Designs for Learning

EDUCATION AND SKILLS

Designs forLearning55 Exemplary Educational Facilities

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Designs forLearning

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Organisation for Economic Co-operationand Development

Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which cameinto force on 30th September 1961, the Organisation for Economic Co-operation andDevelopment (OECD) shall promote policies designed:

– to achieve the highest sustainable economic growth and employment and a rising standard ofliving in Member countries, while maintaining financial stability, and thus to contribute to thedevelopment of the world economy;

– to contribute to sound economic expansion in Member as well as non-member countries in theprocess of economic development; and

– to contribute to the expansion of world trade on a multilateral, non-discriminatory basis inaccordance with international obligations.

The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France,Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain,Sweden, Switzerland, Turkey, the United Kingdom and the United States. The following countriesbecame Members subsequently through accession at the dates indicated hereafter: Japan (28thApril 1964), Finland (28th January 1969), Australia (7th June 1971), New Zealand (29th May1973), Mexico (18th May 1994), the Czech Republic (21st December 1995), Hungary (7th May1996), Poland (22nd November 1996), Korea (12th December 1996) and the Slovak Republic(14th December 2000). The Commission of the European Communities takes part in the work ofthe OECD (Article 13 of the OECD Convention).

Publié en français sous le titre:ARCHITECTURE ET APPRENTISSAGE : 55 ÉTABLISSEMENTS D’ENSEIGNEMENT EXEMPLAIRES

© OECD 2001Permission to reproduce a portion of this work for non-commercial purposes or classroom useshould be obtained through the Centre français d’exploitation du droit de copie (CFC), 20, ruedes Grands-Augustins, 75006 Paris, France, Tel. (33-1) 44 07 47 70, Fax (33-1) 46 34 67 19, forevery country except the United States. In the United States permission should be obtainedthrough the Copyright Clearance Center, Customer Service, (508)750-8400, 222 Rosewood Drive,Danvers, MA 01923 USA, or CCC Online: http://www.copyright.com/. All other applications forpermission to reproduce or translate all or part of this book should be made to OECDPublications, 2, rue André-Pascal, 75775 Paris Cedex 16, France.

Designs for Learning: 55 Exemplary Educational Facilities is about the

contribution that high-quality buildings can make to the educational process.

Through examples from across the world, it demonstrates how the design, use

and management of buildings and grounds improve teaching and learning.

Ninety schools and universities from 21 OECD countries submitted newly

built or renovated facilities illustrating themes including schools in the

information society, educational facilities and the environment, libraries and

learning resource centres, as well as the design of institutions for the early years

of tertiary education, and health, safety and security. This book follows the

successful first PEB compendium, Schools for Today and Tomorrow published

in 1996. That volume was devoted specifically to primary and secondary school

facilities; this second compendium also includes tertiary institutions

(universities, colleges and other post-secondary institutions) and facilities for

adult education.

An international jury composed of people with backgrounds in architecture,

education and resource allocation for school buildings made the final selection

of facilities. The 55 institutions featured in this publication were judged to best

demonstrate quality in one or more of the categories addressed by PEB in its

1997-2001 mandate. The jury wished to distinguish a small number of facilities

they considered particularly remarkable; these are presented in Chapter 1.

The PEB Steering Committee wishes to sincerely thank all those who partici-pated in this project, and in particular the jury.

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Foreword

DESIGNS FOR LEARNING

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Also available

The Appraisal of Investments in Educational Facilities, 1999, 236 pages, ISBN 92-64-17036-7, OECD code: 95 2000 01 1P FRF 150 USD 24 DEM 45 GB£ 15 JPY 2,600

Garantire un ambiente sicuro per la scuola/Cómo garantizar un entorno seguro para la enseñanza, 1999, bilingual,84 pages, ISBN 92-64-45756-9, OECD code: 95 98 01 4P FRF 110 USD 19 DEM 33 GBP 11 JPY 2,350

Providing a Secure Environment for Learning/Assurer la sécurité du milieu éducatif, 1998, bilingual, 84 pages, ISBN 92-64-05756-0, OECD code: 95 98 01 3P FRF 110 USD 19 DEM 33 GBP 11 JPY 2,350

Facilities for Tertiary Education in the 21st Century, 1998,92 pages, ISBN 92-64-16081-7, OECD code: 95 98 02 1P FRF 70 USD 12 DEM 20 GBP 7 JPY 1,500

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Strategic Asset Management for Tertiary Institutions, 1999, 72 pages, ISBN 92-64-17014-6, OECD code: 95 99 01 1P FRF 140 USD 25 DEM 42 GBP 15 JPY 3,150

Under One Roof - The Integration of Schools and Community Services in OECD Countries, 1998, 65 pages, ISBN 92-64-16110-4, OECD code: 95 98 03 1P FRF 120 USD 20 DEM 36 GBP 12 JPY 2,550

Making Better Use of School Buildings, 1996, 40 pages, ISBN 92-64-14880-9, OECD code: 95 96 04 1P FRF 60 USD 12 DEM 17 GBP 8 JPY 1,380

Schools for Today and Tomorrow, 1996, 130 pages, ISBN 92-64-15291-1, OECD code: 95 96 05 1P FRF 200 USD 40 DEM 60 GBP 26 JPY 4,200

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OECD Online Bookshophttp://www.oecd.org/bookshop/

Introduction vii

The Work of PEB xi

Chapter One: Improving Effectiveness through Design and ManagementÉcole communale fondamentale de Remicourt 2

Soininen Primary School 6

Notley Green County Primary School 10

Yanominami Elementary School 14

Tomaree Education Centre 18

Lycée Léonard de Vinci 22

Instituto de Enseñanza Secundaria “Cardenal López Mendoza” 26

Complexo Escolar do Rodo 30

Limerick Institute of Technology 34

Chapter Two: The School of the FutureHeinävaara Elementary School 40

Groupe scolaire Roger Gavage 42

Rauma Teacher Training School 44

Escola Básica 1,2,3/JI de Vasco da Gama 46

Engjaskoli District Primary School 48

Irmak School 50

Collège Victor Louis 52

Collège l’Estaque 54

Istanbul Technical University – Dr. Sedat Üründül Nursery School 56

L’Autre École 58

Ganztagsschule Schumpeterweg 60

Escola EB 2,3 de Júlio Brandão 62

Toga Elementary School/Lower Secondary School/Community Centre 64

Fenix Kunskapscentrum 66

École Polymécanique de Laval 68

École Terre-Lune 70

Ranelagh Multi-denominational School 72

Laboratorio di Educazione Ambientale della Maremma Toscana – la Finoria 74

Asqua – Centro di Educazione e Formazione Ambientale 76

Städtische Gesamtschule Barmen 78

Deachon High School 80

Staatliches Berufskolleg Glas – Keramik – Gestaltung des Landes Nordrhein-Westfalen 82

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Contents


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Chapter Three: Tertiary Education – Coping with DemandCorona Information Centre, University of Helsinki 86

University of Limerick, Library and Information Services Building 88

Haagse Hogeschool 90

Faculties of Law and Social and Economic Sciences, Graz 92

Institut des Hautes Études Commerciales de Liège 94

Cégep de Saint-Hyacinthe 96

Faculté d’aménagement, Université de Montréal 98

Letterkenny Institute of Technology 100

Chr. Hogeschool De Driestar 102

La Trobe University 104

Chapter Four: Strategies for Managing the Educational InfrastructureHúsaskóli Primary School 108

Allgemeinbildende Höhere Schule 110

Escola Profissional da Região Alentejo (EPRAL) 112

Escola de Ensino Básico 2,3 de Miragaia 114

Höhere Technische Bundeslehranstalt 116

Centre de formation du transport routier Saint-Jérôme 118

Escuela Francisco Beltrán Otero 120

Dokuz Eylul University Foundation 75th Year Primary and Secondary School 122

Sir John Colfox School 124

Institut Supérieur des Beaux-Arts et

Institut Supérieur d’Architecture Saint-Luc 126

Allgemeinbildende Höhere Schule und Handelsakademie 128

Willow Tree Primary School 130

Escola Básica 3/ Secundária das Laranjeiras 132

2nd High School of Salamina 134

Basic Education Programme Schools, Turkey 138

Schools’ Addresses 140

Architects’ Addresses 144

Index by PEB Themes 151

The challenge of change

We live in an era of rapidly accelerating social, economic and technical change. Many aspects of change in the field of education affect the design of schools, colleges and universities.Existing educational buildings and tried and tested approaches for new building are no longerappropriate to the new needs. The new demands call for new solutions.

In selecting the projects for inclusion in this compendium, the jury looked for schools anduniversities that demonstrate original and imaginative responses to these new challenges.

Criteria for selection

Educational facilities need to accommodate both the known and identifiable needs of today, andthe uncertain demands of the future. They should provide an environment that will support andenhance the learning process, encourage innovation and be a tool for learning and not amonument to aesthetics. They need to be conceived not as an exclusive provision for the few, butas a resource to support lifelong education and recreation for all. They should provide good valuefor money. They should seek to minimise running and maintenance costs, ensuring that today’sdesign decisions do not impose an unnecessary burden on future generations. Finally, they needto be designed to safeguard the wellbeing of the planet as well as the wellbeing of the individual.

In addition to these practical considerations, the jury looked for projects which provide thatessential and elusive quality of delight. Delight that stems from the relationship of the buildingsto the surrounding environment, from the choice of materials, from form and proportion, andfrom the subtle modulation of colour, lighting and acoustics. Delight that lifts the spirit andaffirms to both students and staff that there is more to education than simply acquiring theskills and knowledge to survive in an increasingly competitive world.

Many people will have been involved in the realisation of the projects, often over many years; in assessing need, in drawing up the brief, in selecting the site, in determining the budget, insecuring the funding, in designing the buildings and in the exacting task of construction. Theprojects submitted for this compendium are a testament and lasting legacy to the efforts of allthose who have been involved in their realisation.

With this in mind, the jury was concerned to ensure that no project was judged lightly: all thesubmissions deserved our full consideration and careful assessment. However, the number ofentries meant that it was not possible to include all the projects of merit. Non-inclusion of ascheme should not be seen as failure or rejection but simply an indication that a line had to bedrawn at some point in order to limit the number of schemes included. The projects selected are not necessarily outstanding in all respects, but all illustrate an imaginative response to one or more of the areas of interest.

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Introduction


The compendium focuses on the broad areas of interest that are central to the work of PEB: the school of the future; tertiary education – coping with demand; and strategies for managingthe educational infrastructure. Each of these major areas of concern embraces a number of sub-themes, all of which have implications for the design of educational buildings.

The school of the future

Developments in educational technology, particularly the increasing availability of personalcomputers, have radically altered the modes of learning and scale and scope of informationavailable to schools. Many of the school projects include spacious and well-equipped library andinformation centres. A number of projects demonstrate how these facilities can be planned sothat they can be made available out of school hours in order that all members of the communityhave the opportunity to become active members of the information society. Several projectshave recognised the role that schools can play in supporting lifelong education and recreationand have been designed to allow their facilities, such as assembly halls, communal areas andsports halls, to be used by the community.

The growing awareness of the impact of human activities on the supply of resources and theglobal climate has led to an increasing interest in environmental education. It is encouraging tosee how many of the projects make imaginative use of the school grounds to providestimulating, landscaped environments for outdoor learning. In some cases, the school site has been linked to surrounding parks and playing fields, becoming an extension of the publicopen space available to the community.

Tertiary education – coping with demand

The recent growth in student numbers and the need for new forms of training related todevelopments in industry and commerce have resulted both in an expansion in tertiaryeducation and a change in the nature of the accommodation. The increase in individualisedlearning and the use of information technology to supplement classroom and workshop-basedlearning in a number of projects illustrate a response to these needs in the provision ofadvanced and well-equipped new library and resource centres.

Much of the new demand in tertiary education is for courses that are broader than traditionalprofessional and vocational courses. Some of the projects have met this need by providing agreater variety of less specialised teaching space and attractive individual study and socialprovision that matches the needs of a more socially diverse and younger age group.

A number of projects have responded by providing these new facilities as part of a widerprogramme of expansion and modernisation of existing colleges. The addition of these newfacilities has, in some examples, completely transformed a dull and unattractive building intoone that is more appropriate to the twenty-first century and matches the aspirations of thestudents the institution seeks to attract.

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Strategies for managing the educational infrastructure

The design implications of long-term educational change, reduced resources for maintenance,pressures for more intensive space utilisation, alternative funding arrangements and health andsafety may not be as apparent in the drawings and photographs used to illustrate the projects as in other priority areas, but they are no less important.

Consideration of the implications of long-term change in education has important implicationsfor the costs of adapting buildings to meet new and unpredictable requirements. Those projectsbased on framed structures with non-load bearing partitions and generous provision formechanical, electrical and electronic services will be inherently more flexible and adaptable thanmore traditional forms of construction. Projects based on pavilion or campus planning will find iteasier to cope with any future reduction in demand by adapting surplus accommodation toalternative public or private uses.

Projects with clean simple lines, clad with durable materials are likely to have lower long-termmaintenance costs. Similarly, projects with compact plan forms that minimise the surface area of the external envelope will help to reduce heat loss and energy costs. The need to reduce theconsumption of fossil fuels and environmental pollution is explicit in some projects, not only inthe choice of materials and construction but also in the ingenious use of the building form so as to make maximum use of solar energy, natural lighting and ventilation, and to providestimulating internal environments.

Greater choice and variety in course options generate a wider range of group sizes. Thoseprojects that provide a wide mix of size and type of teaching spaces, rather than a limited range of standardised classrooms and lecture theatres, are likely to be able to achieve a moreintensive and efficient level of space management, as well as providing a more varied andinteresting building.

New approaches to financing educational buildings, such as those involving public/privatepartnership, have not only influenced the plan forms of the projects, but in some instances havemade the difference between a new set of buildings being provided or the institution having tocontinue life in an old and inappropriate existing building. New financial arrangements haveshifted the emphasis away from initial capital costs to the overall life costs and have encourageddesign solutions that will reduce future maintenance and running costs.

A number of projects involve major additions and remodelling of existing buildings includingthose of historic and cultural importance. This represents a contribution to recycling and theefficient use of existing resources. Some of them have incorporated new and improved accessand circulation routes which, as well as making the building more accessible and easier to use,will also improve safety and security.

One aspect of security which is of increasing concern in some locations is that of theft and thethreat of attack or abduction by intruders. The use of the buildings themselves to enclose secureand protected areas, such as the internal courtyards, glass-roofed atria and internal streets

ixDESIGNS FOR LEARNING

included in some projects, can improve security and mitigate against any tendency for schoolsand colleges to be seen as forts or prisons.

Post-occupancy evaluation

The reaction of the users is an important and often neglected aspect of the appraisal of newbuildings. The submissions were not required to include any formal or objective post-occupancyevaluation. However, an opportunity was given for the views of the users to be included. It wasencouraging to see how warmly and enthusiastically so many of the users endorsed the projects.They clearly welcomed the contribution that the new buildings had made to the educational and social development of their schools and colleges.

The jury enjoyed the task of selecting the projects included in this second compendium. We have found the variety and originality of the projects interesting and stimulating and have beenimpressed by the imagination and creativity demonstrated across such a wide range of projects.Only a fraction of the information provided has been included, but we hope that the reader willfind something of interest and perhaps inspiration in the projects. With the aim of encouragingthe exchange of information and ideas, contact details for the projects have been included.Finally the jury would like to thank those who contributed so generously in providinginformation on the projects, the staff of the PEB Secretariat and all those who have helped in the preparation of the material for publication.

Michael Hacker, on behalf of the juryOctober 2000

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xi

The Work of PEB


The OECD Programme on Educational Building (PEB) promotes the international exchange and analysis of policy, research and experience in matters related to educational facilities andassists participating Members1 to make the most effective use of the resources devoted toeducational facilities at all levels. The Programme has three objectives:

� to improve the quality and suitability of educational buildings and thus contribute to thequality of education;

� to ensure that the best use is made of the substantial sums of money which are spent onplanning, building, running and maintaining educational buildings;

� to give early warning of the impact on educational building of trends in education and insociety as a whole.

The PEB Secretariat operates within the OECD Directorate for Education, Employment, Labour and Social Affairs. The Programme began as an initiative of European Ministers of Education in1972, at a time of economic expansion, to focus on the need to provide new buildings for arapidly growing school population. In the late 1970s, the focus switched to the integration ofschool and community facilities. This was followed by a rationalisation phase, as governmentsprepared for a drop in student numbers. Since then the Programme’s work has evolved towardsits current concerns with the quality, management and renewal of facilities.

