for Social Affairs, Manpower and Educa-tion (SME) where he developed a special focus onyouth unemployment issues. During his tenure asHead of the Central Analysis Division in SME, heestablished the Employment Outlook, now one of theflagship publications of the OECD. From 1986 to1993, Mr. Martin served as Head of Division in theEconomics Department; during the latter part of thatperiod, he was editor of the Economic Outlook. In1993, he returned as Deputy Director in his formerdirectorate, DEELSA. Mr. Martin takes up his newappointment on 1 March 2000 following the retire-ment of the current Director, Thomas J. Alexander, on29 February 2000.

…………………………………………………………

John Martin

5

NEWS

NEW ACCOMMODATIONSTANDARDS FORNEW ZEALAND SCHOOLS

Prime Minister Jenny Shipley launched New Zealand’snew property standard for primary schools which willsee a 48% increase in the space entitlement andcommits the government to bringing all schools up tothe new standard by 2005. “Significantly the newguide provides all primary schools with an entitle-ment for a school hall or multi-purpose space.Currently there is no such entitlement and schoolshave had to fund raise for such facilities.

“The new property guide is also significant in that itgives schools far more flexibility about how they usetheir space. No longer will every school be the same.… It is up to them to decide how best to use theirspace to provide the best outcomes for their students.We cannot expect our children to participate in theknowledge-based economy and have an increasedawareness of their culture and their health and well-being, if we don’t make provision for it in our schools.We have committed NZD 1 billion for school propertyimprovements over the next three years and willcommit further funds to bring all primary schools upto this new standard,” Mrs. Shipley said.

The School Property Guide Web site provides furtherdetails:http://www.minedu.govt.nz/apps/propertyguide/

SUSTAINABILITY ANDSCHOOL BUILDING INIRELAND

The Department of Education and Science in Irelandhas responded to the challenge set out in thegovernment’s strategy document on sustainability. TheDepartment is developing designs for a number ofeducational facilities of varying sizes; exploring aspectsof sustainability in a way that can be applied to newerschool models easily and in a cost effective way.

The designs are approached in a holistic way taking thebroadest meaning of sustainability from the way thebuilding sits in the landscape to the considered selectionof construction materials. The projects will explore theapplication of building principles to the constructionof healthy learning and working environments.

They will consider the lifelong contribution of thefacility to the individual, the community and theenvironment by heightening the self-awareness of theuser and how people impact on each other and theenvironment.

These projects aspire to reduce the energy require-ments of schools and aim to improve the architec-tural considerations traditionally applied to educa-tional buildings in Ireland. It is expected that the firsttwo projects will start construction in late spring 2000.For further information, contact:

Martin Heffernan, Architect and Manager, Planningand Building Unit orFrank Lewis, Project ArchitectDepartment of Education and SciencePortlaoise Road, TullamoreCo. Offaly, IrelandTel: 353 (0)506 21363, fax: 353 (0)506 51119

FRENCH UNIVERSITIES OFTHE THIRD MILLENNIUM

To ensure wider access to university and respond to asignificant increase in student numbers, France hasundertaken a national scheme of university planning.The University 2000 plan begun in the early 1990’sput the university back into the city centre andcontributed to national and regional development byreadjusting the distribution of university facilities.

The country is now pursuing this policy with the U3M(Universities of the Third Millennium) plan to networklarge university facilities and research equipment,improve student housing, libraries and work areas,and integrate the possibilities of information andcommunication technology. The French Ministry forEducation, Research and Technology held asymposium on this programme in December 1999.

GREATER USE OF SCHOOLSIN THE UNITED KINGDOM

The United Kingdom is urging more of its schools tostay open in the evenings and at weekends for use bystudents, families and the wider community. In

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November 1999, Education and Employment MinisterMalcolm Wicks announced: “By the year 2010, I seeschools at the centre of regeneration as the drop-inand learning centre for all ages. Many schools alreadyprovide a wide variety of learning and leisure activi-ties out of normal school hours. But more need tofollow the good examples. Garibaldi School inMansfield for example offers parents’ classes, adulteducation, an IT drop-in centre, a job centre outpostas well as a wide range of study support activity forstudents. In Liverpool a number of primary schoolshave joined with the local HE college Liverpool Hopeto offer access and degree courses for parents on theschools sites.”

The Department for Education and Employment isallocating to England GBP 80 million from April2000 to 2002 for out of school learning andGBP 160 million of lottery money between now andsummer 2001 for study support. The DfEE hasannounced the publication of “Raising Standards:Opening Doors”, a free booklet providing guidanceon better use of school facilities.

AID TO KOSOVO

CRE, the Association of European Universities, is co-ordinating aid to restore the University of Prishtina inKosovo following damage caused during the recenthostilities in the area. While many of the buildingshave suffered little serious structural damage, theyhave been for the most part emptied of all furniture,equipment and books, and the electrical and otherinstallations have been severely damaged. Many doorsand windows need replacement. The National andUniversity Library has lost part of its stock of booksand is suffering from poor maintenance.

The current post-war economic situation means thatboth staff and students are in a very precariousposition. Many must now make substantial personalinvestment in repairing or rebuilding their own houses,and the staff have only received two partial paymentssince the start of the war. Previous sources of fundingno longer exist, and the students are unable to affordthe real costs of education. According to CRE, thissituation poses an immediate threat to the survival ofhigher education in Kosovo.

Estimates for emergency repairs to the University ofPrishtina amount to slightly over DEM 4 million, andfor emergency equipment and furniture a furtherDEM 4.8 million is needed. The estimates for thelonger-term needs for laboratories and teaching roomscome to DEM 21 million. The European Commissionhas re-launched an emergency rehabilitation project

which will cover the most essential basic repairs,including the student dormitories and canteens, butthe funds for equipment, furniture, library andlaboratory development must still be found.

A number of European universities and organisationshave also expressed their willingness to help. TheGödöllö University of Agricultural Sciences in Hungary,for example, has proposed to assist with the reconstruc-tion of buildings and the development of the library;the University of Leeds in the United Kingdom hasdonated 28 new computers; The Soros Foundation inKosovo has offered notebook computers and freeaccess to a database with about 3 000 electronic jour-nals; the University of Giessen in Germany has offeredsupport for redesigning laboratories and curriculum;etc. For more information, please contact:Lewis PurserProgramme Officer, CRE - Association of EuropeanUniversities10 rue du Conseil General, 1211 Geneva 4,SwitzerlandTel.: 41 22 329 22 51, fax: 41 22 329 28 21E-mail: purser@uni2a.unige.chhttp://www.unige.ch/cre

SCHOOL STATISTICS FORTHE UNITED STATES

Two recent reports by John B. Lyons of the U.S.Department of Education concerning kindergartenthrough 12th grade schools are now available on thePEB Web site (www.oecd.org/els/edu/peb/). His“Overview of Elementary and Secondary EducationFacilities” provides statistics on school revenues andexpenditures, growth in student numbers and thecondition of facilities, along with a current outlookfor school construction. In his report “K-12 SchoolConstruction Facts, Number 2”, he discusses schoollegislative activities, operating costs and construc-tion. He also draws attention to the ability of schoolbuildings to withstand natural disasters: “Since theaverage age of our nation’s K-12 schools is 43 years,most schools in areas prone to hurricanes, tornadoesand particularly earthquakes need to be upgradedor replaced. … State and local education agenciesshould have ongoing school building evaluationprogrammes and, where necessary, promote theconcept of incremental upgrading as an alternativemeans of protecting the occupants of schoolsexposed to natural hazards in districts that cannotafford other options.”

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PROJECTS

PROVIDING FORDISABLED STUDENTS:UNIVERSITY OFGRENOBLE, FRANCEStudents with physical disabilities at the University ofGrenoble are offered a range of services provided byvarious specialised and complementary structures tomeet the needs of student life. A number of associa-tions and government sectors have joined forces inquite a unique way to build a university residencedesigned with the disabled in mind; others are co-ordinating initiatives to provide seamless infrastructurethat makes it easier for students with disabilities toparticipate in education and leisure activities.