The 1997–2001 PEB business plan addresses the provision of facilities for the realisation oflifelong learning for all, reflecting the broader mandate of OECD education programmes. Asdefined by Donald Johnston, Secretary-General of the Organisation, “Lifelong learning does notmean ‘recurrent’ training, but a constant relationship with education, starting with an emphasison ‘learning to learn’. And while formal education still represents the cornerstone of teaching,the less formal settings of the home, the workplace, the community and society are integralparts of the learning environment too, just as they are part of the foundations of economies and societies. ” Designs for Learning presents the activities PEB has carried out in its currentmandate, often in collaboration with other organisations specialised in teaching, research andresource management. Each chapter in this book is devoted to one of the four areas of the PEB programme of work:

� improving effectiveness through design and management;� the school of the future;� tertiary education – coping with demand;� strategies for managing the educational infrastructure.

The institutions featured in this publication are listed in the index according to the specificthemes within these areas of work that they best demonstrate.

Indicators for evaluating facilities and their utilisation

This book is by nature qualitative and illustrative. PEB, through its work on indicators for evaluating facilities and their utilisation, also seeks to address quantitative aspects and to develop an international comparative database in educational building provision and management.

The OECD has developed a range of indicators in order to provide a comparative picture ofinvestments in education in OECD countries, focusing on educational finance and ownership. Theaim is threefold: to enhance individual and collective economic performance through education,to promote the efficiency of educational systems and to identify additional resources to meetincreasing demands for education.

Within the Organisation, PEB has undertaken research on strategies for managing theeducational infrastructure, on the role of design in improving the effectiveness of schools, aswell as on management and the development of indicators for evaluating educational facilities.This places PEB in a strategic position to examine the question of the appraisal of investments in education.

PEB undertook a joint project with the European Investment Bank to identify criteria andmethodology for the appraisal of investments in educational infrastructure. The projectconcluded with the organisation of a conference whose proceedings were published under thetitle The Appraisal of Investments in Educational Facilities. The report aims to present aneconomic analysis of educational projects. It also focuses on the contribution of performanceindicators in the evaluation of educational systems. A third theme concerns the management ofphysical resources for education, especially the relationship between the school environmentand student achievement. Lastly, the report addresses the design and equipment of physicalfacilities for education.

1 PEB Members and Associate Members in 2000: Australia, Austria, Czech Republic, Finland, France, Greece, Iceland, Ireland, Korea,Mexico, Netherlands, New Zealand, Portugal, Spain, Sweden, Switzerland, Turkey, United Kingdom, Albania Education DevelopmentProject, Het Gemeenschapsonderwijs (Belgium), Service général de garantie des infrastructures scolaires subventionnées (Belgium),Ministerium der Deutschsprachigen Gemeinschaft (Belgium), Province of Quebec (Canada), Regione Emilia-Romagna (Italy), RegioneToscana (Italy), Slovak Republic, Tokyo Institute of Technology (Japan).

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55 Exemplary Educational Facilities

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The schools and colleges featured in thischapter have been selected for specialattention because they demonstrate howeducation can be improved by thebuildings in which it is carried out.Evaluation of the impact of facilities oneducational outcomes has been a priorityfor PEB in recent years. Quantification ofthat impact is extremely difficult, and ithas not been attempted in these cases.Nevertheless, it is possible to establish aset of criteria against which to judge thewhole. These include firstly their aesthetic appeal, which while partlysubjective can also be the subject of common agreement, and secondly,functionality, the appropriateness of theteaching spaces, circulation and otherareas to the education programme.

A third criterion concerns the site and the environment of the institution. Someare naturally more favoured than others,but the imaginative use that is made ofthe site and the integration of thebuildings within it can both contribute toeducation. The quality and quantity ofequipment available and the way in which

Improving Effectivenessthrough Design and Management

buildings and equipment are utilised tosupport educational projects are a furtherfactor. The jury also took into account how the buildings are able to provide acomfortable and welcoming environmentnot only for pupils and students, but alsoteaching and non-teaching staff, andparents and other visitors. They looked atnot only the evidence of the drawings and photographs, but also what the usershad to say in written submissions. Whereevidence was available, account was taken of the results achieved by theschool, as compared with the norm forinstitutions of the type. Innovation, indesign or in construction, was not in itself a criterion, but where innovativeapproaches had been successfullyintroduced in ways that supported the educational objectives, this was a plus point.

In the final analysis, however, these nineprojects are included here not becausethey are the best, but because theyexemplify, in one way or another, whatthe jurors felt to be the essentialingredients in a good school or college.

Chapter one

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ARCHITECT

Carine Driesmans andMarc Zweber

TYPE OF SCHOOL

Pre-school and primaryeducation

NO. OF STUDENTS

103

AGE RANGE

2 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1997

CLIENT

AdministrationCommunale deRemicourt

Belgium

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At Remicourt the emphasis is on newdifferentiated teaching methods. The aimis to give each pupil space to developfreely. Based around group work,individual work and workshops, thisapproach requires a break from the rigidschool plan and organisation of the past.

Remicourt’s new primary schoolexemplifies a contemporary design whichincorporates flexible, semi-open andmultipurpose areas. It provides space formeetings between classes and areas forgroup activities. The two parts of thebuilding have different functions: onecontains the sports hall and cloakrooms,the other classrooms and spaces forrelated activities. The nucleus of activityin the school is the research centre whichincludes a library and areas for readingand for individual and group work.

The nursery school is in a large self-contained communal area with awashroom and toilet facilities in thecentre. Groups are organised in

accordance with each child’s preferencesand workshops include puppetry, sandplay, water play and a do-it-yourselfworkshop. All furniture and equipment isdesigned on a child’s scale.

A meeting area between the first stageprimary class and the nursery class is usedby the three primary classes. It also allowsteachers to set up joint classes tofamiliarise the younger children with thework of the primary classes, with theobjective of minimising any difficulty oftransition to the “big school”.

The site for the building was chosen forits central position in the town and thequality of its natural environment, andthe grounds are viewed as an integralpart of the school. The extensive use ofglass in the classrooms and canteen, andthe large roof lights, give abundantnatural light. This provides a calm andrelaxed atmosphere and gives children a feeling of freedom rather than of being constrained.

3DESIGNS FOR LEARNING

École communale fondamentale de Remicourt

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1 Divided into two wings, the school is set in tree-linedgrounds in the centre of Remicourt.

2 The library is set in the centre of the school surroundedby the nursery and three primary class bases.

3 View from the entrance hall through a multipurposehall to the group work area.

4 Workshops and specialist teaching facilities are accommodated on the open plan upper floor.

5 One of the primary class bases, stairs lead up to theupper floor workshop areas.

6 The gymnasium.

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Belgium

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École communale fondamentale de Remicourt

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”Simple and discreet, the architecture, volumes andmaterials of this school convey conviviality. The richness of the interior spaces, their variety andfunctional combinations constitute a new spatialsetting, well adapted to differentiated teaching.“

7 Ground floor plan; the class basesin the school wing (left) are separated from the gymnasiumblock (right). Classes are setaround the library and work andplay areas. The nursery school is in a large open plan space (topright) in the classroom block.

8 First floor plan; workshops housedunder the eaves are linked bystairs to each class base.

9 The glazed roof in the receptionarea provides a bright, naturallylit entrance to the school.

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ARCHITECT

Ilmari Lahdelma

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

414

AGE RANGE

7 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1997

CLIENT

City of Helsinki

Finland

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Catering for a wide diversity of pupils, with children from 20 differentnationalities, Soininen Primary Schoolhas 12 classes and three special needsgroups. Appropriately, the name of thispilot project, which is supported byeducation departments locally andnationally, means a school for everybody.

Based on the concept of a children’stown, the new school complex is designedto encourage pupils to learn throughindependent investigation andexperimentation under the guidance ofadults. The different sections are linkedby a winding external wall and basedaround three roofed internal courtyards,or atria, which are also used asrecreational areas. There are three mainteaching cells – the “suburbs” of the town– which contain the home classrooms.

The separate but related clusters ofteaching spaces allow for co-operationbetween teachers and class groups and,

in particular, provide for the specialneeds of children with learningdifficulties while allowing opportunitiesfor integration. Ideas of participation arereinforced by the flexibility of thesespaces: partitions and furniture can bemoved to allow different classes to bebrought together. The hallways of thesecells also function as educational areas.

The classrooms, and the three suburbs,are grouped around the school libraryand information centre. The planning ofthis shared specialist provision and othercommon areas – including a theatre, themultipurpose hall and the sports hall –fosters a sense of community in theschool and also allows the facilities to beused by the wider community withoutdisrupting the teaching areas. The heartof this children’s town, and the main areafor social interaction, is the refectory.

The compact plan form, the use ofinternal courts and the choice of


Soininen Primary School, Helsinki

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tmaterials – brick, wood and steel – arewell suited to the climatic conditions andhelp to minimise energy consumptionand maintenance costs. Internal detailsand well-designed furniture create acomfortable environment at a scaleappropriate to the children.

Through careful positioning of thebuilding, it has been possible to preservethe park-like feel of the site and providespacious outdoor recreational areas. Theevenly distributed entrances on theperimeter of the building offer easyaccess from all directions.

1 The site plan; the school is set in a small area of parkland surrounded by housing estates.

2 Classrooms are set in two-storey blocks organisedaround internal courtyards.

3 Flowing external walls link the different elements of the school.

4 The dining area, the main focal point and social interaction space in the school.

5 A workstation within the centrally located library andinformation centre.

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Finland

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6 and 7 Teaching areas are set around three courtyards.

8 One of the classrooms, furnished and organised to provide a comfortable and appropriately scaled environment for children.

9 First floor plan; this floor houses two teaching hubs;teaching areas (A) are integrated with special education facilities (B).

0 Ground floor plan; the school is organised around threecourtyards (N), the dining area (O) and library (I).


Soininen Primary School, Helsinki

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”The detailed design of thissmall primary school is firmlyrooted in the educationalobjectives of the project. The inclusive nature of theschool is expressed in theclose relationship of thebuilding to the surroundingpark and in the multipleentrances to the building,clearly defined by the flowing lines of the external wall.“

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ARCHITECT

Allford Hall Monaghan Morris

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

180

AGE RANGE

4 to 11 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Essex County Council

United Kingdom

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Notley Green Primary School is the resultof a competition run jointly by the DesignCouncil and Essex County Council toproduce a prototype for a sustainableschool – one that is simple to manage,economical, energy efficient and builtwith the minimum impact on the naturalenvironment. The project demonstratesthat a high-quality, environmentallyfriendly, new school can be built withina standard government budget, and ithas helped to establish the principles and methods of construction of asustainable building.

Occupying a commanding position on thesite, the building is oriented so the classbases face south west to maximisepassive solar gain and to preventoverheating in summer. This position hasbeen optimised through extensivethermal modelling. In winter, the schoolis heated using an energy efficient gas-condensing boiler.

With an unusual triangular plan, theschool has an excellent wall-to-floorratio. By reducing the internal circulationareas – there is only one dedicated


Notley Green County Primary School, Essex

tcorridor – the architects have created aremarkable amount of space for teachingand learning. The classrooms lead off thecorridor, with all other rooms arrangedaround an internal court. The carefulmanagement of space allows more moneyto be invested per square metre in thefabric of the building.

An external timber-framed “breathing”wall – allowing the passage of moistureout of the building – is insulated withrecycled newspaper and is clad externallywith untreated cedar boarding. Thebuilding has a “green roof” with a sedummat, filters and drainage membranes.

All materials used have been carefullyassessed in terms of quality, lifecyle andmaintenance costs, low embodied energyand recyclability. PVC products have beenalmost completely avoided and recycledmaterials employed, with worktops madefrom recycled plastic bottles andentrance matting from lorry tyres.

1 Pupils from Notley Green’s first intake in the playground. Designed initially for six classes, the site islarge enough to accommodate an extension to thebuilding if required in the future.

2 The site plan.

3 Sliding doors between the school hall and the internalcourt can be opened out to create a larger space.

”Notley Green harmoniously combines opposite extremes. Externally, the compact building form and highly disciplined elevational treatment are associated with lively, warm colours.Inside, the enclosed classrooms can be quickly and easily expandedto provide flexible and varied spaces for a wide range of activities,through the use of moveable partitions.“

12 BEP

United Kingdom

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“I like the sedum onthe roof so the insectshave somewhere tostay and the birds have somewhere to lay their eggs.”

Asa Barry Nuttall, age 11

“I really like the idea of having recycled chairs,paper, etc. It saves havingto cut down extra trees. I really love the educationat this school.”

Robert Allen, age 9

Natural light and ventilation are providedthroughout the school. High levels ofdaylight are achieved through acombination of external windows and

clerestory lights. Roof lights maximisedaylight levels at the back of theclassrooms and other areas, including thetriangular inner court and hall.


Notley Green County Primary School, Essex

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4 The floor plan; the only dedicated circulation space is asingle internal corridor, other rooms are organisedaround the internal court.

5 Cross-section of the building.

6 The “nose” of the building, providing a covered spacethat can be used for teaching or as an extension of theschool hall.

7 Entrance to one of the classrooms; each classroom hasa different-coloured door for easy identification.

8 The single-storey school is constructed from low-energysustainable materials; the external cedar-boardcladding is chosen for its low maintenance.

14 BEP

Situated in the hills that surroundHiroshima, Yanominami ElementarySchool serves the new housingdevelopments that are springing up inthe city’s suburbs. The school comprisestwo main buildings which run along thenorthern side of the large site, withfurther facilities including the staff room,infirmary, gymnasium, a music room andswimming pool occupying the westernboundary.

The external architecture is designed toharmonise with the surroundings. Theroof of the three-storey block is styled ona traditional design in this mountainousregion. The lower building – which haslight brown roof and walls, matching theshade of the local soil – has a slightlycurved plan. The overall effect mimics the contours and shape of thesurrounding mountains.

The school is designed to encouragerespect for, and interest in, theenvironment. The architect and landscapedesigner have created a number ofdifferent environments allowing childrento experience nature from an early age.Attractive gardens are set in the courtoutside the science and art and craftclassrooms. In the playground, there is astream, landscaped hillocks and a sandplay area.

On a second-storey roof garden, there is asmall brook, miniature rice fields andsmall plots in which different types offlowers and grass are grown. Thesegardens attract many types of insectspecies including butterflies anddragonflies. Children are able to see dirtywater passing through water percolationsystems embedded in the building’sstructure and draining out clean.

ARCHITECT

Atelier Zo

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

634

AGE RANGE

6 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Hiroshima City Board of Education

Japan

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Yanominami Elementary School, Hiroshima

1 View of the school from the hills surroundingHiroshima; the school buildings are grouped along twosides of the site, partially enclosing a large play area.

2 A landscaped garden in the sheltered courtyardbetween the two teaching blocks.

3 One of the 19 classrooms of the school, which serves anexpanding suburb of the city.

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16 BEP

Japan

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4 The first floor plan, showing classrooms (1), the cooking room (11), library (12), computer room (13)and music room (14).

5 Rear view of the school, showing the gardens and surrounding countryside.

6 The ground floor plan; the classrooms (1), science (4)and art (2) rooms occupy the buildings at the north ofthe site with other facilities including the infirmary (8),staff room (9) and school offices (5, 6 and 7) runningalong the western boundary.

7 The two-storey teaching block, showing the deep sheltered balconies that provide shade, the roof gardenand landscaped features.


Yanominami Elementary School, Hiroshima

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”Here, in the Land of theRising Sun, is a school in harmony with its setting. It provides a sanctuary in the midst of massive urbanisation: a place of calm and serenity for the 600 students that give it life.“

18 BEP

Tomaree Education Centre was conceivedto replace two existing schools – aprimary and a high school – which werestruggling to meet increasing localdemand for education and were situatedon sites unsuitable for expansion. Theaim of relocating the two schools to asingle site, nearer to their maincatchment areas, was to provide moderneducational facilities in the most costeffective manner.

This initial idea of moving the two schoolsto a new site was taken further followingdiscussions with the local council andother government service providers. Theoutcome is that the centre now serves as awide-ranging educational and communityresource for the Tomaree peninsula. Thecomplex is designed to meet the needs oflearners at all levels. It comprises a newprimary school, high school, specialeducation unit, health clinic, TAFE(technical and further education)facilities, and a multipurpose centre andsports fields for both school andcommunity use.

The buildings are generally low lying andthe facilities are discretely arranged withinthe campus. However, by bringingtogether schools and other educationalunits on a single site, students can benefitfrom sharing some resources and facilities.There is, for example, shared commonspace for all ages of learners. Theintegration of the primary school and TAFEenables joint use of resource facilities suchas the library, computer equipment andmultipurpose spaces.

The Tomaree complex has built-in cabling throughout, with outlets to alllearning facilities to enable flexible accessto data, voice and video services. General learning areas have beenenlarged to accommodate flexibleteaching and learning methods andcomputer access. A technology unit abovethe library contains computer facilities andan “open technology” area.

The centre embodies low energyenvironmental management principles.The buildings are sited and oriented to

ARCHITECT

NSW Department ofPublic Works andServices

TYPE OF SCHOOL

Primary, secondary andtertiary education

NO. OF STUDENTS

1 600

AGE RANGE

5 to 18+ years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

NSW Department ofEducation and Training

Australia

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Tomaree Education Centre, Salamander Bay, New South Wales

utilise winter sun and summer breezes.Photovoltaic cells generate electricity fromsolar energy to heat water for the showersand the canteen, and excess electricity isfed back into the mains grid. A groundsource heat pump is used to heat and coolthe tiered learning space in the primaryschool. Native plant species are beingregenerated on site from collected seeds,and run-off water is collected and used toirrigate the agricultural plot.

1 to 4 The individual schools are housed in attractive single- or two-storey buildings, producing small-scalelearning environments within a large campus.

5 The Tomaree Education Centre (foreground) providesan educational and community resource for the local neighbourhood, bringing primary, secondary and tertiary education together with health care and sportsfacilities in a single complex.

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20 BEP

Australia

6 Floor plan for the special education unit (block A) andthe primary school (blocks B and C). The design allowsfor the addition of further classrooms (home bases) inthe future.

7 The library areas have been adapted to enable flexibleteaching methods and have been cabled for computerusage.

8 The sports facilites are used by the local community.

9 The Tomaree Education Centre site plan.

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Tomaree Education Centre, Salamander Bay, New South Wales

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”Tomaree Education Centre, despite its large size, is an excellentexample of a versatile and pleasant small-scale learning environment.The siting of the buildings takes into account the area’s natural setting, creating a distinctive andsheltered neighbourhood for everyschool level and activity.“

22 BEP

Catering for a diverse studentpopulation, Lycée Léonard de Vinci trainsand prepares pupils for 19 differentexaminations. This new school has beendesigned to provide a wide breadth ofeducation, to accommodate a variety ofteaching methods and to foster a senseof school community and responsibility.

Situated on a relatively confined urbansite, the school occupies two buildings,each of which has five levels to maximiseavailable space. The main artery of theschool is a large staircase, with its twocircular conduits. It links the twobuildings, giving access to the canteen,the classrooms and workshops, and thedocumentation and information centre.

Four other staircases help cope with theflow of staff and pupils. Light wells andpatio areas ensure that the school is wellilluminated by natural daylight.

Each floor accommodates different specificsubjects grouped within a broaddepartmental structure. An office isavailable to teachers of each discipline. A communication network links each ofthese offices to the main school offices, tothe documentation and informationcentre, and to the Internet. There are alsotwo dedicated staff rooms located next tofive study rooms and two meeting rooms. The documentation andinformation centre measures 600 squaremetres and is built on two levels, with

ARCHITECT

André and Christian Roth

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

1 500

AGE RANGE

14 to 22 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1993

CLIENT

Région Ile-de-France

France

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Lycée Léonard de Vinci, Levallois-Perret

small study rooms set aside for individualstudy or work in small groups. Fourassessment rooms are used by students toundertake work under examinationconditions.

A responsible and self-reliant approach isencouraged within the school. Studentshave two cafeterias and games andrelaxation rooms set aside for their use.The 230-seat lecture theatre is anotherfocal point for educational and socialactivities, including staging plays. The 800square metre school hall, withreproductions of works by Leonardo daVinci, adds to the school’s calm, functionalatmosphere. This has helped deliverexamination results which are aboveregional and national averages.

1 With a town centre location, theLycée Léonard de Vinci has a modern and attractive façade.

2 Wide, well-lit corridors and stairwells allow easy movementaround the school.

3 Spacious social areas, like thisarea in the entrance hall, provideroom for students to mingle outside classes.

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24 BEP

France

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University of Limerick, Library and Information Services BuildingLycée Léonard de Vinci, Levallois-Perret

4 One of the classrooms.

5 The 230-seat main lecture theatre.

6 The architects chose materials that optimise the use ofsunlight throughout the 28000 m2 building.

7 The two-level documentation and information centre.

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”The Leonardo da Vinci high school is an institution of the future: open to the essential idea of lifelonglearning and consequently a placefor the wellbeing of the community.In short, an excellent school.“

26 BEP

Instituto de Enseñanza Secundaria“Cardenal López Mendoza” occupies asixteenth century building, Colegio SanNicolás. Originally founded and financedby Cardenal López, and designed foreducational use, the building is ofhistorical importance and enjoys official protection.

The recent extensive renovationprogramme has sought to preserve thebuilding’s internal spaces while enhancingits potential as an educational facility.Much work has been undertaken to ensurethat the institute complies with modernbuilding regulations: a lift has beeninstalled to provide access for people withdisabilities; a new fire escape has beenprovided. A more recent outbuilding whichhoused the toilets has been demolished,and lavatories, with special facilities forthe disabled, have been relocated insidethe building.

As part of the renovation, the woodenfloors have been strengthened and manyrooms and original architectural features

have been restored. Wherever possible,the building team working on the project have employed procedures andtechnology similar to those used at thetime of the original construction.

The result is an institution where thefeatures of the historic building blend inperfectly with the requirements of moderneducation. Arranged around the two-storey cloister, which faces the innergarden, are eleven well lit and spaciousclassrooms where the latest audiovisualtechnology is employed. On the mezzaninefloor there are seven teaching areas wherestudents are offered more personal tuitionon an individual or group basis. Therestoration has also allowed the instituteto transfer the principal’s and generaladministrative offices to a moreappropriate location and install dual-purpose classrooms essential for the newoptional subjects at upper secondary level.

The restored building is part of aneducational complex which includes anoutdoor botanical garden, a museum of

ARCHITECT

Jose AntonioGil-Fournier Carazo

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

1 400

AGE RANGE

12 to 18 years

TYPE OF PROJECT

Renovation

YEAR OF COMPLETION

1998

CLIENT

Ministerio de Educacióny Cultura

Spain

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Instituto de Enseñanza Secundaria “Cardenal López Mendoza”, Burgos

1 Cross-section showing the imposing main façade of therestored sixteenth century building.

2 Interior of the gothic chapel, which is used for a varietyof institute events as well as for religious worship.

3 The renovation programme has improved stairways andinstalled lifts, ensuring that the institute complies withmodern building regulations and improving access forpeople with disabilities.

4 The institute is set in attractive grounds, which includean outdoor botanical garden.

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natural science with late nineteenthcentury teaching material, and a gothicchapel which, while still used for religiouspurposes, is also a venue for culturalevents, such as lectures, concerts staffmeetings and awards ceremonies.

28 BEP

Spain

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Instituto de Enseñanza Secundaria “Cardenal López Mendoza”, Burgos

”The Mendoza school centre is a successful example of the sensitive restoration and renewalof a building with historic value to provide a modern learning environment that meets today’s requirements. The oldbuilding, with its symmetricalfloor plan, galleries and centralcourtyard, creates a dignified and inspiring setting for instruction and learning.“

5 The ground floor plan; the teaching rooms surround a quietcentral courtyard.

6 A museum of natural science,which includes examples of historical teaching material, ishoused within the institute.

7 Part of the newly restored library.

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30 BEP

Situated in northern Portugal on a farmwhere the cultivation of vines and theproduction of port still takes place, theRodo school complex contains asecondary school and an institute ofprofessional and vocational education.Other buildings in the complex includestudent halls of residence, a wine cellarand store, a farm machinery repair shop,greenhouses and sports facilities. Thebuildings date from different times; theoldest is the original farmhouse, themain building of the old Rodo farm.

The school offers courses in rural tourismand agriculture, focusing on moderntechnologies and giving increasingattention to environmental protection. Itaims to develop in its students anattachment to the region, to help themappreciate the area’s agricutural traditionand make them capable of contributing toits cultural heritage. The architecture ofthe complex contributes to these goals.

The complex was designed to demonstratea conceptual dialogue between traditionaland modern – the new buildings displayan architectural vocabulary that is modernbut which fits in with the typical buildingsof the region.

As well as these aesthetic considerations,the climate, geography and topography of

the site have helped determine the designof the complex. The orientation of thebuildings, their structural design, thedisposition and organisation of theirinterior and exterior spaces, the shading of the windows and the buildingmaterials all take account of the prevailingwinds, the path of the sun, and localclimate, based on annual sunshine andtemperature figures.

Classrooms run from east to west. Bufferand protective spaces, passageways,storage areas and sanitary facilities arelocated to the north. The south-facingclassrooms can thus take advantage of solar energy. To maximise itseffectiveness, using a passive techniqueknown as direct gain, the building has a high thermal inertia and externalinsulation.

The school buildings are designed forenvironmental comfort, easy upkeep andlow maintenance cost. In an addition tousing solar energy for heating, air solarpanels are installed in the south façade ofthe school instead of mechanicalventilation systems. These panels renewthe air in the classrooms in a natural,controlled fashion as often as required.

ARCHITECT

Rosa Bela Costa andLuis Cunha

TYPE OF SCHOOL

Secondary and tertiaryeducation

NO. OF STUDENTS

1 080

AGE RANGE

15 to 18 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Direcção Regional deEducação do Norte

Portugal

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Complexo Escolar do Rodo, Peso da Régua

1 A cross-section of the complex, the secondary school(left) is joined to the professional school (right) byshared resource and learning areas (centre).

2 An overview of the complex; the new school buildings(centre) blend harmoniously with the original farmbuildings (foreground).

3 The complex is set within a working farm, which stillcultivates vines and produces port.

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32 BEP

Portugal

4 South façade, housing the classroomsand heated and ventilated using passive solar energy.

5 One of the window panels usedthroughout the complex; air solarpanels above and below the windowprovide natural ventilation in summerand winter.

6 The upper floor plan of the maingroup of buildings in the Rodo complex housing the two schools.

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Complexo Escolar do Rodo, Peso da Régua

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”The Rodo school centre is a fine example of how to respect local building traditions and delicatelycombine old and new elements. The potential benefits of solar energy and natural ventilation arefully exploited in many ways in the new building.“

34 BEP

The master plan for this phaseddevelopment was based around a largeexisting single-storey building on a sitewith restricted access. To provide spacefor more students and to upgrade theexisting facilities, the institute decided toadd a new building and completelyrenovate its existing accommodation,which had to continue functioning whilethe new development took place.

Now the original building sits on thewestern side of a new north/southcirculation space: a wide, tall, internalstreet linking the old and new elements onthe site. Overhead roof glazing allowssunlight into the street, the core of thenew complex; and throughout theredevelopment the aim has been tomaximise natural light and ventilation.

With entrances at either end, the newbuildings mainly lie on the eastern flank ofthe street. These comprise a two-storeylibrary over a centralised studentcomputer training area – which has

porthole windows to reduce glare and aventilation system that directs heat fromthe PCs into the street – and a series of150- and 100-seater raked lecture halls atground level. These are custom designedfor the latest PC-based audiovisualteaching aids.

On the western side of the street is theadministration area. A new three-storeybuilding, it is easily accessible to visitors,students and staff and masks the originalbuilding from view.

In addition to providing access to the old building, the library and lecturetheatres, there are three points ofpunctuation along the street, connectionsto buildings at right angles to the main north/south access:the restaurant and a 350-seaterauditorium/conference centre and amultipurpose hall (due for completion in2001). These buildings complement themore monolithic form of the main spinewhile creating a pair of external spaces.

ARCHITECT

Murray O’LaoireArchitects

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

2500

AGE RANGE

17 to 25 years

TYPE OF PROJECT

New building and renovation

YEAR OF COMPLETION

1995 to 1999

CLIENT

Limerick Institute ofTechnology/Departmentof Education

Ireland

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Limerick Institute of Technology, Limerick

The visible and enthusiastic placing of artthroughout the building – the School ofArt and Design is a department of theinstitute – is used to enhance andhumanise the students’ perception of theenvironment. It helps create a sense ofbelonging and reduce vandalism.Externally, the traditional brick finishevokes the maturity of academia.

The overall perception of the building,combined with the ability to deliver newcourses to diploma and degree standards,has enhanced the institute’s reputation.Student intake has increased by 70 per cent over a seven year period.

1 Entrances at either end of the college street provide themain access points to the institute.

2 A view down the street. At this end of the building, newlecture theatres are arranged on both sides of thestreet; stairs (left) lead to the institute's restaurant.

3 The site plan.

4 The original building prior to development.

5 The restaurant building, which is set perpendicular tothe main north/south access.

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Ireland

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Limerick Institute of Technology, Limerick

6 A view down the college street from thesouthern end. The street links the existinginstitute building with the new facilities(which range along the right-hand side ofthe street in the photograph).

7 Ground floor plan of the whole complexshowing the original single storey building(buff) and new additions; the multi-purpose hall (green), auditorium (red),college street (yellow), library and computer centre (pink), trades building(mustard), lecture theatres (light blue).

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”This imaginative addition has truly transformed the original building and now provides a welcomingand appropriate image to match the aspirations of students in the twenty-first century.“

BEP

«

The educational institutions featured inthis chapter stand out because of the wayin which they respond to emerging trendsin learning and society. Theunprecedentedly rapid developments ofcommunication and informationtechnology in recent years has given riseto a continuing debate about howeducation should respond to them andhow schools and universities should beconceived. The objective of the work ofPEB in this area is to understand theimpact on the design and management ofeducational facilities and to advise onappropriate strategies, with especialregard to the role of the school libraryand information centre.

Information technology is not the onlydriver of change in school design. It isnow universally accepted in OECDcountries that learning must continuethroughout life and that adult learning isno longer an optional extra. This placesan obligation on governments to ensurethat opportunities are provided for all tofurther their education in formal orinformal settings. However, educational

The School of the Future

facilities are increasingly sophisticatedand expensive, and national authoritiescannot afford to duplicate them. Hencethe efforts of some to group together onone site facilities that are used for adulteducation, community services and basiceducation. Several examples show howbuildings can be designed to encouragesharing and joint use of facilities.

Thirdly, the schools in this chapterillustrate a growing awareness amongdesigners of the interface betweenschools and their surroundings, theenvironmental impact of educationalbuildings, and the use and potential ofschool sites. The environment providedby the school, in particular its grounds, isa precious space. In it pupils canexperience the wonders of the naturalworld; they can explore aspects ofscience, geography and environmentaleducation which need to be learnedoutside; they can play creatively andenjoy firsthand, often with the localcommunity, the opportunity ofdeveloping the school site.

Chapter two

40 BEP

Situated in a heavily forested area ofnorthern Karelia, the new elementaryschool at Heinävaara was designed tocreate a modern learning environmentwhile utilising local materials and labourin the building construction.

Designed to support open learning, thedeep, open plan allows a range ofinteraction between teachers and pupils.A technology and media centre is locatedin an open area between the classroomsand children are encouraged to workboth individually and in teams. Spacescan be easily altered to meet thechanging needs of the school.

Local people use the school as acommunity centre. They have access tothe gymnasium and ice hockey rink, andHeinävaara’s public library is located inthe central area of the school andconnected to the media centre. The stagein the area between the lobby and thegym is used by local drama groups.

ARCHITECT

Cuningham Group

TYPE OF SCHOOL


NO. OF STUDENTS

170

AGE RANGE

6 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Kiihtelysvaaran kunta

Finland

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The school is based on the platform-frame construction system developed inthe United States and Canada over thelast century. This method constructsbuildings storey by storey; each storeyacts as the platform for the next floor up.Although it has similarities to traditionalFinnish methods, the North Americantechnique is faster and wastes less wood.The school’s architects, the CuninghamGroup, a firm from Minneapolis USA, senta team to Finland to teach platform frametechniques to the local building crew.

Drawing on sustainable materialsthroughout, the basic frame is made fromlocal pine and spruce, with pine used forthe exterior walls. With proper painting

1 The floor plan; the teaching and open learning areas(4) surround the media centre and computer area (3).

2 The main entrance. The wood-frame building was constructed using local materials and expertise.

3 A pupil works in one of the study areas. Fixtures, fittings and floors use local pine, spruce and birch.

4 The central spine of the school with the media centreand learning resources.

5 One of the open-plan teaching areas.

Heinävaara Elementary School, Kiihtelysvaara


and maintenance, these should last forover two hundred years. Recycled paper isused for insulation; it is installed by awet-blowing method which makes use ofthe lignin in the cellulose as an adhesiveto keep it rigid. This insulation cuts downcondensation, eliminating the need foran additional vapour barrier in the walls.