Prelude

This university residence, with accommodation for220 students, includes 20 rooms specially designedfor the disabled. Prelude was opened in 1993 by theFondation santé des étudiants de France (Frenchstudent health foundation), with funding provided bythe Fondation de France (a French charity), theAssociation française contre la myopathie (Frenchmyopathy association), the Association de gestion desfonds pour l’insertion des personnes handicapées(AGEFIPH, an association managing an inclusion fundfor the disabled) and other partners including thenational and regional authorities and the Isèredépartement (one of the 95 administrative divisionsof France). The service is run by the university medicalcentre (Centre médico-universitaire Daniel Douady,or CMUDD) and its running costs are covered by theGeneral Council for the department of Isère and bysocial services in the students’ départements of origin.

This accommodation is for dependent, physically-disabled students who have enrolled at the Universityof Grenoble and require a specially adapted homeenvironment, and/or the help of a carer and/or lightinstitutional support. The 20 rooms have an interphonelink to the care-assistance service and technical equip-ment allowing the occupants, however dependent,to be as self-sufficient as possible. This includes anautomatic door and entry code, an infrared controlledenvironment, adjustable furniture (work surfaces, deskand kitchen) and a shower wheelchair. There is also aceiling hoist to help move the student around, thusmaking life easier for the carer. All rooms will havebeen cabled up to the University’s Internet link by theend of 2000.

Experienced, non-medical staff provide round-the-clock assistance with the physical and environment-related problems that arise in daily life. They providestudents with their own care services, tailored to meettheir individual needs and ensure their safety at alltimes. Students are subtenants of their flats andorganise their own lives, materially, administrativelyand socially.

When Jan Karlsson, an OECD consultant, visited thestudio apartments during the seminar on “HigherEducation and Disability” in March last year, he wasparticularly impressed by the equipment in a flat fora tetraplegic student: “A hammock sling is suspendedfrom a ceiling track running from bedroom tobathroom. The student is helped into it and thenrequires very little assistance with washing and gettinginto bed.”

A ceiling hoist makesit easier to move studentsfrom bed to shower wheelchair.

Work surfacesand shelves areadjustable in height.

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The residence also has its own physiotherapy room,available for use by private physiotherapists.

A tram stops in front of the Prelude residence, servingthe campus but also the city centre, five minutes away.It provides optimal mobility throughout the urban area.

better access to public buildings for the physicallydisabled. But the SAUH Accessibility Unit acknowl-edges that legislation will not solve all the functionalproblems in this field. Until those in the constructionindustry are trained to put the legislation into practice,numerous errors will still be made. So the Accessi-bility Unit also offers support and training, providingexplanations on user handicaps and recommenda-tions that go beyond the actual provisions of the lawso as to cover the most serious disabilities.

CMUDD

The Centre médico-universitaire Daniel Douady is oneof the few institutions to house both a university anda leading-edge hospital centre. It is a place in whichany disabled person or patient wanting to receive careand physiotherapy while attending school oruniversity, and eventually to enter or return to theworld of work, will find the competencies and infra-structure they need. The CMUDD, run by theFondation santé des étudiants de France, also offers awide range of sport and leisure facilities.

Fondation santé des étudiants de France

The medical and teaching teams working for France’sstudent health foundation try to ensure that illnessand disability in no way prevent students fromcompleting their school and university courses. Theaim is to provide maximum comfort and safety, butalso very wide access to sport and culture. To helpdisabled students fit more easily into society and theworld of work, it has set up medical and socialstructures linked to its institutions, one achievementbeing ergonomic work-stations.

Contacts :

• Kathryn Lequette, Prélude, Résidence universitaireLes Taillées, 291, rue de la Houille Blanche, 38406St-Martin d’Hères Cedex,tel.: 33 (0)4 76 59 55 50, fax: 33 (0)4 76 59 55 70.

• Claude Charlon, SAUH, Résidence les Taillées, B 91,Domaine Universitaire, 38406 St-Martin d’Hères,tel.: 33 (0)4 76 59 55 76, fax: 33 (0)4 76 59 55 69.

• Dominique Ferté, “Cellule accessibilité”, SAUH,Résidence les Taillées – B 91, DomaineUniversitaire, 38406 Saint-Martin d’Hères Cedex,tel.: 33 (0)4 76 59 55 40, fax: 33 (0)4 76 59 55 69.

• Fondation santé des étudiants de France, B.P. 147,75664 Paris Cedex 14,tel.: 33 (0)1 45 89 43 39, fax: 33 (0)1 45 89 17 62.

• CMUDD, 38660 Saint-Hilaire du Touvet,tel.: 33 (0)4 76 45 49 50, fax: 33 (0)4 76 45 49 00.

The same building houses SCAPH 38 (Service conseilen autonomie pour personnes handicapées), anadvisory service for all people with disabilities in thedepartment of Isère, as well as the University’s ownservice for disabled students (SAUH); full serviceprovision is thus available on the spot.

SAUH

The University’s service for disabled students (Serviced’accueil universitaire des étudiants handicapés) isthere to give all students the information andassistance they require to organise and complete theirstudies. The focus is on information to raise disabilityawareness among teaching and technical staff, toguide and advise the students on course selection andto inform them of their rights (e.g. specially adaptedtimetables). The SAUH also provides material andtechnical assistance, as well as academic supportwhere necessary; one initiative, in liaison with theuniversity and employers, helps students find jobs anda place in society.

The SAUH has an Accessibility Unit that monitors allnew building and renovation work for the Universityof Grenoble (residences, refectories, lecture halls, etc.)to check that students with disabilities have access. Italso monitors current and future infrastructure work– car parks, paths, roads and cycle-paths – to ensurefree movement. The Unit intervenes as far upstreamas possible, from the planning stage to implementa-tion, to ensure that access is:

• invisible, as it is built into the project from theoutset;

• integrated, because it serves everyone;

• included in the cost, being factored in from thebeginning.

Since 1994, the ex ante control of building permitsfor accessibility has been highly beneficial in ensuring …………………………………………………………

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FEATURE

DESIGNING SCHOOLSFOR THE INFORMATIONSOCIETY: LIBRARIES ANDRESOURCE CENTRESIntroduction

The roles and functions of the school library are chang-ing rapidly and in fundamental ways.

Among the events which are driving change in the func-tions, and therefore in the organisation, location andphysical requirements of schools and especially theirlibrary resource centres, are:

• the wide (but uneven) take-up of the new informa-tion and communication technologies;

• the development of the information society with itsincreased dependence on a knowledge-basedeconomy;

• the emergence of lifelong learning for all as the goalin all OECD Member countries.

In response to these changes the OECD Programme onEducational Building (PEB) arranged a seminar for some70 delegates from 22 countries in Lisbon, Portugal, from16 to 18 June 1999.

The issues addressed by keynote speakers, groupdiscussions, case studies and visits included:

• the impact of the new information and communica-tion technologies;

• changes in the nature of learning, and the widen-ing range of people engaged in learning and ofthe people who teach;

• changes in the relationships between the schoollibrary and a number of other groups including thelocal community, other libraries and the privatecorporate sector;

• the need for equity in the provision of access foreveryone to school library resources.

The seminar programme included presentations byProfessor Roberto Carneiro (Portugal) and Edwyn James(OECD), case studies from Australia, Austria, Belgium,France, Italy and the United Kingdom (see Contacts,p. 17), and visits to Portuguese schools to observesignificant innovations in school library design andoperations.

It is appropriate to acknowledge the co-operation andexcellent contribution to the organisation of the seminarby the Ministry of Education (DEGRE), Portugal.

While the initial focus was on the school, the scopeof the discussions quickly extended to includecommunity libraries and the relationships betweenschools and communities in which everyone will bea learner in the “information age”.

The report which follows describes the main outcomesof the seminar. The aim of the report is to provide aset of guidelines for people involved in the design ofnew and existing schools – especially those involvedwith school libraries and their links with the localcommunity. It has been prepared by Dr John Mayfield(consultant from Australia).

There is no one correct way to design schools or schoollibraries for the information age. The outcomes of theLisbon seminar will provide, however, a useful referencelist or checklist of aspects to be taken into account whendecisions are being made in the context of specificschools and their communities.

Summary of outcomes

• The school library is no longer a repository ofprinted information. Its functions include theprovision of access to existing information, thecreation of new knowledge expressed in manymedia and the interconnection of people.

• The new information and communicationtechnologies are central to the operation of theschool library in the information age.

• The school library is now a community asset. Whatonce might have been seen as the heart of theschool is now also central to the improvement ofthe quality of life in the community. There are newusers and therefore new stakeholders in the libraryof the information age.