The heating system uses wood chipsdelivered by local farmers, and teachingareas are heated by hot water radiatorsand by preheated air. There is a wood-burning soapstone oven in thedining hall which provides warmth andgives the children an opportunity to learn traditional methods of preparingKarelian food.

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42 BEP

Housing primary and nursery schoolswithin the same premises, the Groupescolaire Roger Gavage places informationtechnology at the centre of education. In response to requests from children and parents, the school has installed aseries of interconnected multimediaworkstations which are linked up to theInternet, including two in the nurseryschool and one in the library anddocumentation centre.

Classes are encouraged to communicatewith each other via email. The use ofword processing in written activities isencouraged in primary classes, andeducational software is used by primary,intermediate and top nursery classes.These multimedia resources, with theirmixture of sound, pictures andanimation, have been found to be usefultools for basic learning. Pupils are alsotaught to search for information on theInternet and use the computer-basedproblem-solving tools available in theschool. Access to multimedia information

sources, such as CD-ROM encyclopaedias,is also of benefit to teachers andeducational support staff.

The technology does not dominate, andthe schools can draw on a number ofother resources. The school planaccommodates a range of workshops,activity rooms and play areas. Theschools’ attractive grounds, which areplanted with shrubs and trees and includeherb and vegetable gardens, help inpromoting environmental awareness.

Teachers of both schools share a staffroom, and the pupils’ integration ishelped by there being several communalareas. The schools share the computerworkshop, an audiovisual room and thelibrary and documentation centre – aplace for exhibitions, meetings andexchanges between different classes. Thenursery and primary classes are situatednext to one another, which helps childrenmake the transition from nursery toprimary school with ease.

ARCHITECT

Alain Chomel

TYPE OF SCHOOL


NO. OF STUDENTS

350

AGE RANGE

2 to 11 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1991

CLIENT

La Mairie de Fontaines Saint Martin

France

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Groupe scolaire Roger Gavage, Fontaines Saint Martin

1 At the centre of the complex, thelibrary is a resource for both thenursery and primary schools.

2 The play room and gymnasium.

3 There are linked computers inmany of the classrooms as well asin the computer workshop.

4 A water feature in the landscapedschool grounds.

5 Floor plans, upper floor (top) andground floor (bottom); the library(12) and computer workshop (13)are at the heart of the school, thenursery classes (M1–4) occupy thesouth-west wing.

6 The nursery is within the mainschool building, helping ease thetransition to primary education.

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44 BEP

The Rauma Teacher Training School is astate primary school run by TurkuUniversity’s department of teachereducation. Each year, some 220 studentteachers are involved in the school. Thefacility is also used by the university foreducational research, with the focus onintegrating pre-school and earlyeducation and on the use of informationand communication technology forteaching.

Set in parkland, the first practice schoolwas opened in 1898 and then extendedin the 1950s. The new school buildinghas been designed to integrate withthese existing facilities. It has also beendesigned to make much greater use ofnew educational technology.

At the project’s inception, teachers andarchitects discussed how the use of newinformation technology could change thenature of teaching and learning, and howin turn that would affect the design ofthe school building. As a result, the newschool building provides facilities forpupils to learn independently. In additionto traditional classrooms, spaces forsmaller groups and individual work areprovided.

The heart of the school is a two-storeymultipurpose space surrounded by theclassrooms. This space houses a library,several computers, work areas and anexpanded circulation area. Theclassrooms are organised in groups oftwo, each of which has a shared resourcearea. All furniture has been designed forflexibility, enabling the formation ofdifferent spaces for group work.

Since 1996 there has been an extensivetraining programme in IT with the resultthat school staff, student teachers andpupils make extensive use of newequipment and software.

ARCHITECT

Architects’ office Laiho-Pulkkinen-Raunio

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

360

AGE RANGE

7 to 12 years

TYPE OF PROJECT


YEAR OF COMPLETION

1997

CLIENT

Ministry of Education

Finland

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1 A multipurpose resource area, at the heart of the newschool, provides room for individual and group work.

2 All teaching areas have modern equipment to support arange of teaching and learning materials.

3 The ground floor plan: the gymnasium (5) and musicroom (6) are separated from the classrooms (1) andstudy areas (7).

4 The school is set in an attractive parkland site.

5 The teachers’ common room.

6 A cross section of the new school building.


Rauma Teacher Training School, Rauma

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46 BEP

With a design inspired by the 1998World Exhibition staged in Lisbon, theEscola Basica de Vasco da Gama is a newbuilding which has sought to replicatethe modernity and experimentalismassociated with that event. At anaesthetic level, its unusual geometricmotifs have been prompted by thenautical theme of Expo 1998. The wallsare decorated with wave-like patternsand silhouettes of sea animals, usingcolours reminiscent of the oceanenvironment.

The building’s design has sought tosupport educational innovation throughthe use of up-to-date information and

communication technology. The school’s IT network has become a keyteaching tool, and its resources are being added to progressively and, intime, the network will be linked up to the Internet.

The resource centre contains computerfacilities, which will be enhanced throughthe installation of multimedia equipment.The centre already contains a video andfilm library, as well as a photographiclaboratory. Designed both as aneducational resource for the school and acultural and social resource for localpeople, the centre can be used bycommunity groups outside school hours

ARCHITECT

João Pancada Correiaand Maria Otília Santos

TYPE OF SCHOOL


NO. OF STUDENTS

576

AGE RANGE

3 to 15 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Edifer Construgoes

Portugal

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Escola Básica 1,2,3/JI de Vasco da Gama, Lisbon

without interfering with any teachingactivities.

The school has been carefully planned toaccommodate the wide spectrum of agesand teaching levels at the school, as wellas supporting an open access policy tothe local community. Children of thesame age level are taught in coterminousclassrooms. The resource centre andmanagement rooms can be reachedeasily, and communal areas, such as the200-seat auditorium and the cafeteria,have been situated to encourage botheducational and social interaction. Allfacilities have been designed to requirelow levels of maintenance.

1 The central court and staircase is the fulcrum of theschool; the internal decoration has a nautical theme.

2 The nautical theme is maintained in the flowing exterior façades.

3 The rear entrance; the school has an open access policyproviding a community resource out of school hours.

4 A skylight at the top of the central court brings naturallight into the heart of the building.

5 The first floor (top) and ground floor plans; the unusual non-orthogonal form, with large central circulation spaces, provides opportunities for socialinteraction and educational activities.

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48 BEP

The architectural brief for the newEngjaskoli District Primary School was tocreate a building that recognises thesocial aspects of being a pupil, withparticular emphasis on the space andactivities outside the classrooms andteaching facilities – the public spaces ofthe school. The architects were chosenfollowing an open competition.

The school has a long linear design. Itcomprises two main buildings: a two-storey block houses the main classrooms,library, teachers’ facilities, administrativeareas and offices; a lower buildingcontains the workshops, music room andassembly hall. Each building has adistinctive character, with the larger cladwith corrugated aluminium – a traditionalIcelandic cladding material – and thesmaller clad with stucco.

Between these two buildings runs the“street”, the main focal point of theschool. A light wing-shaped roofconnects the buildings and shelters thestreet. During the day, it reflects naturallight down into the street area.

The street is a social space, a place forchildren of different backgrounds andages to meet and mix outside theclassrooms. To reinforce the theme ofschool as community, balconies in frontof each classroom overlook the street,suggesting the idea of houses andproviding a further public space. Inpractical terms, the street also acts as themain thoroughfare for school “traffic“,connecting the main entrances anddirecting pupils to their destinations.

ARCHITECT

Uti Og Inni, architects

TYPE OF SCHOOL

Primary and secondaryeducation

NO. OF STUDENTS

450

AGE RANGE

6 to 16 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1997

CLIENT

City of Reykjavik

Iceland

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1 Exterior view highlighting the different characters ofthe two buildings, with the classroom block to the rear.

2 The site plan.

3 As the ground floor plan shows, the school has a linear layout, with the street (7) acting as the main circulation area linking the classrooms (12) and workshops (1).

4 The main classroom block, clad in distinctive corrugated aluminium.

5 One of the school entrances, situated at the end of thestreet, and showing the wing-shaped connecting roof.

6 and 7 Two interior views down the street.


Engjaskoli District Primary School, Reykjavik

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50 BEP

First opened in 1995, Irmak school has recently been extended to allow anintake of pupils up to 18 years of age.The campus now contains a primaryschool, a secondary school and akindergarten. The layout of the schooland campus reflects its commitment topupil-centred education.

An auditorium seating 520 people housesa wide range of activities from inter-classevents to debates, productions andceremonies. This auditorium provides aspace that can also be used by the localcommunity for conferences andentertainment. A central library containsa variety of learning resources and hasInternet facilities – and soon all

classrooms will be linked to the network.In addition to the basic classrooms, theschool has a range of science andcomputer laboratories, music, paintingand handicraft workshops, and amultimedia centre all housed in the new extension.

All building work has been undertaken inan environmentally sensitive manner. Thenew extension has been accommodatedin the landscaped and tree-lined campuswithout the need to fell a single tree. Thenew buildings blend well with the twohistoric buildings situated on thecampus. These have been renovated andone now houses all the school’s social,cultural and art facilities. Together they

ARCHITECT

Yapi Merkezi DesignGroup, Nevzat Sayinand Yildirim Saglikova

TYPE OF SCHOOL

Pre-school, primary andsecondary education

NO. OF STUDENTS

888

AGE RANGE

6 to 18 years

TYPE OF PROJECT

Progressive development

YEAR OF COMPLETION

1999

CLIENT

NEKAS A.S. (Companyfor Qualified Education)

Turkey

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Irmak School, Istanbul

1 The primary classroom block andthe media centre.

2 The new computer laboratories,wired for Internet and individualstudy.

3 Primary pupils making use ofIrmak’s library.

4 The auditorium, which is availablefor use by the school and the localcommunity.

5 A view to the secondary schoolblock across the tennis courts.

6 Floor plan of the primary classrooms.

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comprise a cultural centre which is open to the pupils and to members of the public.

Set in an attractive location overlooking the sea, the school grounds have received particularattention from the architects andplanners, and have won environmentalawards. In addition to tennis, basketballand volleyball courts and a variety ofwell-equipped play areas, the campus has an eco-park, hosting a variety ofanimals and plants. The mature trees onthe grounds include a monumental 150-year-old Mediterranean blue cedar. A silhouette of the tree is the schoolemblem and logo.

52 BEP

A modern school, with stylish exteriorsand interiors, the secret to the success ofCollège Victor Louis lies beneath thesurface. The school is wired up for fullmultimedia access allowing staff to makeextensive use of information andcommunication technologies.

The school has three interconnectedcomputer science rooms, a multipurposeaudiovisual room, and a server whichallows multimedia applications to bedeveloped in all teaching rooms.Computer applications with the support ofeducational software and video material isused in the teaching of all disciplines.

Satellite television stations can bereceived and there are facilities forputting exercises and lessons online. The school publishes its own newspaper,and new technology is specifically applied to the arts through a computergraphics workshop.

Although new technology is a central part of teaching, the school seeks abalance between technology-basededucation and more traditional learningand sporting activities. There is a schoolcultural club which organises trips tocultural and sporting events in nearbyBordeaux. Exchanges are organised withschools across Europe.

In terms of results, rates of progressionto year 11 and the number of pupilsentering the scientific stream in furthereducation are significantly above thenational average.

Collège Victor Louis is a regional centrefor learning support, providing trainingfor teachers from schools and educationalfacilities in the Bordeaux area. It is alsoopen outside normal hours in order toallow pupils with learning difficulties tobenefit from its modern technologicalfacilities.

ARCHITECT

ARCOTEC

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

850

AGE RANGE

11 to 16 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1995

CLIENT

Département de laGironde

France

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1 and 2 Exteriors have attractive metal and glass details.

3 and 4 Colour adds interest to rooms and corridors.

5 The external features and windows provide protectionfrom the fierce southern European sun.


Collège Victor Louis, Talence

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54 BEP

The Collège l’Estaque in Marseilles issituated in a priority educational area.Over 60 per cent of pupils come fromsocially disadvantaged backgrounds. Yetthe proportion of students progressing toyear 11 are significantly above thenational average, and the proportionrequired to repeat year 11 is below thenational average.

This success is largely attributable to theschool’s use of new information andcommunication technology. During thecomprehensive renovation of the original1960s building, the school was fullywired up and now every area is linked tothe computer network. This means thatsoftware can be used in severalclassrooms simultaneously as it runs via acentral server. Similarly, all parts of theschool can have simultaneous access tovideo. The school identifies this as a helpin revamping teaching methods,particularly for history, geography,mathematics and science subjects.

There are three computer rooms separatefrom the main classrooms. In the massive

information and documentation centre,students can do their own computer workand make Internet searches. The picturewindows in the centre give extensiveviews over the sea and Marseilles port.

The renovation also sought to improvethe school environment. The overalldesign has tried to ensure that rooms,corridors and walkways receive plenty ofnatural light, making for free and easymovement about the school. Thesefactors have contributed to a broadbehavioural change at the school. Alongwith its educational successes, there hasbeen a reduction in acts of violence andvandalism and an increase in civicactivities.

Importantly, the school has also soughtto become more integrated with the localcommunity. Set in a tough cityneighbourhood, it has sought to buildcommunity links by opening up the 150-seat lecture theatre for exhibitions,concerts and plays, and for presentingthe work of the pupils and teachers toparents, relatives and local residents.

ARCHITECT

Jacques Fradin andJean-Michel Weck

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

600

AGE RANGE

11 to 16 years

TYPE OF PROJECT

Renovation

YEAR OF COMPLETION

1999

CLIENT

Département desBouches du Rhône

France

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Collège l’Estaque, Marseilles

1 The renovation has sought to harmonise the schoolwith its local environment.

2 Walkways are bright and naturally lit, contributing to areduction in violence and vandalism.

3 One of the light and airy internal circulation spaces.

4 The ground floor site plan.

5 Exterior, looking towards the larch-panelled lecture theatre and the information and documentation centre, with views across the port of Marseilles.

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56 BEP

Located on the Ayazaga campus, thenursery school accommodates children ofthe university’s administrative andacademic staff from three to six yearsold. Funded from a donation of thealumnus of ITU, Dr. Sedat Üründül, theprimary architectural brief was to “designa building that young children can relateto, comprehend and define“. Perhapsmore fundamentally, the structure alsohad to be built to withstand earthquakes.

The two-storey building has threecurvilinear wings, incorporating grouprooms for different age groups, acomputer room, a reading room, a musicroom, a gymnasium and a Montessori

class. The outdoor areas are designed forplay, for gardening and for keeping petsand allow the children to enjoy theenvironment and facilities of the campus.

The nursery school is oriented so that itsback faces north, giving all group roomsa south-facing aspect and a view ofwoodland. The form of the building itselfdefines the area of the southernplayground and garden. The north-western wing is allocated mainly toadministrative offices and staff rooms.

Reinforced concrete and steel are usedfor the three main structural elements ofthe building, while brick is used for the

ARCHITECT

Gülsün Saglamer andMeltem Aksoy

TYPE OF SCHOOL

Pre-school education

NO. OF STUDENTS

200

AGE RANGE

3 to 6 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

ITU DevelopmentFoundation

Turkey

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Istanbul Technical University – Dr. Sedat Urundul Nursery School, Istanbul

1 Ground floor plan showing entrance hall (1), art rooms (10, 11), group rooms for 0- to 1-year-olds (19),1- to 2-year-olds (18), 2- to 3-year-olds (15) and 4- to5-year-olds (13, 14).

2 Playground.

3 Southern façade.

4 Computer laboratory.

5 Multifunctional atrium.

6 The ramp.

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interior walls for durability and ease ofmaintenance. The atrium area is glazedfrom ground level to the top of the firstfloor, which allows plenty of natural lightand emphasises its role as a transitionzone – visually between floors, betweenindoors and outdoors, and at the meetingpoint of the three wings. Although themain function of the ramp in the atriumis to allow safe vertical circulationbetween floors, it was also designed tobe visually stimulating for the children.

The open design allows clear sightlinesbetween and across the three wings ofthe building. This helps to facilitate thecontinuous supervision required for pre-school children, while creating anatmosphere that emphasises the sharingof space within the building.

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58 BEP

Located on the site of a former railwaystation, L’Autre Ecole retains thespacious style characteristic of theindustrial era. The alternating verticalsequence of brick and glass lends a richtexture to its 45 metre façade.

Inspired by Freinet’s pedagogicalpractice, staff at this primary school arekeen to foster an atmosphere of opencommunication in which children learn asmuch from each other as they do fromthe teachers. In order to encourageexperimentation, participation and asense of community, the classrooms arearranged around a forum, which serves as a meeting place for children, parentsand teachers.

This central space is also the mainentrance for the school. From there, the

eight classrooms, library, refectory andsports hall can be reached directly viatwo lateral staircases, avoiding any needfor anonymous institutional corridors.Wooden shelving runs the entire lengthof the school; laden with objects anddecorations with which the childrenidentify, they have enabled a large, newspace to become rapidly personalised andlived in.

The architects made a deliberate choiceto work with natural materials – brick,glass and wood – which require a lowlevel of maintenance. Glazed on twosides, the classrooms are naturally lit and can be easily ventilated. Moreimportantly, however, the materialscapture the values which are central tothe school’s philosophy: openness,naturalness, strength and integrity.

ARCHITECT

Yves A. Lepère andFrédéric Andrieux

TYPE OF SCHOOL


NO. OF STUDENTS

140

AGE RANGE

3 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Animation-EducationASBL

Belgium

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L’Autre École, Brussels

1 The main entrance to the schoolopens onto the first floor forum.

2 The alternating vertical lines ofbrick and glass create a distinctivelinear façade.

3 The longitudinal cross-section,illustrating the linear format ofthe school plan (built on the siteof a railway station) and the central position of the forum.

4 Children are encouraged to placeobjects on the wooden shelvingwhich runs the length of the maincorridor to personalise the space.

5 Exemplifying the school’s approach to teaching, the forum is the focal point of the school,used for meetings and debates.

6 The site plan.

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60 BEP

Located in a new residential area to thenorth of Vienna, GanztagsschuleSchumpeterweg is a new primary school.The school additionally provides widely-used educational and cultural facilitiesfor the community, serving as a culturalcentre along with the local church andthe kindergarten.

Aesthetically the building is attractive toadults, yet is built on a scale suitable forchildren. A backbone of olive-greenconcrete runs the length of the building,giving it a strong visual identity. Theexterior of each of the special functionrooms is striking in its individual colourand shape. The school’s colourfulappearance also distinguishes it from thesurrounding residential buildings. Inside,the classrooms make use of natural,indirect sunlight to a high degree.

The classrooms are arranged in a linealong a common recreational area.Nevertheless, the boundaries of theindividual classrooms and recreational

area can be easily rearranged. Individualclassrooms can be combined orsubdivided in order to create different-sized rooms. This flexibility is furthersupported by the high mobility of thefurniture and technical equipment, givingthe opportunity for the school to adoptand deliver a range of teaching styles.

The overall plan combines classrooms, amusic hall, various areas for physicaleducation, an agricultural garden, apublic library and a multipurpose hallwith an integrated kitchen.

The hall can be used as a cinema ortheatre as well as a venue for dances andother social events. The inherentflexibility of the facilities makes it easy toorganise events such as evening courses,tertiary education lectures and filmpresentations. In providing for theseother activities, the architects have notneglected the school’s main users,creating a building with a scale andcharacter to suit young children.

ARCHITECT

Stefan K. Hübner with Peter Leibetseder

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

390

AGE RANGE

6 to 10 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1996

CLIENT

Magistrat der StadtWien

Austria

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Ganztagsschule Schumpeterweg, Vienna

1 The exterior, showing the colourful, joyful architecture.

2 Library, with amphitheatre-like sitting space.

3 Music room, where the seating is arranged in a stair-like manner to give the acoustics the most effective impact.

4 The main entrance.

5 The first floor plan.

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62 BEP

Funding for the development of thismultipurpose educational facility hasbeen procured from a mixture of localbusinesses, government departments andthe town council. Teachers and parentshave helped in improving its facilities,many of which are open to the public.

An important focus of the renovationprogramme has been to preserve theschool’s rural heritage. An old farmbuilding has been restored with the helpof local civil engineering companies,employees of the school and the parentsof pupils. It contains a recreation room,where clubs can hold meetings, acomputer science room for pupils and anarea for the local photographic club.

The cellar is set aside for a mini-museumwhere pupils can keep work of specialimportance to them, an auditoriumdesigned for lectures and recitals, and aspecial study room. A wine press has alsobeen restored with financial help fromthe town council, and vines have beenplanted so that the pupils, who mostlycome from the town, can observe thecycle of wine production.

The games room has been built entirelywith the help of companies, parents andschool employees, and the climbing wallhas been financed exclusively by localinstitutions and businesses. Many sportsand recreational facilities in the schoolare available for used by local clubs.

ARCHITECT

José Manuel da SilvaVieira Coelho

TYPE OF SCHOOL

Pre-school and secondary education

NO. OF STUDENTS

900

AGE RANGE

4 months to 6 years, 10 to 15 years

TYPE OF PROJECT


YEAR OF COMPLETION

1997

CLIENT

Ministério da Educação

Portugal

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Escola EB 2,3 de Júlio Branda~o, Vila Nova de Famalica~o

An old granite house on the site has beenconverted, with grants from the Ministryof Education, into a nursery. Althoughprincipally for children of teachers andemployees of the school, it is also opento the community.

The quality of the indoor and outdoorenvironment of the school is seen asimportant to fostering the desire to workand study. A number of attractive ceramicpictures and murals decorate the interiorand exterior walls, and the gardens havebeen redesigned and newly landscapedby a team of teachers, the schoolgardening club, local companies andemployees of the school.

1 and 6 Attractive ceramics decorate the grounds.

2 The crèche and nursery school.

3 Financed by businesses, parents and staff, the gamesroom is a resource for pupils and the local community.

4 The site plan; the site accommodates a crèche, nurseryschool, lower secondary school and sports facilities.

5 The playground, with one of the restored buildings inthe background.

7 Teachers, pupils and local companies have all contributed to improving the school grounds throughplanting and landscaping.i

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64 BEP

Toga is a small, remote village of some 1 000 inhabitants situated in themountains of central Japan. The area isfamous for its steep-roofed, old houses,indeed a nearby village is a WorldCultural Heritage site. This traditionalarchitectural style has been deliberatelyreflected in the main roof of thismultipurpose facility, a symbolic choiceas the building is designed to act as afocal point for the community, providingprimary and lower secondary educationand a centre for lifelong learning.

This school is built in two wings, one for the primary school – which contains arange of open plan and semi-enclosedspaces – the other for the secondaryschool. The main shared rooms andcommunity facilities, including the library,are located where these wings meet.These include the more specialised

classrooms for teaching cookery, music,and art and craft. The overall spaceallocation, at just under 10 000 m2, isgenerous because several spaces areshared effectively.

Many facilities are shared. Children fromthe two schools share the lunch room,and both use the gymnasium and specialclassrooms. Teachers of both schools usea single teachers’ room, which allowsthem to share information on teachingmethods and the pupils. Althoughresources like the library are shared byboth the schools and the communitycentre, there is generally clear separationof community and school facilities.

The grounds contain sports facilities forschool and community use. There are alsoseveral open terraces sheltered by theoverhanging roof.

ARCHITECT

Fabrica Artis Architects

TYPE OF SCHOOL

Primary, lower secondary and adult education

NO. OF STUDENTS

98

AGE RANGE

6 to 15 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Toga Village Board of Education

Japan

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Toga Elementary School/Lower Secondary School/Community Centre, Toga

1 The site plan showing the primary school (1), lower secondary school (2), community centre (3), gymnasium (4) and sports field (5).

2 First floor plan.

3 The school building has a characteristic steep slopingroof, typical of this part of Japan which has heavysnowfall in winter.

4 Secondary school pupils taking an English class.

5 One of the open plan primary classrooms.

6 Children in the primary school play room.

7 The school has an attractive and varied plan, with manyopen and semi-enclosed spaces.

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66 BEP

Fenix Kunskapscentrum is an uppersecondary school and also hosts adulteducation including SFI classes (SwedishFor Immigrants) and university studies. Itis the only upper secondary school inSweden to be built specifically to deliverproblem-based teaching and learning.This demands the active participation ofstudents, working together with theirteachers – known as mentors in theschool – to learn through activities andto seek knowledge from a variety ofsources of information.

The school is constructed to maximise the space for independent study. Thereare no standard rows of classrooms andthe teaching facilities and other specialareas link to a street that winds aroundthe main library. There are two auditoria,one seating 60 people and a larger onewhich seats 120. Structurally it is builtusing a column and beam systemallowing the configuration of rooms in the building to be changed fordifferent purposes.

The construction of the FenixKunskapscentrum is based aroundinformation technology – it is possiblefor every student to have access to acomputer at any time for assignmentsand research as well as to make use ofmore advanced equipment such as digitalfilm editing facilities. Sources ofinformation are gathered around subjectareas and the centrally located library.

The focal point of the school, the library,contains work sites, learning cells,computers and books. The mathematics,natural science and technologydepartments form another sub-centre,together with the technical and industriallaboratories. Areas for the study of artssubjects are used for teaching, displayingwork and common activities.

The aim has been to create anenvironment that inspires students intheir work and in which communicationand participation are seen as vital to thelearning process.

ARCHITECT

Jack Pattisson

TYPE OF SCHOOL

Upper secondary education, vocationaleducation and training,adult education

NO. OF STUDENTS

550

AGE RANGE

16 to 20+ years

TYPE OF PROJECT

New building/extension

YEAR OF COMPLETION

1999

CLIENT

Municipality ofVaggeryd

Sweden

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Fenix Kunskapscentrum, Vaggeryd

1 Aerial view; the teaching and subject areas fan out fromthe central library.

2 Looking across the main library and learning resourcearea; students are encouraged to manage and directtheir own learning.

3 A light, airy circulation space winds round the library.

4 The ground floor plan.

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68 BEP

Although used for vocational trainingsince 1972, a decision was taken tocompletely revamp the east wing of theGeorges-Vanier educational complexwhen it became the home of a newinstitution, École Polymécanique deLaval, in the mid 1990s. The school offerscourses in industrial mechanics andbuilding trades to young people andadults in the greater Montreal area and,for some programmes, to the whole of Quebec.

The building has been extensivelyrenovated and the new designemphasises the school’s connection withbuilding services. As one enters theschool, windows open onto theworkshops and laboratories. Bold openceilings display the building’s pipeworkand electrical and mechanical systems.

The interior plan and internal decorationattempts to establish a workingatmosphere – offering functionality andfree, unhampered movement betweenfacilities – while encouraging socialinteraction. The main north-souththoroughfare leads to the centre of thebuilding where functional areas includinga shop and washrooms are situated. To

the south the corridor is punctuated bynatural light wells which mark out thejunctions, emphasising them as naturalmeeting points. The area where it crossesthe east–west thoroughfare opens up onto the first floor and its light well. Thisenhances the importance of the hub ofthe school; a place where all can meetand from where the city can be seen.

Places where people gather, such as the cafeteria, teachers’ sitting room,staircases and administrative buildings,are located on the south side of thebuilding. Large windows take advantageof the generous sunlight and the viewsacross the des Prairies river towardsMontreal.

Externally, two new entrances have beenadded on the east side. The choice ofmaterials for the façades has beeninfluenced by the style of the adjacentschool so that the complex is integratedvisually. But it is also important thatstudents should feel that the newbuilding is their own, and the south andeast façades are punctuated by distinctivearchitectural markers indicating points ofexterior movement and acting as signsfor points of access.

ARCHITECT

Viau BergeronArchitectes

TYPE OF SCHOOL

Vocational education and training

NO. OF STUDENTS

400

AGE RANGE

19 to 22 years

TYPE OF PROJECT

Extension

YEAR OF COMPLETION

1997

CLIENT

Commission scolaire de Laval

Canada

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École Polymécanique de Laval, Laval

1 Open ceilings in the laboratories are designed to underline the importance of electrical and mechanicalsystems in buildings.

2 The cafeteria and other common rooms are on thesouth side of the building, offering views across toMontreal in the distance.

3 The external façade blends visually with the adjoiningschool, but contains exuberant architectural detailing.

4 The plan of the ground floor which, for practical purposes, accommodates many of the industrial workshops and heavy equipment.

5 Open, well-lit corridors allow easy movement aroundthe college and provide meeting places for students.

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70 BEP

Situated centrally and serving as a pointof reference and convergence for villagelife, the renovation and extension ofNeyruz primary school called for greatsensitivity. The objective was to integrateand improve the existing amenities whileadding new space that, through a flexiblelayout, could accommodate a variety ofteaching methods, such as workshopsand group work.

Imposing in its dimensions, the existingbuilding retains a central position withinthe new complex. The areas for primaryteaching and pre-school activities havebeen organised as two new blocks,allowing infant and nursery level childrento become accustomed to the schoolbefore going on to primary level in the“big building”.

The main entrance has been remodelledto function as both a reception and

meeting area, avoiding the need to investin a special facility for public events. Thepositioning of the extension, andskylights set within the ceilings, ensurethat the new facilities are well lit withoutglare, and help maintain a constanttemperature within the school.

Particular attention has been devoted to the various possibilities for computerusage, within the specific context of avillage school. Every class also has access to networked computer facilities,offering each pupil the opportunity toexploit and explore moderncommunication methods. The referencelibrary, together with its multimediacollections and facilities, is available foruse by residents of Neyruz andneighbouring villages. Enriched with itsnew buildings and facilities, the schoolnow hopes to become the centre ofvillage social life.

ARCHITECT

ITIS Architects Sàrl

TYPE OF SCHOOL


NO. OF STUDENTS

310

AGE RANGE

4 to 12 years

TYPE OF PROJECT


YEAR OF COMPLETION

1999

CLIENT

Commune de NeyruzFribourg

Switzerland

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École Terre-Lune, Neyruz

1 The new, yellow-fronted infants and primary blocks produce a striking contrast to the imposing original primary school building.

2 Ground floor plan; the pre-school infants are housed ina separate block (left) from the main primary school.

3 Corridor in the new primary block, with a view out to theplayground, with its sheltered portico, and the mainentrance to the primary school.

4 View from the rear, with the infants school (right) andthe new primary classrooms (left) in front of the oldschool building.

5 One of the light and airy classrooms in the new primaryschool extension.

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72 BEP

The terraces and squares around thisnew school retain Dublin’s originalGeorgian urban design. The architectshave made conscious efforts to besensitive to the environment, ensuringthat the scale and character of the schoolis in keeping with the urban setting.

Set on a confined site, the design briefwas to retain some of the atmosphere ofthe old school – demolished to make wayfor the new building – yet create amodern facility without the isolatedclassrooms of old. In the new school,teaching areas are arranged within asingle two-storey linear building. Theyare organised like houses, each with aseparate identity and separated bycourtyards, and in sympathy with thedomestic scale of the surroundingstreets. Balconies between the teachingareas allow light and ventilation as wellas helping to cut down traffic noise from

the road. To maximise space, a roofterrace over the general purpose roomcan be used for occasional group workand supervised play.

An airy corridor runs along the mainplayground. The zone is intended as morethan just a thoroughfare andaccommodates ample seating, noticeboards, coat hooks and drinkingfountains. This area has a south-facingaspect onto the playground, but issheltered from the sun and affordedprivacy by canopy roofs and louvres.

The playground is landscaped to providevisual continuity of open space. Semi-mature trees have been planted to blendwith the wooded gardens to the east andwest of the school. A variety of otherplants have been selected to enhance theenvironment and to provide educationalopportunities for the pupils.

ARCHITECT

O’Donnell and TuomeyArchitects

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

250

AGE RANGE

4 to 12 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Dept. of Education andScience/RanelaghMulti-denominationalSchool Association

Republic of Ireland

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Ranelagh Multi-denominational School, Dublin

1 Ground floor plan; the school entrance leads into the playground. The classrooms are at the rear of the school runningoff an airy corridor.

2 Interiors have concrete ceilings, plywood fittings and are decorated in warm earth colours.

3 The site plan.

4 The main corridor.

5 Children enter the school underthe south-facing verandah fromthe sunken playground.

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The building has been faced withsalvaged brick and cut stone, obtainedfrom a demolished building elsewhere inthe city, to complement the Georgianhouses. The pitched roofs are finished interne-coated steel. Both internal andexternal materials have been chosen fortheir durability – they will need little orno maintenance. Externally, materialshave been chosen for their ability toweather naturally.