• New roles, responsibilities and work practices willapply in the libraries of the future.

• Each school library will be part of networks towhich it will contribute and from which it willdraw resources for learning and teaching.

• New arrangements will emerge for the capital andrecurrent resources required to build and to oper-ate school libraries in the information age.

• The transformation to the libraries we will needin the future will be best achieved by building onthe best of what exists rather than imposing newrequirements from outside.

• As the new libraries evolve with their increasingcapabilities in the new ICT, they must help closeopportunity gaps and widen access for everyoneto the resources for learning.

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Seminar Outcomes

1. “The library is no longer only the library.”

Every speaker, each case study and all the visits tolocal schools confirmed the fact that the roles andfunctions of the school library have changed and arecontinuing to change along with changes in the natureof education in society.

The pace of change varies according to the particularcircumstances and priorities of specific communities,but the patterns of change are clear and well illus-trated by the diversity of names, which are now givento what was once the recognised heart of the school:the library.

Names such as Library Resource Centre (LRC) andEducational Resource Centre (ERC) illustrate thewidening of resources from books to include tapes,videos, CD-ROMS, the Internet and an increasingrange of electronic information services.

Educational ResourceCentre of the Leal daCâmara SecondarySchool, Rio de Mouro,Portugal

Names such as the Learning and Information Centre(LIC) in Austria and the Centre for Documentation andInformation (CDI) in France reflect the special impor-tance of the new information and communicationtechnologies in the libraries of the information society.

Names such as Mediatec, Media Resource Centre(MRC) and Community Media Centre (CMC) conveythe idea of a new concept of the library as a place inwhich knowledge is both consumed and createdthrough media such as photography, television, radioand electronic multimedia, in addition to the tradi-tional medium of print.

And names such as the Local Learning Centre (LLC)and the Community Learning Centre (CLC) are a clearindication both of a new range of users of the schoollibrary and a new focus on active learning rather thanmerely the retrieval of information.

The trends suggested by these new names have beenin existence for some time but as both Carneiro andJames observed, the argument for change is nowstronger, the pace quicker and the direction of changetowards an active centre for learning less able to beignored.

Several speakers drew attention to related societalfactors including the impact of information andcommunication technology; emergence of lifelonglearning as a necessity in the 21st century; the rise ofthe knowledge economies; limitations on theavailability of public funding for education and thetension between maintaining local or regionalidentities in the face of globalisation.

There were references to the implications of changefor the people involved in the traditional roles andfunctions of the school – the librarians, classroomteachers, administrators, support staff and thoseresponsible for the provision and equitable distribution(often according to outmoded formulae) of financial,human and physical resources.

Seminar participants seemed in no doubt, however,that lasting and fundamental change has occurred inthe role and functions of the school library and any-one designing a school for the information societywill have to take these changes into account.

The library is no longer a warehouse of storedinformation to be requisitioned and consumed byvisiting readers. That passive role remains, but to ithas been added much more creative roles in whichnew knowledge is produced through many media andby a much wider range of people connected to eachother and to the world.

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2. “The new information and communicationtechnologies are central to the operation of theschool library in the information age.”

Different countries and different communities withincountries are at different stages in their take-up of thenew information and communication technologies (ICT)and it will be essential to introduce the new ICT intothe school library at a level of sophistication and a speedwhich are in harmony with the capabilities and aspira-tions of the particular community. The new ICT is not apanacea. It is not to be “idolised” or viewed as anythingmore than a tool – albeit a powerful one.

There is no doubt, however, that the advent of thenew ICT has brought about fundamental change inthe ways in which people live, learn, work andrecreate and no school library could be properlydesigned for the information age without dueconsideration being given to the place of the new ICT.

The computer, Internet, Intranet, on-line services, CD-ROMs, digital video discs and the recent appearanceof fast, wireless, multimedia, personal, satellite-linked

devices have created both the need and the meansfor people (especially young people) to:

• access and interact with a range of education,entertainment and information services;

• publish and distribute new knowledge;

• connect anytime and to anyplace to people withwhom knowledge can be discussed, reconfiguredand transformed into new knowledge.

These three functions of documentation, publicationand connection, which have been made possible orgiven new meaning by the new information andcommunication technologies, are now central to theoperations of the school library in the information age.

The changes brought about through the new ICT areirreversible. As Carneiro observed: “There will neveragain be a time when the Internet does not exist”.

There were frequent reminders that, important as itundoubtedly is, the information and communicationtechnologies remain a tool. Their proper role is limitedto the facilitation of interaction between people –between teacher and learner, between teachers andbetween the learners themselves.

Through the appropriate use of the new ICT manyschools have become gateways to the world’s infor-mation and to people as near as the next workstationand as far away as the other side of the planet.

The creative potential of the computer was stressedby speakers such as Edwyn James and Clive Marsden(United Kingdom) and clearly demonstrated in thevisits to the schools where the integration of thetechnology and the library into the curriculum, socialactivities and day-to-day management of the schoolwas evident.

Two quite new services related to the introduction ofthe new ICT are likely to be provided by schoollibraries. Many school libraries will serve as:

• ICT centres for both the school and the commu-nity offering access to the latest machines for localpeople including small business;

• ICT training centres to improve skills and enhancelocal employment opportunities.

3. “The school library will no longer serve only theschool.”

There are new learners, new users and new “custom-ers” to be taken into account in designing the schoollibrary for the information age. For example in onevisited school, the library operates until midnight eachweekday to enable adults from the community (and

Learning and Information Centreof the Bundeshandelsakademie, Bregenz, Austria

12

some students from the school conferring in real timewith “classmates” living in very different time zones)to use the library as a learning centre. In anotherschool, seminar participants saw young children inthe school library teaching schoolteachers how to usethe latest available information technology and toaccess information via the Internet.

All the international case studies illustrated howschool libraries now serve not only the school butalso:

• other schools and school libraries by sharingelectronically teaching and learning materials;

• adults from the local community especially ingaining knowledge and skills relating to theiremployability.

The idea emerged of a continuum with, at oneextreme, the conventional school library central tothe operation of the school and conceived primarilyas a service to school children while, at the otherextreme, a library owned by the community in which,in the information age, everyone will be a learner allof their lives. One of the highest priorities of such acommunity learning centre would be to serve theneeds of the youngest members of the community –the school children.

This is a very powerful idea expressed in various waysin the seminar especially by Carneiro, Tim Sandercock(Australia), Paolo Benesperi (Italy) and Marsden. Itconstitutes a response to the demand for lifelonglearning for all, and it offers one practical solution tothe problem of providing access for everyone in thecommunity to the new technologies, which in turnwill enable learning at any place and at any time.

The essence of the idea is not new. Its evolution canbe traced through various forms of school andcommunity libraries and the opening up of the schoolto the community including industry and commerce.In France, for example, the original mission of theprimary school library included the provision ofservices to teachers and parents. In time, however,ownership by the school has tended to exclude thecommunity in favour of the needs of the school inwhich it was considered that all the “real” learningtook place.

The point is, however, that in the information ageeveryone in the community (including the children)will be learners. The need for access to the resourcesfor learning will apply as much to adults (the aged,people who are in work or who are engaged inretraining, the unemployed, etc.) as it does to children.

The people, the technology, the spaces for learningand the resources of the library will be needed by allmembers of the “learning community”.

Given the limits on capital and recurrent funding, theschool library is likely to be the only library available.

The school library is therefore likely to become moreof a community learning centre serving at least fourgroups of learners in different ways and at differenttimes but with equal priority:

• children;

• teachers;

• people who require knowledge skills andunderstandings for their personal development(including employability);

• the community, which needs knowledge, skills andunderstandings to sustain a continuing movementtowards improved operation of the community anda better quality of community life.

4. “New roles, responsibilities and workpractices will apply in the school libraries ofthe information age.”

Any shift towards the location of the school library asthe heart of the community (as well as the heart ofthe school) will require significant changes to thetraditional roles of people such as the librarian andthe teacher. For example:

• Libraries will be open all hours rather than beingrestricted to school hours.

• Responsibilities which were once focused on themanagement of stocks of printed material will nowbe extended to include the management of suchtechnologies as radio, the computer and deviceswhich generate multimedia publications.

• The role of “custodian of the repository ofinformation” will expand to incorporate the activefacilitation of access to remote multimediaresources and the creation of new knowledge.