Phot

ogra

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cour

tesy

of D

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Gilb

ert

74 BEP

The Environmental Education Laboratoryis situated in an area known as theColline Metallifere – the “MetalliferousHills” – an area of mining and metalproduction within Maremma Toscana.There are several parks and wildlifereserves, and the land has remained richin natural habitats. The laboratory is setin eight hectares of Mediterranean forest.The aim of the laboratory is to makeyoung people more aware ofenvironmental issues and to understandhow human activity and governmentpolicy can affect the environment in their local area.

The centre’s social and educationalprogrammes cater for groups of schoolchildren and adults. Each programmelasts up to five days and there isaccommodation on site for up to 100people. Emphasis is placed on practicalactivity and group work, which can

involve participation in local projects suchas recycling plants.

Facilities include three classroomsequipped with tables and chairs suited tothe age and stature of the pupils,projectors and information technology.There are two laboratories. One is atechnological laboratory with aninstructional foundry, equipment forarchaeology and restoration, as well asscale models illustrating how mining andmetal processing techniques weredeveloped in the region. The sciencelaboratory contains smaller-scaleequipment like microscopes and facilitiesfor chemistry.

The largest room of the centre serves asboth a library and an auditorium. Withroom for 120 people and equipped withprojectors and sound and video systems,it is used for meetings and conferences

ARCHITECT

Claudio Sargosa

TYPE OF SCHOOL

Primary, secondary andadult education

NO. OF STUDENTS

100

AGE RANGE

5 to 18+ years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1996

CLIENT

Ing. Massimo Ascolii

Italy

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Laboratorio di Educazione Ambientale della Maremma Toscana – la Finoria, Gavorrano

and as a lecture hall for larger groups.The library houses over 5 000 volumes onenvironmental issues. Other resources inthe centre, such as a natural sciencecollection, an aquarium and a herbarium,have been developed by the pupils usingmaterial collected during excursions.

The Environmental EducationalLaboratory makes good use of the schoolgrounds as a learning resource. There arefour outdoor classrooms, a botanicalgarden, an excavation area which can beused to practice archaeologicaltechniques and a plant nursery. There isalso an eight-hectare wood in which fieldwork can take place.

For students on residential courses, there are facilities for physical educationand a restaurant serving meals madefrom organic produce.

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1 An attractive circular building, the centre spiralsaround a central tower.

2 Cross-section, showing the organisation of teachingrooms and laboratories around the central stairway andcirculation space.

3 Housing the library, the 120-capacity auditorium provides a room for meetings, conferences and lecturesas well as for individual study.

4 Drawings showing the distinctive character of the centre, including the four outside courtyards which are used for classes and group work.

76 BEP

The Asqua Centre for EnvironmentalEducation is situated in the ForestoCasentinesi National Park in Tuscany. Itoccupies a former forestry building, onceused as offices and lodgings by forestryworkers. Preserving the fabric of thebuilding, it has been transformed into aneducational centre that illustrates howrespect for the environment can becompatible with acceptable livingstandards in the twenty-first century.

The building embodies principles of lowenergy consumption and environmentalsustainability. It is constructed from localstone and has been externally finishedwith lime-based plaster. Other materialsused are wood and brick. The heatingsystem runs on a liquid propane gasthermal system and also uses energyrecovered from the oven and fireplaces.Electrical systems are low-consumptionand are partly powered by a hydroelectricturbine. Both tutors and participants areresponsible for organising the separationand collection of waste material.

Running courses devoted to the studyand protection of wildlife and theenvironment, Asqua has rooms anddormitories to accommodate up to 30people. The centre offers participants anopportunity to engage in a variety ofenvironmental educational projects,involving fieldwork and the collectionand interpretation of data. These aretailored to the needs of a wide range oflearners, from primary school children topostgraduate students, together withschool teachers and professionals inenvironmental studies and eco-tourism.

Run by a management associationaffiliated to the National Association forthe Environment (Legambiente), theAsqua centre has been supported by localand regional government, the ForesteCasentinesi National Park, the Ministry ofAgriculture and Forestry, the NationalForestry Corps and the MountainCommunity (Comunita Montana delCasentino).

ARCHITECT

Roberto Mariottini andMichele Mariottini

TYPE OF SCHOOL

Primary, secondary andadult education

NO. OF STUDENTS

Up to 50

AGE RANGE

8 to 19+ years

TYPE OF PROJECT

Renovation

YEAR OF COMPLETION

1998

CLIENT

Raoul Fiordiponti

Italy

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Asqua – Centro di Educazione e Formazione Ambientale, Ponte a Poppi

1 Students participate in a researchproject to capture and mark birds.

2 The Asqua centre is housed in aformer forestry workers’ buiding inthe heart of the national park.

3 The main living and study area.

4 Dining room, which doubles as aseminar room outside meal times.

5 Part of the canal which channelswater to the hydroelectric turbine.

6 Ground floor plan followingrestoration; the centre installedwash and toilet facilities and environmentally friendly systems.

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78 BEP

The green belt along the river Wupper,where the school is situated, is areclaimed former industrial area. Theschool is set beside a long tree-lined parkthat follows the path of a former railwayalong the river bank.

The heart of the school is a long glass-encased hall which connects all therooms. This acts as the meeting place ofthe school, and is designed to encouragesocial interaction. The recreational areawithin the hall reflects the patterns ofnature in the surrounding environment.It gives views of the ponds surroundingthe school building and the suspensionrailway, the main landmark of Wuppertal.

The hall effectively separates the buildingin two: the southern part is dedicated tosocial and physical activities and containsthe recreational and sports halls and thedining room, while the main classroomsare located in the northern area.

Appropriately, giving its setting, theschool’s design reflects environmentaland ecological concerns. The extensivesouth-facing windows of the hall floodthe school with natural light. They helpheat the building in winter throughpassive solar energy. The hall contains agreat number of plants, bushes andorchids, which as well as contributing tothe attractiveness and relaxedatmosphere of the environment, provideshade and oxygen. In summer thesurrounding ponds help to cool thebuilding naturally. The flat “green roofs”of the dining hall, library and sports hallcollect water and drain any surfeit intothe ponds.

The school presents an open face to thepublic: the dining hall – a meeting placefor pupils and teachers at lunchtime – isalso used in the evening by localresidents for performances, discussions,and meetings of clubs and societies.

ARCHITECT

Parade Architekten

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

1 280

AGE RANGE

10 to 19 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

City of Wuppertal

Germany

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Städtische Gesamtschule Barmen, Wuppertal

1 Ponds surround the school, providing an attractive feature and a place for students to relax.

2 The glass-encased hall, the main spine of the school,provides an abundance of natural light and is energyefficient as it can be heated and cooled naturally.

3 Extensive use of glass presents an open and welcomingfaçade to pupils and public.

4 The hall is bedecked in plants, bushes and orchids, creating a welcoming and informal environment.

5 Students like to meet and chat in the hall.

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80 BEP

Relocated from the city centre ofBoryong, this high school has been builton the forested slopes of Mount Bong-Hwang. The local education board,alumni, school employees and the localcommunity have all been involved in theplanning and construction of the newschool campus, providing an example of how different bodies can successfullyco-operate in a project of this nature.

In order to reduce building costs andminimise environmental disturbance, thedesign and layout reflects the features ofthe existing topography and landscape,and the configuration of the buildings iswell adapted to the contours of the site.The school is in harmony with its naturalenvironment, and the landscapedgrounds provide a splash of colourbetween the brick and stone buildings.

All buildings on the campus are linked byattractive glass-covered walkways. Each

building is designed so that it has anindividual identity and its own outsidespace, which gives the pupils viewstowards the wooded hills beyond.

A series of steps leads to the mainentrance to the school. Two main blockshouse the classrooms and sciencelaboratories. The campus includes agymnasium, library, music theatre,cafeteria, shop and activity rooms forstudent clubs. A plaza, used for outdooractivities, is situated between theclassroom blocks. School facilities areopen to the public, both for recreationand lifelong learning.

To support curriculum development, thereis a seminar room and six curriculumresearch labs to encourage teachers toexchange ideas and discuss commonproblems. A multipurpose 350-seaterroom is used for parents meetings and asa forum for guest speakers to the school.

ARCHITECT

Chan Young Park

TYPE OF SCHOOL

Upper secondary education

NO. OF STUDENTS

1 180

AGE RANGE

16 to 19 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Chungnam Board of Education

Korea

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Deachon High School, Boryong

1 The school has been relocated to a green field site atthe edge of Boryong.

2 Attractive pink brick façades provide a contrast with the dark forest setting.

3 The site plan; the school has dormitory blocks forboarding students and extensive sports facilities.

4 Entrance hall inside one of the classroom blocks.

5 Glass-covered aerial walkways link main classroomblocks on the campus.

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82 BEP

Given that this vocational college runscourses in glass, ceramics, and art anddesign, and has close connections withthe glass industry, it is perhaps notsurprising that glass is used extensivelyin the design of Staatliches BerufskollegRheinbach. The innovative use of glass inconjunction with steel and a protectivemetal skin demonstrates the technicalpossibilities of the material to studentsand, perhaps, may inspire future projects.

The main buildings have an ellipticalshape, with the entrance, halls and foyera continuation of the other rooms.Inside, the glass walls offer perspectivesat all levels, vertically and horizontally,

with views both to the planted courtyardand the more informal landscapes of thecollege grounds.

Although the building is technicallyadvanced, the design accords highpriority to ecological aspects. Itdemonstrates how educational facilitiescan be integrated with the surroundinglandscape and be energy efficient. Theglass façade of the main building is south facing to make maximum use ofsolar energy: both passively throughdirect sunlight and actively throughphotovoltaic plates. The college’smicroclimate is stabilised by a low, partly green roof in one section of the

ARCHITECT

Parade Architekten

TYPE OF SCHOOL

Secondary, tertiary andadult education

NO. OF STUDENTS

700

AGE RANGE

18+ years

TYPE OF PROJECT

Extension

YEAR OF COMPLETION

1994

CLIENT

Land North RhineWestphalia and privateindustry

Germany

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Staatliches Berufskolleg Glas - Keramik - Gestaltung des Landes Nordrhein-Westfalen

1 Ponds help to stabilise the microclimate, cooling thebuildings in summer.

2 The extensive use of glass provides open perspectivesthroughout the college.

3 The college is a monument to glass, demonstrating itsversatility as a building material.

4 An aerial shot illustrates the elliptical shape of the twomain rows of college buildings.

5 The site and ground floor plan.

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building, the many plants inside thebuilding and the large “eco pond”.

The college is wired for the twenty-first century. Students haveaccess to modern communication andinformation technology in CAD rooms andthe main craft workshops. The graphicdesign and media department supports arange of multimedia technologies, withthe latest software for film cutting,audio-visual programmes, presentationand documentation facilities, and three-dimensional programmes.

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«

The tertiary education sector, includinguniversities, other – sometimes highlyspecialised – institutions for higherstudy, and colleges of further education,is going through a period of very rapidchange. Growth in student numbers, astertiary education moves from an elite toa mass pursuit, together with an increasein the range and type of programmes onoffer and the changing demands ofstudents, many of whom are part-timeadults, is leading to a fundamentalreconsideration of the nature of facilitiesto be provided. Technologicaldevelopments and the emergence of aglobal market for tertiary education poseeven greater challenges.

The colleges and universities which havebeen selected for inclusion in thischapter seek to address through theirdesign one or more of thesedevelopments. In several cases this ismanifested primarily through a change ofrole for the library and resource centre.Historically thought to be the “centre” oftertiary education, the library is changing

Tertiary Education –Coping with Demand

with developments in informationtechnology, teaching and learningmethods, and changes in society.Coupled with budget pressures, demandsfor expansion and increasedexpenditures, the maintenance of libraryservices requires an examination of newmethods of delivery and use.

In the knowledge-based society, a morediversified and more business-likeapproach is being taken. And in the faceof rising numbers, limited resources andraised expectations of service andquality, there is increasing pressure onmanagers for efficiency andaccountability.

The impact of competition, notably fromthe private for-profit sector, linked to thegrowing use of information technologyfor course delivery, raises real questionsabout the nature of the facilitiesinstitutions will require, particularly theneed to provide for flexibility andadaptability to meet short-term and long-term changing demand.

Chapter three

86 BEP

The Corona Information Centre is a newbuilding designed to widen access to theUniversity of Helsinki’s informationservices and maximise their educationaleffectiveness. By bringing together allthe departmental libraries of the Viikkicampus under one roof, the universitycan offer users longer opening hours andaccess to up-to-date information andlearning technology.

Housing the Helsinki University’s ViikkiScience Library, with 8 000 metres ofshelf space, the centre is Finland’s largestscientific library in its field. Itsinformation technology infrastructure

connects it to other science libraries inFinland and abroad. This gives usersaccess to inter-library services andcentral electronic sources of information.

As the main building of the Agricultureand Forestry Faculty, the centreincorporates administrative offices andteaching and assembly facilities. It alsoaccommodates a bookshop, a café and abranch of the Helsinki University Press.In addition, Helsinki City Library has abranch within the Corona Centre.

Both the university science library andthe city library are open to the public,

ARCHITECT

ARK-House Architects Ltd

TYPE OF SCHOOL

Tertiary education, adult education

NO. OF STUDENTS

600

AGE RANGE

18+ years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Ministry of Education

Finland

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Corona Information Centre, University of Helsinki


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and there is a common reader servicearea, reference section and readingroom. The city library supports thescience library through the acquisition ofnon-specialist books dealing withsubjects of interest to the students,lecturers and researchers of HelsinkiUniversity.

The building’s glazed exterior requireslittle maintenance and supports anefficient air-conditioning system. Itscurved façade is designed to reflect anopen and holistic approach to educationand inspired the name Corona.

1 The imposing main entrance hall.

2 With its striking curved façade, the Corona Centre looksdramatic both day and night.

3 Floor plans (from basement, far left, to third floor,right) show the unusual circular plan of the centre.

4 One of the internal gardens and communal areas.

5 The cafeteria, which is open to all users of the building.

6 In addition to the library, the centre also housesoffices, a conference room and two lecture theatres.

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88 BEP

Republic of Ireland

Designed to accommodate up to 1 100users at any one time, the library andinformation services building forms oneside of the forecourt to the University ofLimerick campus. Opened in 1998, thenew building seeks to integrate atraditional library with the needs of amodern learning and teaching facility.

The architects have designed a buildingthat reflects the way that universitymembers actually use library andinformation technology services forteaching, learning and research. Theyhave created a building that provides avariety of well-related working andstorage environments.

ARCHITECT

Murray O’LaoireArchitects

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

16 525

AGE RANGE

18+ years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1998

CLIENT

Dept. of Education andScience/University ofLimerick

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A central spine provides the main bookstorage area, with capacity to store 500 000 volumes. “Fingers”, runningperpendicularly from the spine, containthe reader areas and study rooms.Between the fingers, there are two atria which ensure that all parts of thefour-storey building receive natural light and ventilation.

All desks are designed (and wired) forbook study and Internet research. Thereare also several group rooms which canbe configured for tutorials, lectures,discussions and distance learning. Thereare graphics, photographic andaudiovisual studios for multimedia work


University of Limerick, Library and Information Services Building

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1 The ground floor plan; the desks in the atrium andspine (4) allow Internet access; other general readerareas (5) and group study rooms (6) are in the fingers.

2 A view of the study area in one of the library’s two atria.

3 Stairwells linking the floors at the end of the spine provide a splash of colour.

4 The glass-fronted atria ensure the reader areas arebathed in natural light.

5 The external façades comprise brick walls and expansivedark glazing.

6 The end of each finger is extensively glazed, providing afurther source of natural light.

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and training suites to supportinformation skills programmes. Thecomponent grids and servicing routes aredesigned to accommodate futuretechnological developments, andprojected increases in demand – asstudent numbers increase – can be metby the addition of another “finger” tothe building.

The design conserves energy usage by making full use of natural ventilation,daylight, solar control and thermalmassing. Externally, the centre blendswell with the university campus bydrawing on features from the existingbuildings, using dark brick, expansive dark glazing, and exposed copper and brickwork surfaces.

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90 BEP

By the 1980s, the industrial area aroundLaakhaven, a harbour in The Hague, hadbeen in decline for many years and it wasvirtually isolated from the rest of the city.The Haagse Hogeschool, an institute forhigher professional education, has beenbuilt on the site as part of an ambitiousurban regeneration plan.

Bordered by water on three sides, theHaagse Hogeschool has three mainbuildings laid out imaginatively in theconfined site. A curving high block actsas a link between the railway station, thewaterfront and the other college buildings.This connects with a lower linear blockand an oval building which contains thecollege’s auditorium and large lecturerooms. To create a sense of connectivity,the designers have planned cycle routesand pathways through the site and keptclear sightlines to urban landmarks.