The impact of these changes in work practices willbe felt beyond the library. Changes in the function ofthe library are likely to create pressures for change inthe role of other teachers and administrators in theschools of the 21st century.

It is worth noting that different countries and differentcommunities will be at different stages of readinessfor these changes. Broad national prescriptions fornew roles and responsibilities (and new designs forlibrary facilities) may be at odds with specific localneeds, and there seems little doubt that opportunities

13

for local management at the school and communitylevel will be appropriate as we enter the new century.

The opening up of the scope of the school libraryactivities means that new partners (e.g. local business,other linked libraries) may be involved in thedetermination of physical design, overall managementand day-to-day operations.

In designing any school for the information age it maywell be appropriate for some elements to bedetermined by reference to school curricula and bethe same in all schools. In the context of the schoollibrary, however, there is no doubt that design for theinformation age will need to take into account theemergence of new partners, owners and stakeholders.There is also no doubt that the requirements of thesenew players will be determined locally and in thecontext of the local learning community.

5. “The library will be part of a network.”

No school library designed for the information societywill operate as a stand alone, independent, self-sufficient entity.

The experience of Portugal in establishing its schoollibrary network over the last decade is illustrative ofthe linkages and the interdependence which willcharacterise school libraries of the future.

Possibilities exist for the school library to be interac-tively linked with corporate library and informationservices ensuring that vocational education is moreclosely related to future employment requirements andcreating opportunities for industry and business in thelocal community to access education and informa-tion services.

Libraries of the future will also be linked with thehome, the workplace and with communityinstitutions.

Advantages of these linkages will include opportuni-ties for the school library network to share scarce orinfrequently used resources and to take joint decisionson which special resources for learning will bedeveloped by individual members of the network forthe benefit of all.

It is therefore likely that a particular library will bychoice and in collaboration with other networkmembers become known for one or more specialcontent areas taking responsibility for establishing acomprehensive and responsive collection of learningresources in a form which is accessible by anyoneusing the network.

Specialities developed by particular school librariescould range from a selected curriculum area to thepresentation of a unique local feature of national oreven international interest. The discovery of Romannecropolis on the school site at Mertola (one of theschools visited) is an example of a local feature ofwide historical interest which can be shared withinterested students all over the world.

In designing a school and its library for the informa-tion society one necessary consideration will be thosespecialities or signatures which will be developed bythe school – no doubt in collaboration with elementsof the school community – which will set it apart andhelp establish its identity in the network of which it isa member.

6. “There will be new arrangements for capitaland recurrent funding of school libraries in theinformation society.”

As the school library is transformed from a serviceconfined to the needs of a particular school to a servicewhich is part of a network and open to everyone inthe community, a very different set of resourcearrangements needs to apply.

Mem Martins Secondary School, Rio de Mouro, Portugal

DocumentationArea

Entrance ofthe Resource

Centre

14

Calculations based on such parameters as “numberof children enrolled” or on nationally applied stand-ards are unlikely to be an appropriate response to reallocal needs for space, technology, personnel or oper-ating finance.

New sources of funds for the school library are likelyto include:

• revenue from the sale of education and trainingservices to members of the community includinglocal enterprise;

• proceeds from the provision of special teachingand learning packages distributed on-line throughthe library network;

• funds from community sources (e.g. local govern-ment) in response to the opening up of the libraryfor community use;

• fees from the hire of learning spaces andtechnology.

There will be opportunities to be found in the ration-alisation of library services in some communities andeconomies to be gained by the sharing of libraryfacilities and services between educationalinstitutions.

However, the main resource need of the 21st centuryschool library will be human rather than physical orfinancial resources. There was strong agreement at theseminar that while the new ICT might lead to changesin the roles of the people involved in the library, it wouldnever replace the people who facilitate, guide,encourage and indeed teach library users.

It was agreed that the need for competent peoplewould, if anything, increase and a number of practicalsuggestions for augmenting the available humanresources were made. For example:

• a partnership between schools and the universityin Lyon has led to the university students being

The Brookside Centre at CarolineSprings, Australia, designed for libraryand multimedia technology facilitiesto be shared by students and thecommunity

15

granted an option to work in local primary schoollibraries as an accredited part of their under-graduate course;

• the allocation of monitor roles to school students– the excellent results of which were evident inseveral school visits;

• the integration of the library into the regular class-room programmes of subject teachers;

• the involvement of parents and members of thecommunity as volunteer library aids;

• sponsorship and the purchase of advertising spacein newsletters by local enterprise.

One possibility with significant implications for thedesign of physical facilities and for the organisationof the library is that in future some school/commu-nity libraries may be only partly resourced as a publiceducational service with the expectation thatadditional revenue will be raised by the sale ofeducational services. It is not clear if this “businessmodel” for the library of the information society willbecome commonplace. As Carneiro pointed out, thebusiness case for education is not yet as well developedas the case, for example, for entertainment services.Nevertheless, if lifelong learning for all is as critical tothe sustainable development of a community as many,including Carneiro, suggest that it is, then new resourceswill need to be found to augment those currentlyavailable to the existing school libraries.

One approach may well be to strike a balance be-tween the public and the private funding of the school/community library. Roberto Carneiro explored theidea of a new balance when he spoke of a newrelationship between learning as the right of everyindividual and the moral obligation of every individualto engage in continual learning in an age whenlearning is the one critical factor in sustaining theprosperity – in the widest sense – of the community.

These are important new ideas with significantimplications for schools as well as their libraryservices, and on these matters the seminar partici-pants were not unanimous.

7. “Build on existing strengths”

There is a very great disparity between the reality ofwhat exists in many school libraries and the idealcircumstances proposed during the seminar.

Given these differences it is important to stress thatthe ideas and conclusions of the Lisbon seminar needto be interpreted in the particular context of membercountries and even in the context of individual schoolsand their communities.

The aim is to build on the best of what currently existsto add value and to commence a process of plannedand sustainable evolution rather than impose a revolu-tionary and often unsustainable imported solution.

Some of the models discussed at the seminar are simplynot transferable to some situations. For example, thereality for many communities is that the school willcontinue in roughly its present condition and, at itscentre, the school library. To attempt to wrest the libraryfrom the school to establish an inclusive communitylearning centre would almost certainly fail.

However, to work with the school and its librarystaff, building on what exists to create greater over-lap between the library and the other “loci oflearning”, such as the home and the workplace, ispossible in any situation. Many of the case studiesand all of the visits provided clear evidence oftransformations which had been achieved largelyby collaboration between the school and itscommunity members.

In particular, the worst (and in some respects theeasiest) mistake in planning for schools of the infor-mation age would be to act as if the new informationand communication technologies will of themselvesbring about necessary change.

8. “The new school library must help close equitygaps and widen for everyone access to learningopportunities.”

There are important equity issues to be taken intoaccount when designing schools for the informationage. Significant gaps already exist between countries,within countries and even within local communitiesin terms of access to the new information technologiesand all the opportunities which the new technologiescan open up.

The new ICT can and must help close these gaps bybeing accessible to the whole community.

A person without access to the new technologies orleft with competence in operating the new techno-logies is likely to be worse off in the 21st century thanan illiterate person in the 20th century, and it is worthremembering that it may not be the children in acommunity who are at the greatest risk. Very oftenthe most computer competent are the young.

It will be important to consider rural and isolatedcommunities (some of whom by such reason aslanguage or age are to be found in the largest of urbanareas) as well as those who are ICT poor for otherreasons in ensuring that inequalities are not exacer-bated by the developments already foreshadowed.

16

Two Storey Black,French/German/Science

Technical

StaffKeyBoardAreaJubilee

SuiteLibrary/GroundfloorFour Storey

Black, Art,Science,HomeEconomics

Conf.

IT Centre

OfficesCanteen

Dining Hall

AcademicReception

Sculpture Garden

PrimarySchool

PrimaryReception

CommunityCenter

Nursery

CommunitySwimming

Pool

Swimming Pool,Car Park

Main Car Park

PrimaryHuts Games Hall

P. E. Dept.

Deliberate planning for advantaged schools (and theirlibraries) to network with distant and/or poorer schoolsis one possible step in the design process. Collabora-tion between schools, between schools and other learn-ing institutions and between schools and local enter-prise can ensure that the benefits of a new or redevel-oped library are shared more widely and enhance theopportunities available rather than creating or widen-ing an opportunity gap. The issue is access for all – notjust for some members of a community.

None of the innovations which result from the Lisbonseminar will be of consequence unless they are trans-ferable to other communities – especially those in whichaccess to appropriate opportunities is already low.

Implications for design

Each of the main outcomes of the seminardescribed above needs to be taken intoaccount in the design of schools for theinformation age especially in relation to thedesign of the library. In addition to theseoutcomes a number of general issues wereidentified in the seminar as having implica-tions for school and school library design.

(a) Responsive designs

The point was made in several group reportsthat it is unlikely that one agreed standard willemerge for the design of a school libraryappropriate for the information age. Not onlywill different circumstances apply in differentcountries and communities, but it will also beprudent to wait until the implications ofevolving forces are clearer than they are atpresent. More than one participant drewattention to the need for caution and theadvisability of designing library buildings sothey could respond to future change.

One group suggested that the best responsewould be to make the buildings ambiguous.This would force the users to make their ownsense of the spaces provided, reconfiguringand shaping the interior spaces to suit uses asthey emerged.

Another group stressed the need foradaptability and for the opportunity to becreated for the buildings to evolve as thenature and extent of demand for spacechanges.

Plans of recently designed school librarieswere shared. The layout of the Learning andInformation Centres to be provided in Austriaand the school-community Library ResourceCentre and IT Centre to be constructed at theCaroline Springs Project in Australia are twoexamples of designs which reflect many of thekey aspects described above.

(b) The need for ICT to be pervasive

Whatever emphasis is placed on the design ofthe library there will be a need to ensure thatthe opportunities to access learning resourcesare distributed throughout the school buildingand beyond. There are implications here forthe cabling of the school and the developmentof electronic and software systems which makeICT a pervasive element in the day-to-day lifeof the school.

The Alford Schoolin Scotland,

United Kingdom,which incorporatesa public library andICT resource areafor student and

communityuse

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17

Contacts for more information

Australia: Tim Sandercock, Manager, Com-munity Development and Education Services,Delfin Property Group Limited, Delfin House155 Brebner Drive, West Lakes, South Australia5021, fax: 61 (0)8 8353 7119,e-mail: sandercock.tim@delfin.com.au

Austria: Manfred Hinum, PrincipalAdministrator, BMUK, Minoritenplatz 5A-1014 Vienna, fax: 43 1 531 20 44 82,e-mail: manfred.hinum@bmuk.gv.at

Belgium: Jean-Marie Moonen, DirecteurGénéral Adjoint, Administration générale del’infrastructure, Service Général de Garantiedes Infrastructures scolaires subventionnées44 Boulevard Léopold II, 1080 Brussels,fax: 32 2 413 27 61,e-mail: jean-marie.moonen@cfwb.be

France: Guy Pouzard, Inspecteur GénéralÉducation Nationale11, allée des Bouvreuils, 91370 Verrières leBuisson, fax: 33 (0)1 60 11 90 23,e-mail: gpz@ig.cndp.fr

Italy: Paolo Benesperi,Adjoint Regione ToscanaPiazza Della Liberta 15, 50129 Florence,fax: 390 55 438 23 40,e-mail: p.benesperi@mail.regione.toscana.it

OECD: Edwyn James, CERI2, rue André-Pascal, 75775 Paris Cedex 16, fax:33 (0)1 45 24 90 98,e-mail: edwyn.james@oecd.org

Portugal: Professor Roberto Carneiro,PresidentGrupo Forum, av. Duque de Lulé, 44,1050 Lisbon,fax: 351 21 352 41 17.

United Kingdom: Clive Marsden, IT Manager,Alford IT CentreMurray Terrace, Alford, Aberdeenshire,AB88 8PY, fax: 44 197 556 2628,e-mail: clive.mardsen@virgin.net

(c) Ways of learning and teaching

One of our host librarians echoed an importantpoint made by Carneiro when she explained thatthere were three kinds of learners who came toher library:

• those who knew what they were after andneeded no help;

• those who did need some help to access theresources they needed;

• those who were just lost and (for whateverreason) needed a person to help them findtheir way.

In Carneiro’s terms there is learning which istaught, learning in which there is a guide orfacilitator, and self-learning.

Whichever way we look at it, the design of thelibrary – whether it be the heart of the school orof the community – will need to provide thespaces in which each of these kinds of learningcan best take place.

Above all, learning is a social process. The tech-nologies we use – including the built technology– will be helpful only insofar as they facilitateinteraction between people.

John Mayfield can be contacted by writing toDanton Services International18 Bishop Street, Sydney 5072, Australia,e-mail: mayfield@camtech.net.au

References

“A Visit to Three Parisian School Libraries”,PEB Exchange no. 35, October 1998, pp. 17-18.

BMUK (1999), Die LIZ-Schulbibliotheken(The LIC School Library), Vienna.

DEGRE (1998), Installations and Organisationof Space – School Libraries, Lisbon.

“Libraries and Resource Centres for Tertiary Educa-tion”, PEB, March 1999,(http://www.oecd.org/els/edu/peb/).

OECD/PEB (1992), New Technology and Its Impacton Educational Buildings, Paris.

OECD/PEB (1989), 6. The Alford InformationTechnology Centre, Long-Term Perspectives, Paris.

“School Libraries in the Information Society”, PEBExchange no. 38, October 1999, pp. 11-16. …………………………………………………………

18

PROJECTS (continued)

TURKEY’SBASIC EDUCATIONPROGRAMMEIntroduction

In August 1997, the Government of Turkey greatlyincreased its efforts to implement eight-year obliga-tory education, through parliamentary approval of LawNo. 4306 for Basic Education. The law mobilisessignificant resources for a major investment in schoolfacilities through earmarked taxes, establishes atimetable for the Basic Education Programme andstreamlines procedures to allow for swift action andimplementation. This framework legislation ensurespolitical and fiscal commitment and has engaged theinterest and support of the public. Voluntary cash andin-kind contributions from the public have increasedto unprecedented levels and amount to a notable shareof the resources available.

Since the adoption of the law, there has been a big in-crease in enrolments. Total enrolments in grade six in-creased from 866 000 in September 1997 to 1 127 000in September 1998 – an increase of over 30%. In ruralareas, boys’ enrolments in grade six increased by 62%;girls’ enrolments increased by 162%.

The Programme adopts a broad approach to basiceducation and defines its benefits as reaching farbeyond those which directly affect students in theclassroom, to those which involve the families whoare enriched by the education of their children andtheir own participation in educational activities. Underthe Programme, schools are envisaged to be resourcecentres which will be accessible to the local commu-nity. Also incorporated are complementary activitieswhich prepare children for basic school and facilitateeducational attainment, including the extension ofaccess to early childhood development programmes,literacy and skill development for adults. TheProgramme, which is planned in three phases, aimsto achieve the following:

• expansion of universal eight-year basic education;

• improvement of the quality of educational instruc-tion and materials, including computer-aidedteaching and learning;

• strengthening management capacity to providebasic education;

• monitoring and evaluation to guide the implemen-tation of the Programme.

The shift to a compulsory eight-year basic educationsystem requires investments in facilities and teachers.Capacity expansion is needed both to bring allchildren of school age into the system and to relievecurrent overcrowding. Largely due to economicreasons, some school-age children in rural areas aswell as in urban slums do not attend school and girls’enrolments are much lower than boys’. Primaryschools are generally available in rural areas, but highteacher turnover due to difficult living conditions and,in some cases security concerns, limit access. Thereis also a shortage of basic school capacity for sixth toeighth grades particularly in many villages. Universalcoverage will be facilitated through the creation ofnew school capacity, better teacher recruitment andincentives, and improved public information aboutbasic education.

Additional facilities

An estimated 30 650 new classrooms will be neededto allow all students to continue on to sixth, seventhand eighth grades, and 50 000 classrooms will beneeded to accommodate students in all grades whoare currently not attending school. The Ministry ofNational Education (MONE) is addressing the needfor added capacity in two ways, through newconstruction and the renovation of existing schools.

The government has mobilised an extensive effort toidentify needs and initiate construction for the firstphase of the Programme.

Preparation has been greatly facilitated by thecompilation of a Standards Manual for SchoolBuildings, which established and updates theMinistry’s design norms for schools – includingclassroom furnishings, boarding facilities and teacher

19

housing where appropriate. Based on the manual, theMONE commissioned prototype designs for schoolconstruction from architectural and engineering teamsfrom five national universities.