The Hogeschool utilises a wide range ofspaces to meet its diverse requirements:lecture theatres, classrooms, workshopsfor practicals and booths for individualstudy. Additionally, teaching staffaccommodation is situated next toteaching facilities, giving students easyaccess to individual teaching staff.

Through clever use of space, a wide rangeof study programmes can be offered onthis single site. The faculties are closetogether, making it easier for students toselect modules across disciplines andencouraging sharing of ideas andapproaches between departments. Thisapproach has resulted in four internalcentres of expertise being set up todevelop and implement educationalinnovations. Students are supported intheir studies by state-of-the-art libraryand computer facilities.

ARCHITECT

Atelier PRO

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

1600

AGE RANGE

17 to 23 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1996

CLIENT

Haagse Hogeschool,University ofProfessional Education

Netherlands

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Haagse Hogeschool, The Hague

1 The Hogeschool has a waterfrontsetting and, with offices, housing,cafes and restaurants, forms partof an extensive urban regeneration plan.

2 A huge atrium forms the centre-piece of the oval building whichaccommodates lecture theatres,an auditorium and many facultyand staff offices.

3 The building looks spectacular atnight.

4 Throughout the building there is awide variety of spaces for studyingand socialising.

5 The first floor plan showing theimaginative alignment of thethree main college buildings.

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92 BEP

Prior to the opening of this new facultybuilding, the 35 institutes of law andsocial sciences were scattered across thecity of Graz. This did not make for easycollaboration between faculty members;there was little opportunity for chanceencounters and spontaneous exchange ofideas. A further frustration was that thegrowing number of staff and students wasputting the existing teaching andresearch facilities under enormous strain.

With 30 000 square metres of usablespace, this new building is designed toresolve these problems. Known as theResowi building – an acronym of theinitials of the two faculties – it brings alllaw and social science institutes under

one roof, enhancing the possibilities forjoint projects and cross-departmentalexchange. Teaching facilities have beenexpanded, with the addition of 11 newlecture rooms and seating in seminarhalls for up to 4 000 students.

The specialist library, which bringstogether 800 000 books housed on 30 000 metres of shelf space, has greatlyenhanced the university’s researchfacilities. The library also has up-to-datemultimedia facilities, with Internetworkstations and access to othereducational technologies.

In addition to the academic facilities, thebuilding incorporates the kitchens, a café

ARCHITECT

Günther Domenig andHermann Eisenköck

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

14 000

AGE RANGE

18+ years

TYPE OF PROJECT

New building/extension

YEAR OF COMPLETION

1996

CLIENT

Bundesimmobilien-gesellschaft mbH (BIG)

Austria

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Faculties of Law and Social and Economic Sciences, Graz

and a university shop. Outside, thenarrow landscaped grounds and waterfeatures serve as a habitat for beetles,butterflies, grass, flowers, bushes andtrees, which will be left to thrivenaturally over the next few years. Thiswill attract not only faculty members butalso botanists, zoologists and tourists,transforming a university building into asocial and cultural centre which can meetthe diverse needs of the community.

Situated along a main road known as thealley of architecture, Resowi sitscomfortably beside such architecturalmasterpieces as Klaus Kada’s plantphysiology building and Volker Giencke’sgreenhouses.

1 Plaza and entrances at the centralpoint of the Resowi building.

2 The first floor plan; the main lecture theatres are accessed fromthe first floor spine.

3 Curved and sloping glass elementsadd interest to the linear façades.

4 Atria spaced at intervals along thebuilding ensure well-lit interiors,providing circulation spaces andbreaking up the corridors.

5 The library is housed over severalfloors to provide room for studyand some 800000 volumes.

6 Façade showing protruding lecture halls.

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94 BEP

By the late 1980s, this expandingtertiary education establishment washoused in a series of dilapidated andoften unsuitable buildings spread acrossLiège. It was decided to concentrate theinstitution on a single site and, contraryto prevailing trends, to look for a citycentre site.

The plot that was chosen contains theremains of the medieval convent ofBeauregard, which was in the process ofbeing classified as an historic monument.Far from being an obstacle to the site’sdevelopment, the town planningdepartment welcomed the opportunity tosecure the future of the convent buildingand the college obtained subsidies forthe restoration and conservation work.

The reference library – which includesmultimedia facilities – is now housed inthe restored building, creating aninteresting and unique setting for study. A sensitive blending of ancient buildingsand contemporary architecture has beenachieved. Access to the former convent isby way of a cloister and the new building,while not sacrificing its own qualities, isdeliberately unassertive so as to ease thestylistic transition between old and new.

The main access to the institute is throughan entrance on the rue Louvrex whichdates back to the eighteenth century. Onthe ground floor are two main auditoria,the larger with 500 seats. These lie behinda large hall which acts as a reception,waiting and relaxation area.

ARCHITECT

Bruno Albert, Camille Ghysen

TYPE OF SCHOOL

Tertiary education, adult education

NO. OF STUDENTS

1 600

AGE RANGE

18 to 25 years

TYPE OF PROJECT


YEAR OF COMPLETION

1994

CLIENT

Hautes Études Commerciales de Liège(HEC)

Belgium

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Institut des Hautes Études Commerciales, Liège

In the centre of the complex, all roomsand offices are situated in two wings.These two-storey blocks are separated bywalkways, a patio and an interior “street”area which is covered by a glass roof. It isboth a circulation space and a placewhere students can socialise.

With its city location, the college relieson the existing infrastructure of shops,restaurants, snack bars and publicspaces, thereby alleviating the need toinclude these facilities within thecomplex and benefiting the localeconomy. This policy has given theinstitute enough space to accommodatefuture extensions and ensures mixing and interaction between students and the neighbourhood.

1 Architect’s model of the campus, the seventeenth century convent in the foreground (to the left).

2 The site plan; the library and resource centre (6), cafeteria (7) and offices (5) are marked.

3 A covered street, providing an attractive circulationspace and meeting area, links the two wings housingthe institute’s offices and classrooms.

4 Sensitive additions have created a campus on a tighturban site, preserving the existing historical buildings.

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During the first half of the 1990s, thenumber of students at Cégep de Saint-Hyacinthe rose by 50 per cent from 2 000to 3 000. To accommodate this influx ofstudents, the infrastructure of the collegehas been expanded. In total, 12 000square metres of extensions have beenadded to the original floor area of 35 500square metres.

The challenge has been to build closeenough to the central hub of the college,to ensure that the new accommodation isclose to the main activities, and to do sowithout obstructing the windows of theexisting building. The problem has beensolved by linking three of the fourextensions to the original building withfive-metre-wide covered walkways, orgalleria, to provide a break in thisconcentric development.

The galleria, and thus the outside of theoriginal building, are well lit by windowsat the ends of each section and by light

wells in the roof, which also bring heatinto the space and into the originalbuilding. The architectural elements ofthe extensions – the dimensions and thetype and colour of the materials used –have all been chosen to blend in with theoriginal building.

The galleria concept was developed byABCP and it provides a network ofthoroughfares and multipurpose publicspaces. Furnished with tables, chairs andarmchairs, they are designed to foster asense of community. As well as providinga reception area for the academicdepartments and a site for displayingcollege information, the galleria are usedfor individual and group work. Moreimportantly, they are a meeting point,somewhere to exchange ideas withfriends and colleagues and to relaxduring meals and coffee breaks. Their usehas helped alleviate overcrowding in thelibrary and the cafeteria.

ARCHITECT

ABCP Architecture etUrbanisme, and DuclosFournier, architectes

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

3000

AGE RANGE

17+ years

TYPE OF PROJECT

Extension

YEAR OF COMPLETION

1998

CLIENT

Cégep de Saint-Hyacinthe

Canada

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Cégep de Saint-Hyacinthe, Saint-Hyacinthe

1 Reception area and information point at the entranceto one of the galleria.

2 Providing a circulation space linking the extensions tothe college, the galleria are used as a meeting point.

3 Aerial view; the college has links with business actingas a technology transfer centre for the textile industry.

4 Ground floor plan; the galleria (shaded) connect thenew extensions (blocks K, J, H) to the original building.

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The University of Montreal’s Faculty ofPlanning brings together four designschools on the site of a former convent.The original H-shaped building has beenexpanded and enhanced with a newentrance and additional facilities. The useof steel and transparent glass structuresto conserve, extend and modernise theexisting stone building mirrors the urbandesign concepts that are being developedby the faculty’s students.

The development programme provides anadditional 4 000 square metres of studiosand lecture halls, and another 1 900square metres of renovations in theexisting building. It also includes anongoing scheme to put computerworkstations into all workshops and linkthem up to an intranet.

The transparent rectangular structurelocated behind the former convent

building connects the old to the new. Itis designed to encourage creativity andthe sharing of ideas. Work produced inthe workshops is exhibited in thistransparent space, providing ideas andinspiration for students and teachersacross the different schools, enhancingthe faculty’s pedagogical principles whichplace great emphasis on shared trainingand inter-disciplinary communication.

The heart of the building is a 400-seatauditorium, built within the strippedvolume of the original chapel. It can be transformed into two separateauditoriums by drawing screens across a balcony. This flexible use of facilities is replicated across the building; openplan studios can be divided withmoveable screens. The aim is to create a variety of spaces of different scales, all with access to the latest teaching and learning technologies.

ARCHITECT

Saucier + Perrotte/Menkès ShoonerDagenais

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

1000

AGE RANGE

19+ years

TYPE OF PROJECT

Extension and renovation

YEAR OF COMPLETION

1999

CLIENT

Direction desImmeubles, Universitéde Montréal

Canada

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Faculté d’aménagement, Université de Montréal

1 The façade of the existing building has been enhancedwith corten panels and glazed curtain walls.

2 Foyer hall behind the 400-seat auditorium.

3 Workshops in the studio wing, a modern extension tothe old convent building.

4 Walkway leading from the park to the new studio wing.

5 Cross-section of the convent; the auditorium is locatedwithin the stripped volume of the original chapel.

6 Inside the main auditorium.

7 Second floor plan; the glass-fronted studio extension(right) intersects with the renovated existing building.

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100 BEP

In the past four years, LetterkennyInstitute of Technology has expandedfrom 700 to 1 100 student spaces. Whenthe expansion programme is completedthe institute will have capacity for 2 700students, enabling it to meet the growingdemand for tertiary education generatedby rising educational attainment and thetrend towards longer periods of study.

Early work on the site provided staffoffices and classrooms in an extra storeyabove the north block. The south blockhas seen a major extension of existingbuildings and new facilities: theseinclude a new library, computer andlanguage suites, four auditoria, arestaurant and cafeteria, reception andadministration offices.

The new building is connected to theexisting facilities by a top-lit concoursewhich runs the entire length of the block.

It acts as a circulation spine and a placefor social interaction, with all studentservices arranged along its length.

The new building utilises the contours ofthe site; the stepped auditoria in the newlecture theatres follow the falling ground,a semi-enclosed court space delineatedby the new library and computerlaboratories is sheltered from the wind bythe existing woodland setting.

The extensions allow the institute torespond to new teaching and learningstyles. In the library, the reading room islit from the perimeter windows and alarge rooflight above a central well. Builton two levels, it is designed as a flexiblespace; the floors are zoned to provide arange of spaces from quiet individualreading spaces to group work areas basedaround computer workstations andmultimedia areas.

ARCHITECT

Jim Coady & Associates

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

1 462

AGE RANGE

18 to 22+ years

TYPE OF PROJECT

Extension

YEAR OF COMPLETION

1999

CLIENT

Dept. of Education andScience/LetterkennyInstitute of Technology

Republic of Ireland

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1 The new extension with the library building in the foreground.

2 One of the four tiered lecture theatres.

3 The ground floor plan.

4 The new concourse space.

5 Food servery at the west end of the concourse.

6 The new library/reading room.

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Computer suites situated above thelecture theatres have roofs that slopeupwards to increase the volume of thespace and provide a buffer to the heatoutput from the computer banks.Elsewhere energy saving andsustainability is a priority as the existingbuilding skin has poor thermal, acousticand comfort characteristics, however thistoo is in the process of being upgradedto current standards.

Building against one entire wall of thecollege has helped inexpensively resolvethis issue. The fabric of the buildingitself provides thermal mass to helpreduce temperature fluctuations in allseasons. Materials are chosen on thebasis of the renewability of resources,embodied energy, life span, maintenancecosts and the potential for recycling.

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102 BEP

Situated on one of the main roads inGouda, this new teacher trainingestablishment comprises two wings set atright angles, hinged by a curved building.This element, a 90˚sector, contains themain entrance area, the assembly hall,three lecture halls and a large library. Itis the public face of the college, acontrast with the “closed” teaching areasin the two wings.

De Driestar College promotes a number ofnew concepts in teaching, such asteaching as an art, in order to integratetheory and school practice more fully,and achieve greater coherence in thecurriculum. Architects AA Bos andPartners have produced a buildingdesigned to facilitate the teaching ofthese new methods.

Structurally, the outer walls, thestairwells and the block containing thetoilets and lift form the fixed elements.The rest of the building is divided usingmodular walls, which allow changes to bemade in response to future demands forspace. In line with the educational

philosophy of the college, a schoolworkshop has been constructed, aninterdisciplinary space that can beadapted for different forms of use.

Rather than having long, uniformcorridors in the wings, hallways havebeen widened at points of access to theteaching areas. In effect, the studentshave to walk from square to square,which encourages communicationbetween students and between studentsand tutors.

There is an extensive multimedia sectionin the library and a large area forindividual study. There are more than 130 computers in the college. Theseworkstations can be found in the libraryor teaching workshops. Students are ableto use them for their own study or tocarry out practical assignments such asdeveloping computer courses and games.In addition, a few classrooms are fullyequipped with modern information andcommunication technology. The collegefacilities are also available to people fromoutside the school.

ARCHITECT

Architectenbureau A.A.Bos en Partners bv

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

850

AGE RANGE

17 to 25 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1996

CLIENT

Stichting Sg.opReformatorische Grondslag te Gouda

Netherlands

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Chr. Hogeschool De Driestar, Gouda

1 The assembly hall, situated under lecture halls at theglass-fronted hinge of the college.

2 and 3 The library has multimedia resources and student workstations.

4 Linking the two wings, the curved block housing theassembly hall and lecture hall is the public face of thecollege.

5 First floor plan; modular partition walls allow the spaceto be rearranged to suit a variety of uses.

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104 BEP

La Trobe University Bundoora Campuswas designed from the outset for growth.Since its foundation, the university hasgrown rapidly both in terms of studentsand the number of courses it offers. In1967, the first enrolment at theuniversity was a mere 552; today, thereare more than 16 000 students. But thisexpansion has been achieved efficientlyand harmoniously, creating one of themost attractive parkland campuses inAustralia.

Set in a basin site, the increasing studentpopulation has been accommodated byboth vertical and horizontal expansion.By exemplary land use, the whole campusretains a human scale. There are enclosedlinks between the buildings, and the siteis organised so that no academic buildingis more than five minutes from the centreof the university complex.

The library, which serves all five facultiesand the Institute for Education, is at thecentre of the academic complex. It facesa courtyard, which is the hub of the

university, a place where students andstaff can socialise. The major lecturetheatres and the central administrativeand commercial functions are alsosituated here. From this hub, walkwaysradiate to pass all the seminar rooms andindividual buildings.

Buildings are linked by an undergroundtunnel system, providing an efficient andcost-effective distribution of building andengineering services, and allowing wiringfor new technology to be installed withrelative ease.

The low-lying campus is prone to floodingand so a flood disaster plan wasincorporated into the master plan. Thecampus is dotted with lakes, and weirscontrol the water flow. These protect thesite from flooding and are an attractivefeature in the landscape. Cars are largelyexcluded from the centre of the campus,and the peripheral car parks are linked tothe centre of the campus by a second-level concourse system for safety andpersonal security.

ARCHITECT

Yunken FreemanArchitects

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

16000+

AGE RANGE

16+ years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

2000 continuing

CLIENT

La Trobe University

Australia

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La Trobe University, Bundoora, Victoria

1 The campus from the air; despite the 20-fold increase instudents over some forty years, the university environ-ment remains compact yet pleasant.

2 Covered open walkways radiating out from the centralhub link all university facilities and buildings.

3 Within the campus, there are many open spaces for students and staff to meet and relax.

4 The site plan; the lakes running through the campus arean important element of the water management plan inan area prone to flooding.

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Excellence in educational facilities liesnot only in the quality of conception andconstruction, but also in the quality ofmanagement. Facility management coversa number of related aspects, and PEB hasfocused its attention on four in the pastfive years: maintenance, the utilisation ofspace, financing, and health and safety.