Planning for the first wave of construction has beenconducted through provincial officials of the Ministry.Because of the need to act swiftly to define theconstruction priorities for the first phase of theProgramme, the Ministry has relied on estimates todevelop its infrastructure plan.

The Ministry plans to construct approximately15 795 classrooms during the first phase of theProgramme and an additional 105 705 during thesecond and third phases. This is an unprecedentedeffort in Turkey and requires close co-ordinationwithin the MONE and its provincial offices.Construction will be supervised by four separateregional construction management consultancy firms.

There has been good progress in implementing thelargest investment activities of the project. Contractstotalling USD 320 million have been awarded andconstruction is either complete or nearing comple-tion for 271 new basic education schools throughoutthe country. Construction is also in progress for anadditional 74 new basic education schools includedin the first phase of implementation. Preparation of2 828 information technology (IT) laboratories in2 458 basic education schools throughout the coun-try, costing about USD 85 million, is also in progress.

Under the Programme, the Ministry of Education isrenovating a large number of village schools whichare in need of repair and upgrading. A group of300 rural and central village schools and about40 urban schools are being upgraded during the firstphase of the Programme through World Bank financ-ing. Teachers and parents are involved in planningthe remodelling of these schools.

Human resources

The availability of highly qualified and motivatedteachers is an essential requirement for the success ofthe Programme. The government has undertaken anumber of important measures to staff the new schoolsand to improve the overall efficiency of teacherallocation across Turkey, including:

• systemic reforms of pre-service teacher training;

• temporary measures to increase teacher supply,including the use of volunteer retired teachers;

• changes to regulations on teacher assignment andcompensation.

The Ministry plans to advance the skills and motivationof education staff across the system, including inspec-tors, teachers, principals and provincial officials of theMONE. In accordance with the Ministry’s approach tobasic education, training programmes for all staff willemphasise the role of educators as leaders within thelocal community. Inspectors are the key players respon-sible for organising and implementing in-service train-ing activities for teachers and education managers, andfor providing on-site support to teachers through schoolvisits. The Ministry will expand these activities underthe Programme, through the hiring of additional inspec-tors – in order to provide teachers with more frequentcontact and mentoring opportunities.

Training for education managers and principals aims tostrengthen management capacity at the school level, inorder to improve decision-making, parental participa-tion and support for teachers’ professional development.The Ministry has already developed a number of in-service training courses for managers addressing edu-cation planning, communication, leadership trainingand the use of technology in schools.

The Ministry is developing a resource guide onguidance issues, including psychological counsellingand career guidance for teachers and schoolmanagers, and plans to incorporate training onguidance and counselling into the in-service trainingcurriculum for teachers and administrators.

Learning materials

In order to jump start the change from the traditional“declaratory” method of teaching to a new student activelearning approach, the Ministry has commissionned the

development of an entirely new genera-tion of textbooks for

a broad

20

spectrum of basic education courses. They are alsointended to complement the multimedia and ITresources which the Ministry is developing under theProgramme. Each of the new student textbooks will beaccompanied by a teachers’ guide and a parents’ guide.The parents’ guides are intended to enrich the students’learning environment at home, to help parents under-stand what their children are doing in school and toequip them to be more supportive of and more involvedin their children’s learning.

Building an information workforce is an importantchallenge to Turkey as it implements its strategy foreconomic development based on open competitivemarkets. The young population is potentially thenation’s greatest competitive asset, provided that thetalent and skill base central to an information-basedeconomy can be developed. The Ministry of NationalEducation intends under the Basic EducationProgramme “that all basic education age students haveaccess to computers in the learning process” in orderto attain computer literacy, support and enhance theexisting curricula and open the computer laboratoriesto the local community as technology-intensivelearning environments.

Support for special needs

School quality will be additionally improved throughgreater parental involvement and participation inschool-based activities. The Programme includes aninnovative component, the Monitoring ResponseFacility (MRF), which will allow Parent TeacherAssociations, school committees and other school-

based organisations to apply for funds to support localinitiatives consistent with the Basic EducationProgramme. The MRF will provide direct support toschools to facilitate innovative projects which will beapproved based on a pre-defined set of criteria andhelp them respond to special needs, such as those ofchildren with disabilities. Activities supported throughthe MRF will build upon the results of the studies andassessments carried out under the monitoring andevaluation component of the Programme.

The existing socialaid programme forimproving schoolattendance and per-formance for lowincome students willbe supported andexpanded through theProgramme. Underthe initiative, theMONE uses its net-work of girls voca-tional schools and

adult education centres to make and provide school uni-forms and meals to poor students. The programme isactively supported through donations from the public.Evidence illustrates that the provision of social aidpositively impacts school attendance and studentperformance.

Monitoring and evaluation

The Ministry is relying on monitoring and socialimpact assessments for guiding Programme implemen-tation and development. On-going evaluation willprovide essential feedback for gauging progress,making course corrections and responding tochanging circumstances.

The Basic Education Programme provides Turkey withan historic opportunity to invest in its future and toprepare children for the challenges of the 21st century.Through efforts to achieve universal access to eight-year basic education and to improve educationquality, the Ministry of Education aims to elevateTurkey’s stature and competitiveness in the interna-tional community.

For further information, contact:Mr A. Remzi Sezgin, PresidentResearch, Planning and Co-ordination CouncilMinistry of National EducationT.C. Milli Egitim Bakanligi06648 Bakanliklar, Ankara, TurkeyTel.: 90 312 418 6386, fax: 90 312 425 1724

…………………………………………………………

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Key Estate Ratio subject areasKER subjects Denominator

Meeting business needs1. Cost of legislative compliance Space2. Building condition Space3. Functional suitability ratio Space

Controlling costs4. Total property costs Space, income, students5. Maintenance costs Space, students6. Reactive maintenance costs Maintenance costs7. Energy costs Space, students8. Energy consumption Space, students9. Gross residential income Bed spaces

Effective utilisation10. Teaching space used Time and capacity11. Space utilised Students, staff, total space12. Residential lettings Bed spaces available

Managing well13. Estate management costs Space, students, total costs14. Estate management staffing Space, students

MANAGEMENT

IMPROVING THEPERFORMANCE OF THEHIGHER EDUCATIONESTATE: UK RESEARCH

The Higher Education Funding Councils for England,Scotland and Wales commissioned a research projectinto the development of estate management statisticsfor the higher education sector. The key tasks of theresearch were to identify key estate management “per-formance indicators”, develop robust definitions forthe statistics underlying these indicators and producepreliminary comparative information.

The study was carried out with 39 “sponsor” highereducation institutions and directed by a Steering Grouprepresenting the various interests of the sector. The ap-proach adopted was needs-based and involved a com-bination of literature review, analysis of questionnairesdeveloped and issued as part of the project, detaileddata collection, and an extensive consultation process.

A number of data items and performance indicatorsof relevance to estate management have beenidentified and developed over the last decade. Whilstthere is some similarity in these indicators, there arealso subtle but important differences, such as in

definitions or in data items covered. Broad headingsor groupings of indicators or data items have some-times been used, but in general there is a lack ofexplicit functional grouping of indicators or anidentification of the key interest being served by theindicator or data item. These issues have beenaddressed as part of this study.

The key outputs of the project have included thedevelopment of an Estates Data Matrix and a set of KeyEstate Ratios. The Estate Data Matrix provides a logical,consistent and comprehensive approach to linking theinformation collected on 156 estate-related key statisticsto each other, as well as to other aspects of the opera-tion of a higher education institution such as income orstudents. Detailed definitions of the 156 key statisticswere developed as part of the project and are expectedto form the basis of measurement in the sector in thefuture. The Estates Data Matrix should thus enable aninstitution to compare estate management data withother institutions on a consistent basis.

The Key Estate Ratios (KERs) are based on 14 prioritysubject areas that institutions wish to focus uponfrom an estates perspective, as determined by vicechancellors/principals, directors of estates anddirectors of finance. The 14 types of KERs are basedon the data collected for the 156 key statisticsmentioned above; as well as allowing comparisonwith other institutions on a consistent basis, theyshould help higher education institutions to assesstheir operational performance internally. These ratiosare summarised in the table below.

22

The results for one of the Key Estate Ratios (4. Totalproperty costs) are illustrated in the chart above. Non-residential property costs per square meter range fromapproximately GBP 40 to 120, with a median figureof GBP 73 per m2.

The KERs were developed through an iterative processwhich involved reviews of other studies, consultationwith sponsors and refinement with the Steering Group.An important feature of the KERs is that they aim tobalance the various core objectives of the estatemanager. These objectives have been represented bythe following groupings within the project:

• Meeting needs – users of estate;

• Managing costs – finance;

• Utilisation – use of the resource;

• Managing well – management.

These four groupings, which obviously have overlap,were seen as reflecting the different perspectives thatwould be in place within an institution, as well asinterests external to an institution such as fundingcouncils. These arrangements were considered vitalin order to prevent the KERs being dominated by aparticular viewpoint, such as financial considerations,without reflecting other considerations such as qual-ity of management.

Data was collected for each of the 156 key statisticsfrom each of the sponsor institutions. The results ofthe data collection have been positive in terms of arelatively high level of availability of data, acceptablelevels of variability in the results, and the internalconsistency of the data. Sponsors also viewed theresults, and the overall process, as highly satisfactory.

The report and recommendations of the research havebeen issued to the higher education sector forconsultation. A key proposal is that the approach andframework developed should form the basis of data

returns to the various Higher Education FundingCouncils from 1999 onwards. In addition, an on-goingprogramme of refinement and improvement in datadefinitions and in developing new KERs has beenrecommended.

A presentation on “Estate Management PerformanceMeasures for the Higher Education Sector in England”was made by John Rushforth at the PEB Quebecseminar on “The Changing Infrastructure of TertiaryEducation”. The text is available on the PEB Web site(www.oecd.org/els/edu/peb/).

IPD Occupiers Property Databank in associationwith GVA Grimley (1999), “Estate ManagementStatistics Project”, Report March 99/18.

Available from:

HEFCE Publications, Northavon HouseColdharbour Lane, Bristol BS16 1QDUnited KingdomTel.: 44 117 931 7438 or 7339Fax: 44 117 931 7463E-mail: hefce@hefce.ac.uk112 pages, price: GBP 15

Full text available on-line at:http://www.niss.ac.uk/education/hefce/pub99/99_18.html

This article was contributed by:Jim WhelanGVA Grimley10 Stratton StreetLondon W1X 6JRUnited KingdomTel.: 44 870 900 89 90Fax: 44 171 499 4723

Observations

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 310

20

40

60

80

100

120

140

Non-residential property costs(Sterling pounds per square metre, net internal area)

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GBP

23

USEFUL WEB SITES

FOR TERTIARY EDUCATION

Association of Universities and Colleges of Canadahttp://www.aucc.ca/index.html“AUCC provides a variety of services to members. Wefocus our work in three principal spheres of activity:public policy and advocacy; communications andinformation sharing; and partnerships and contractmanagement.

Association des gestionnaires de parc immobiliersen milieu institutionnelhttp://www.cegep-st-laurent.qc.ca/agpi/This is an association of property managers from severaljunior colleges, universities and training instituteslocated in Quebec. It is a non-profit organisation whichpromotes the exchange of information in the areas ofplanning, design, construction, maintenance andoperation of the educational facilities, as well as infor-mation on running costs and capital financing. Itcontributes to writing articles and distributing themamong professionals in Canada and abroad.

Association forTertiary Education Managementhttp://www.atem.org.au/ATEM is “the only professional association foradministrators and managers working in tertiaryeducation in Australasia. … The site offers you oppor-tunities through our mailing lists to discuss withcolleagues the important day to day issues facing youin your work in the tertiary sector.”

International Council for Research and Innovationin Building and Constructionhttp://www.cibworld.nl/“The objectives of CIB are to be: a relevant source ofinformation concerning research and innovationworld-wide in the field of building and construction;a reliable and effective access point to the globalresearch community and a forum for achieving ameaningful exchange between the entire spectrumof building and construction interests and the globalresearch community.”

Higher Education and New Technologies (Switzerland)http://www.edutech.ch/edutech/“This web site, supported by the Federal Office ofEducation and Science and the Swiss UniversityConference (SUC), registers applications of NewInformation Technologies (NIT) in teaching at Swissuniversities and other institutions of higher education.It also serves as a meeting point for all persons andgroups working in this field.”

The Higher Education Funding Council of Englandhttp://www.hefce.ac.ukHEFCE “distributes public money for teaching andresearch to universities and colleges. In doing so, itaims to promote high quality education and research,within a financially healthy sector. The Council alsoplays a key role in ensuring accountability andpromoting good practice”.

…………………………………………………………

24

Violence ordinaire

by Michel Vuille and Dominique Groswith the collaboration of J.-P. Boillat, C. Baudet,A. Bekiekh, A. Jörimann and D. Morin

Published by the Service de la recherche enéducation (SRED) of the Département del’instruction publique of the canton of Geneva,Switzerland

Cahier no. 5, June 1999, ISBN 2-940238-04-9, CHF 25

The safety of students in schools has for several yearsbeen one of PEB’s areas of interest (see Providing aSecure Environment for Learning, published by PEBin 1998 in the wake of an international seminar heldin Bologna and Florence in May 1997). Of the manycauses of insecurity, one of the most worrying anddifficult to manage stems from the violence propa-gated by students themselves, and/or by individualsoutside the school environment.

In this connection, a study by the Service de la re-cherche en éducation of the Département del’instruction publique in Geneva provides some in-teresting food for thought. The study was carried outas a result of street demonstrations against aninterministerial meeting of the World TradeOrganisation (WTO) in 1998, and has just beenpublished under the title Violence ordinaire.

The report deals with the social crisis in Europe, thesituation of young people in Geneva, violence oncinema and television screens, the theoretical andconceptual bases of violence, how to tackle acts ofviolence, the measures taken by Geneva’s schools inresponse to violence, the impact of certain aspects ofhousing and urban planning on the insecurity of somepopulation categories, and research into the relationsbetween young people, violence and society.

The key concept in the report is that of “everyday vio-lence”, i.e. the incivility or churlishness encounteredin daily life. Such breaches of social convention takethe form of coarse language, absenteeism, the refusalto work, vandalism, fights in or outside school, inpublic transport, in the road and in other public places– particularly places of recreation. The result is thateveryone feels insecure since nothing is predictableand sure, especially the way other people may behave.

The report’s authors stress how important it is toidentify and analyse these practices, which work like

warning signals revealing the underlying feeling ofmalaise in our societies.

A few key facts

The transformation in relations between violenceand society

Acts of violence have changed subtly over the pastthirty years, shifting from the police and judicial sector(crimes and offences) to the social and cultural sphereof “living together”(churlishness).

The worsening social situation of young people inGeneva

The situation of 15- to 24-year olds in Geneva hasdeteriorated and the links between them and societyhave become more tenuous.

Screen violence has become commonplace

The traditional representation of violence, with theimage acting as the medium, has today been replacedby a “natural state of violence”. Violence is out ofcontrol, blind, indiscriminate; the world clearly hasno rules of play, no code shared by all communitiesand by the different parties involved in the campaignagainst it.

Mounting incivility or churlishness and dangerousbehaviour

Until just a few years ago, attention was really onlypaid to physical violence and crimes and offences.Yet incivility has now become the dominant form ofviolence and the main explanation for the mountingfeeling of insecurity.

Dangerous behaviour on the part of young peopleis increasing and is very varied in form. It is anattempt to assert one’s identity, to give meaning to apersonal existence where society has failed. Thisfeeling of estrangement naturally affects youngpeople more acutely, since they live in an environ-ment in which the factors that cause exclusion takematerial form.

In Geneva: a wide range of measures tocontrol everyday violence

Within the education system, schools are given freedomof action to forestall and manage acts of violence. Manymeasures have been taken in schools, which involvestudents, teachers and parents: the creation of studentparliaments, organisational activity weeks, collective

BOOK REVIEWS

25

drafting of internal rules and charters, introduction ofarrangements whereby older students take initialresponsibility for new students, etc.

The main methods for tackling the prevention ofviolence can be summed up as follows: talk aboutthe problem with students, involve the school’s outsideenvironment (inhabitants, local police, leisure centres,etc.) in the debate and in any measures taken, providetraining for teachers, agree on common requirementsas regards rules of behaviour, combat verbal violenceand develop savoir-être.

The services of the Office de la jeunesse are active inthe area between the family and the school; theyintervene among children and young people, eitherpreventively or dissuasively, or in a “curative” manner– notably in the areas of the promotion of wellbeingand health education, the campaign againstmarginalisation and exclusion, the promotion ofcivism and citizenship.

The purpose of the leisure centres and local youthclubs attached to the Fondation genevoise pourl’animation socioculturelle (FASE) is to maintain andstrengthen social ties at local level by means ofeducational schemes aimed at children and youngpeople, and also through community and socio-cultural measures concerning the whole of thepopulation in a given district or commune.

The Groupe de liaison prévention jeunesse (GLPJ)was set up in 1994. It is made up of public and privatebodies active in the health, social and drug-dependency sectors, in educational and communityaction, in socio-cultural events, in areas concerningthe police, and measures to fight AIDS, tobacco-dependency and alcoholism. The object is for thesebodies to co-ordinate their action and act in unisonon the ground.

There is no doubt a consensus among these actors tothe effect that the aim of all these measures is toachieve five major objectives: to promote the qualityof life, prevent violence, dissuade people from actingor reacting violently, check acts of violence, and takeresponsibility for children and young people punishedfor acts of violence.

Recommendations

Violence is a product of society, involving variousactors and partners. It can never be attributed to justone cause, which is why preventing and handling it

requires a variety of measures that come under sixmain headings: the school system, the social system,health, the judicial/police system, housing andemployment. The authors’ main recommendationsinclude:

• creating, in the communes and districts, liaisongroups between professionals and local bodiesconcerned with the prevention and handling ofviolence (political authorities, police, teachers,social workers, etc.) so as to facilitate and developjoint schemes in which the responsibilities areaccurately defined and there is a clear division oftasks;

• encouraging, both in schools and in trainingcentres, the construction of a democratic rapportwith the law and the rules of “living together”;

• systematically recording acts of violence ineducational establishments so that they can beanalysed and appropriate action devised;

• mobilising various resources and competencies,especially at the employment level, to help youngpeople who find themselves in difficulty at the endof compulsory schooling;

• taking more fully into account and analysing therelationship between types of urban planning,housing policy and the problems of insecurityexperienced by certain population categories.

To order this report (in French only):SRED

12 Quai du Rhône1205 Geneva, Switzerland

Tel.: 41 22 327 57 11 …………

Photograph taken in a school in the United States

26

NSTA Guide to School Science Facilities

By James T. Biehle, LaMoine L. Motzand Sandra S. West

Published by the National Science TeachersAssociation, Arlington, Virginia, USA

March 1999, 100 pages, ISBN 0-87355-174-5,USD 69.95

A review by Edwyn James

This attractively-produced Guide, with well over100 colour photographs and line-diagrams, has drawnextensively on the membership and expertise of theUS National Science Teachers Association. It will beof widespread interest, both for equipping schoolswith new science laboratories and for up-datingexisting premises. Exploring the range of factors whichmust be taken into account, the Guide offers acompendium of useful information and advice foreach stage of the design and development process,including timescale and budgetary implications. Thecheck lists – relating to such factors as criticaldimensions, services and fittings, equipment andcostings – incorporate principles capable of adaptationto many countries.

As the Guide claims, it will be of value to teachers andto architects, indeed to all who are interested in andconcerned with advocating the case for improvedscience facilities. It is designed to reflect NationalScience Education Standards1, which include enhancedemphasis on understanding through enquiry, soattention is properly drawn to the needs for greaterstorage space and flexibility. Usefully, the Guidedevelops these implications for the different levels ofschooling: elementary, middle and high. Further sectionsdeal with factors relating to floors, walls and ceilings,to the case for adopting solar panels, and to makingeffective use of outdoor facilities.

Reference to open-plan arrangements for teamteaching includes the wise caution that these areexpensive to convert to smaller units afterwards, butsuch issues were being debated more than thirty yearsago and remain unresolved here. Whilst it isrecognised that “new facilities should be designedwith multiple access sites to the Internet and theworld”, the implications of this are not developed.Perhaps the school science suite of the future needs awider range of rooms and work spaces. The focus onindividuals as learners may require work stations withcomputers and practical facilities suitable for smallgroups and available to them at the times of theirchoosing. This is not, however, to preclude a placefor lecture-demonstrations on a larger scale, but suchissues are not debated.

In some respects the Guide is more a reflection ofcurrent American social concerns than an attempt toidentify what might be the future aims of scienceteaching and the laboratory designs which would bestserve those aims. The laudable objectives relating tosafety and equitable access for disabled or physicallychallenged students are dealt with at length. There isdetailed consideration of the need for wheelchairaccess and compatible workstations, of pushbuttoncontrols which require minimum effort, of safetyshowers and eyewashes, of assistance for the blind orhearing-impaired students. As much space is devotedto legal responsibilities and to minimising litigationas to charting current trends and future directions inscience education.

The Guide was a long time in the making, requiringone task force followed by another over a period ofeleven years. One might have hoped for somethingmore radical from this long gestation, consistent withthe aspiration that “curriculum improvement drivesthe design process”, but the pedagogical implicationsof this remain to be explored elsewhere.

To order:

Publication SalesNational Science Teachers Association1840 Wilson BoulevardArlington, VA 22201, USATel.: 1 800 722-6782Fax: 1 703 522-6091

1. National Research Council, National Academy of Sciences(1996), National Science Education Standards, Washington, DC:National Academy Press.

27

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March

30 – The OECD and the World Bank Institute will hold a joint meeting on“Inter-Governmental Roles in the Delivery of Education Systems” in Paris.Contact: Ian Whitman, OECD, tel.: 33 (0)1 45 24 92 99, fax: 33 (0)1 45 24 90 98,e-mail: ian.whitman@oecd.org

May

21-26 – The Educational and Cultural Spaces working group of the Interna-tional Union of Architects is organising an international seminar in Jerusalem.Contact: Yannis Michail, Greece, tel.: 30 1 323 57 79, fax: 30 1 322 28 32

September

11-13 – The General Conference of the OECD Programme on InstitutionalManagement in Higher Education (IMHE) will take place in Paris under thetitle “Beyond the Entrepreneurial University? Global Challenges and Institu-tional Responses”. Consult www.oecd.org/els/edu/imhe/ for the programmeand registration form or to submit a paper. Contact: Monique Collin, OECD,tel.: 33 (0)1 45 24 92 24, fax: 33 (0)1 42 24 02 11,e-mail: monique.collin@oecd.org

17-21 – LETA2000 will be held in Adelaide, South Australia. The main themewill be “Towards a Learning Society – Making Lifelong Learning for All a Reality”with emphasis on the built environments for learning and the applications ofthe new information and communication technologies. Special emphases willinclude the role of the library and Community Learning Centre building on theoutcomes of the PEB Lisbon conference (see page 9); the examination of fourcase studies in the development of 21st century communities; sustainingprofessional competence through the use of ICT; and showcasing examples ofon-line learning. Contact: LETA2000, PO Box 510, Magill, South Australia 5072,fax: 61 8 8379 1023, e-mail: leta2000@camtech.net.au

18-19 – IMHE will organise a seminar in Paris on the management and financingof university museums. Contact: Jan Karlsson, OECD, tel.: 33 (0)1 45 24 92 01,fax: 33 (0)1 42 24 02 11, e-mail: jan.karlsson@oecd.org

October

30 Oct.-7 Nov. – A study tour to newer universities in the United Kingdom,France, Belgium and the Netherlands for managers of higher education institu-tions will be organised by IMHE. It will focus on challenges and opportunitiesfor newer HEIs and address institutional mission, strategic goals and currentissues with reference to financing, governance, internationalisation and research.Contact: Jan Karlsson, OECD, tel. 33 (0)1 45 24 92 01, fax: 33 (0)1 42 24 02 11,e-mail: jan.karlsson@oecd.org

November

7-10 – The Committee on Architecture for Education (CAE) of the AmericanInstitute of Architects is organising a conference and exhibition entitled“Innovative Alternatives in Learning Environments” in Amsterdam,Netherlands. The event will be cosponsored by Horizon College and STAROwith support from PEB and CEFPI. Visit www.e-architect.com/pia/cae. Contact:Ellen Czaplewski, CAE, USA, tel.: 1 202 626 7453, fax: 1 202 626 7399

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Richard YellandHead of the Programme

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