Good maintenance practice aims toanalyse the current condition andsuitability of educational facilities, tobetter understand the whole of life costsof educational assets and to make themmore appropriate for current andemerging educational needs.

The inefficient use of space leads tounnecessary recurrent expenditure, toapparent overcrowding of some spacesand underuse of others and to demandfor additional buildings. These issues alsoimpact on large school assets. The moveto implement lifelong learning and thewidespread adoption of informationtechnology will lead to changes in thedelivery of educational programmes andthe facilities required by institutions.

Strategies for Managingthe EducationalInfrastructure

Capital and recurrent expenditure oneducational facilities represents asignificant proportion of publicexpenditure in all OECD countries. Inmany countries, capital allocations forschools are still related primarily toactual or forecast pupil numbers and donot reflect internal migration,educational or social need, or changingattitudes to lifelong learning.

The health, safety and security of theusers of educational facilities are ofparamount concern to designers andmanagers. Staff and students need, so faras is possible, to be safe from naturaldisaster, as well as from the accidental ordeliberate acts of man. Areas of concerninclude fire prevention, earthquake anddisaster management, the quality of theindoor environment, traffic management,controlling hazardous substances, andpersonal and material security.

The schools and other institutionsfeatured in this chapter demonstrate howinnovative approaches can be made totackling many of these difficult issues.

Chapter four

108 BEP

Built in stages over five years, thecompletion of Húsaskóli school in asuburb of the capital has finally enabledpupils to move out of the temporaryclassrooms first erected in 1991. It isperhaps fitting that the materials usedfor the new building express solidity andpermanence; the exterior is built ofgalvanised steel, with steel andmahogany used for the classrooms andother interior facilities.

Flexibility in the use of space has beenone of the prime concerns of thearchitects. The entrance and seminar hallhave been designed for multi-functionality, removing the necessity tobuild several potentially under-useddedicated spaces. Directly accessible fromthe exterior, the seminar hall can bereached without causing a disturbance toteachers and pupils. The hall cantherefore be used for extra-curricular

activities during the school day, to thebenefit of the wider community.

Distributed over two floors, theclassrooms have been grouped accordingto purpose. One wing is specificallydesigned to facilitate small group work;in another, a common space is shared bythe younger members of the schoolcommunity. Communal facilities, such asthe library, assembly hall and pupilrecreational area, are clustered togetherin a third section of the building.

This coherence in spatial organisation isreflected in the overall architecturaldesign of the site, which brings togetherunder one roof what had previously beena scattered settlement of temporarybuildings. It allows the school to meeteducational demand – pupil numbershave increased four-fold in less than tenyears – in a modern permanent facility.

ARCHITECT

Gudmundur Gunnarssonand Sveinn Ivarsson

TYPE OF SCHOOL

Primary and lower secondary education

NO. OF STUDENTS

450

AGE RANGE

6 to 16 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1995

CLIENT

Reykjavik City Council

Iceland

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Húsaskóli Primary School, Reykjavík


1 The circular auditorium, which isalso used by the local communityfor performances and meetings.

2 Húsakóli’s exteriors are faced withgalvanised steel.

3 Circulation and communal areasare wide and spacious.

4 The entrance hall is a flexible,multi-functional space.

5 First floor plan; classrooms are inthe two wings, the library in thecircular building, with staff roomsand special teaching rooms in thesquare block.

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The Allgemeinbildende Höhere Schule in Klagenfurt-Viktring, based within thewalls of the twelfth century Viktringmonastery, prides itself on being themost beautiful school in Austria. The school’s extension and renovationprogramme has endeavoured to conservethe historic structure while giving pupilsaccess to the latest teaching and learning technologies.

The programme represents theculmination of a long campaign to save astunning historical monument, which hasat various times served as a monastery, acastle and a factory. After the principaloffered to take over the building in 1977to teach children who are exceptionallygifted in music or art, architects workedon a functional and structural guidelinewhich would blend old and newarchitectural styles.

The latest phase of the renovationprogramme has extended the school’sfacilities. Adjoining the baroque church

and constructed from wood and steel, the new school library is a distinctiveaddition to the predominantly stonefaçade of the monastery. On the upperfloor of the north-western wing, newclassrooms have been erected using clear glazing, which permits anuninterrupted view of the surroundingmedieval fortified wall and its baroqueroof truss. Inside the old building, spaces have been modified to make them suitable for exhibitions and public performances.

As a centre of international excellence,the school has benefited greatly from thebeauty and atmosphere of the oldmonastery. Students from as far away asJapan and Iceland now come everysummer for classes and concerts.Community feeling is fostered by asetting steeped in tradition. This is agreat advantage in a non-urban area, but has also proved crucial in a specialistschool dedicated to tapping the creativeenergies of its pupils.

ARCHITECT

Gernot Kulterer

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

900

AGE RANGE

10 to 18 years

TYPE OF PROJECT

Extension/renovation

YEAR OF COMPLETION

1999

CLIENT

Bundesministerium fürwirtschaftlicheAngelegenheiten

Austria

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Allgemeinbildende Höhere Schule, Klagenfurt-Viktring

1 Internal rooms have been adapted to create workshops as well as spaces for exhibitions and performances.

2 The historical setting attracts and inspires music students from around the world.

3 The buildings have been imaginatively restored, interweaving modern and historic architectural elements.

4 New classrooms and workshops have been created inthe upper floor of the monastery, permitting viewsacross the grounds.

5 Using glass and steel elements, a new library has beenincorporated into the main monastery building.

6 The site plan.

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Specialising in vocational education,Epral is a new college. Students haveaccess to the most up-to-date equipment,ensuring that their education takes intoaccount changes in technology and theorganisation of the work environment.

Learning zones are organised in such away so as to accommodate working withequipment on an individual basis or insmall groups. This enables the college todeliver the scientific and practicalcomponents of courses efficiently. Thereare laboratories for photographic studies,chemistry and physics, food science,multimedia, electronics, graphic arts andcartography. There is also a trainingkitchen area where food is produced bycatering students.

The resource centre, or mediateca, hasseveral functions: it is a library, holding agrowing collection of magazines andjournals, interactive computer discs andCD-ROMs, a language and audiovisuallaboratory, and a place where Internetresearch can be conducted.

The school’s auditorium can hold around50 people. It is used for ceremonialoccasions, conferences, lectures andseminars, which can be transmitted tothe entire school via an internalaudiovisual network.

Epral has good links with industry.Through the Fundação Alentejo (theAlentejo Foundation), young graduateswho are intending to form their own

ARCHITECT

Francisco da Silva Dias

TYPE OF SCHOOL

Vocational educationand training

NO. OF STUDENTS

500

AGE RANGE

15 to 22 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1992

CLIENT

Escola Profissional daRegião Alentejo (EPRAL)

Portugal

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Escola Profissional da Regiao Alentejo (EPRAL), Evora

companies are able to use Epral’sfacilities and technical and administrativeservices free of charge for six months. Inaddition, an office of continuingeducation organises ongoing vocationaltraining within the context of nationalprogrammes or community initiatives.This is designed to help improve skillsand facilitate technologicalspecialisation, and to provide vocationaltraining for the working population.

1 Ground floor plan of one wing of the Epral complex,housing teaching rooms and laboratories.

2 The school is used day and night, including weekends,to maximise use of the facilities.

3 The main auditorium from which lectures can be broadcast over the college’s audiovisual network.

4 Epral has a fully equipped television and radio studio.

5 The college library, with computer workstations in theforeground.

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Situated on the banks of the Douro riverin the historic centre of Porto, MiragaiaHigh School is in an educational priorityarea. Economic and social resources areparticularly low and there is a high levelof illiteracy.

The school has been carefully plannedwithin its compact urban site to maximisethe use of available space and resources.All facilities – classrooms, specialteaching rooms, libraries, a canteen,sports facilities and recreational andother common areas – are designed to beused by the whole of the school. Thesefacilities are also open to parents,community bodies and sports clubs. Toimprove space utilisation, the school isdeveloping a flexible curriculummanagement programme, which allowsthe syllabus to be integrated with theeducational needs of the schoolcommunity. It also opens up the facilitiesoutside school hours, allowing thebuilding to be used in the evenings andat weekends.

Information and communicationtechnology is an integral part of theschool. Pupils are encouraged to use thistechnology in accessing information andproducing work. Facilities include a radiostudio for internal broadcasting, acomputer science room where a schoolnewspaper is produced, a library andresource centre with Internet access,photo and video libraries, and a room forplaying audio and video materials.

The school has helped transform the localenvironment. The site was formerlyderelict, and the energy-efficientbuildings are designed both to introducenew levels of quality of construction intothe area and to respect the localsurroundings. Horto das Virtudes, one ofthe parks which surround the school, hasbeen restored to its former state afterhaving lain abandoned for 60 years. Thisnot only benefits the local community butalso the school, as the park is used bypupils for biology fieldwork andenvironmental studies.

ARCHITECT

José Miguel Regueiras

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

500

AGE RANGE

10 to 16 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1997

CLIENT

Ministério da Educação

Portugal

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Escola de Ensino Básico 2,3 de Miragaia, Porto

1 One of the corridors within the long linear plan.

2 Situated on the steep banks of the Douro, the schoolbuildings have been designed to make the most use of the compact urban site.

3 Students in the school cafeteria.

4 View from a corridor across the rooftops of old Porto.

5 Site plan; the buildings are arranged to suit the contours of the site.

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Formerly situated in the city centre, thisvocational and technical college has beenforced to relocate to the outskirts of thecity due to lack of space to meet demand.It is now housed in a former tobaccoworks at Ottakring, now an area of urbanregeneration. A classified historicalmonument, it is owned by the FederalReal Estate Company, which has restoredthe building, adding a sympathetic newextension, and leased the facility to the college.

The old tobacco works is used by thecollege for workshops, laboratories andspecial classrooms, as the height of theceilings allows room for engineeringequipment. The classrooms and art roomsare in the new building. There is alsoroom for a cafeteria and a gymnasiumwhich were not on the original site.

Dividing partitions in the old factory hallhave large windows to preserve thespatial characteristics of the originalconstruction. The extension receivesnatural daylight through a continuousseries of windows on the outside andcorridor walls and large skylights.Classrooms are bright, provided withexternal shades to lessen the intensity ofthe sunlight if necessary.

The college’s electronic data processinginfrastructure has been extended sincethe move and 170 new workstations havebeen added to the 90 that have beencreated with older equipment. Othermodern facilities have been added,including a photovoltaic power supplywhich is used for research and to teachstudents about alternative power sourcesas well as for supplying energy.

ARCHITECT

Architekten Nehrer +Medek und Partner

TYPE OF SCHOOL

Vocational educationand training, adult education

NO. OF STUDENTS

1700

AGE RANGE

14 to 19 years

TYPE OF PROJECT

Extension/renovation

YEAR OF COMPLETION

1998

CLIENT

Bundesimmobilien-gesellschaft

Austria

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Höhere Technische Bundeslehranstalt, Vienna

An active partnership has beenestablished between industry and thecollege, providing financial support forthe purchasing and maintenance oftechnical equipment. Around 50collaborative projects with industry andcommerce are carried out yearly.

Students have responded positively to thenew environment and facilities.Motivation has increased and acts ofvandalism have decreased since the move.

1 More than 250 computer workstations are provided inthe college’s new premises at Ottakring.

2 The compact modern extension provides a base for theclassrooms, with a gymnasium in the basement.

3 The linking corridor and stairs between the new extension and the tobacco works; large windows and skylights provide ample natural light.

4 The ground floor plan; the new extension (top centre)is parallel to the two wings of the old tobacco works, set perpendicular to the main building.

5 With its impressive brick façade, the former AustriaTabakwerke building houses the college’s receptionarea, laboratories and technical workshops.

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118 BEP

Designated by the Quebec Ministry ofEducation as one of the two publicschools in the province to award adiploma in vocational study for lorrydriving, the Saint-Jérôme training centremoved into its new premises in 1997.Having operated in a crampedenvironment over many years, the movehas enabled the centre to accommodatethe latest technology and use availablespace more efficiently. The move hasbeen welcomed by staff, trainee lorrydrivers and employers alike.

With its emphasis on continuousprofessional development, the centre hassought to create a space which accuratelyreflects the realities of working life in thetransport industry. The architectural styleof construction, with its facing of stoneand metallic cladding, borrows fromstyles common in industrial buildings. By

extending the existing buildings, themaintenance and washing bays have beenbrought together and additional space isavailable to practice reversing andtransfer of merchandise. Driving practiceis supervised from a look-out, from whereall the road circuits can be seen.

Through renovating existing buildings andadding extensions, the designers haveimproved the adaptability of the site toteaching and training functions.Laboratories and demonstration areashave been grouped near the classrooms,and sites for practical teaching arelocated near the parking lots and roadcircuits. This layout reflects the content ofthe course, which is largely practical butincludes a substantial element of theory.

Completed within budget, the renovationprogramme has increased the capacity of

ARCHITECT

Jean-Marc Coursol

TYPE OF SCHOOL

Vocational education and training

NO. OF STUDENTS

500

AGE RANGE

20 to 50 years

TYPE OF PROJECT

Extension and renovation

YEAR OF COMPLETION

1997

CLIENT

Commission scolaire de la Rivière-du-Nord

Canada

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Centre de formation du transport routier Saint-Jérome, Mirabel

the training centre. The teaching areashave been improved and the movementof traffic on site is safer for pedestrians.Staff have noted an immediate beneficialimpact on the quality of their workingenvironment as well as their teachingpractice: air quality, sound proofing,lighting and space management have allbeen enhanced. The completed projecthas managed to strike a harmoniousbalance between architectural aestheticsand pedagogical functionality.

1 Interiors have a practical, business-like feel; receptionand welcome area.

2 View from the air; the site has plenty of space for parking and practising driving manoeuvres.

3 Functional and workmanlike; the centre’s cafeteria.

4 Large garages provide space for practical workshopsand demonstrations.

5 Floor plan; the extensions at each end of the buildingprovide extensive workshop space.

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120 BEP

Pupils at Francisco Beltrán Otero Schoolmostly come from low incomebackgrounds and it is important that theschool facilities are modern, clean, wellilluminated and spacious in order to helppromote self esteem and a spirit ofcollaboration amongst the pupils.

Francisco Beltrán Otero Schoolexemplifies the collaborative approachthat is necessary for the running of stateschools in less affluent areas. Normalwear and tear, and in some casesvandalism, impose a heavy burden onschool maintenance. But in the last threeyears, local communities have helpedwith school maintenance throughvoluntary work by teachers and parentson Saturdays.

Using materials provided by theDepartment of Education, they help withactivities such as window panereplacement, repainting, repair offurniture and the cleaning and repair ofsanitary facilities. As a result of this

collaborative programme, the standard offacilities has increased, parents haveshown commitment to the school –indeed some parents have attendedlectures on parenting skills and in somecases adult literacy – and ultimately thechildren have benefited.

Financial assistance is also provided byComparte, the Department of Education'svoluntary arm. At the moment it procuresinvestment from the private sector bodiesthat provide maintenance material or cashfor school maintenance through its SchoolAdoption scheme. Representatives haveattended the World Bank’s DevelopmentMarket Place in search of more funding todevelop the school’s facilities.

The school itself has four main classroomblocks, a forum for cultural activities, aplaza for outdoor activities – with an areacovered with a metallic roof to give someprotection from the sun – and areas forsports. A fifth multipurpose building isdue to be added soon.

ARCHITECT

C.A.P.F.C.E.

TYPE OF SCHOOL

Primary education

NO. OF STUDENTS

220

AGE RANGE

6 to 12 years

TYPE OF PROJECT

Renovation

YEAR OF COMPLETION

1999

CLIENT

Secretary of Education

Mexico

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Escuela Francisco Beltrán Otero, Villa De Garcia, Monterrey

1 Pupils watching television in one of the classrooms.

2 The school buildings are arranged around a plaza,which is used for play and community activities.

3 There is room on the site to build additional schoolfacilities.

4 The site plan.

5 An open covered space provides children with some protection against the sun at play times.

6 Parents have played a full part in the school’s renovation programme, helping to replace and repairwindows and furniture and to redecorate classrooms.

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Dokuz Eylul University Foundation 75thYear Primary and Secondary School is aprivate school. It has been developed byDokuz Eylul University as a contributionto Turkey’s national education policy ofintegrating primary and secondary(middle) schools; the idea being topromote interaction between differentage groups. The school is situated on thenew university campus on the outskirts ofBuca, a town close to Izmir.

The first phase of building has beencompleted with the university membersoffering voluntary help throughout thedesign, implementation, fundraising,introduction and operation of theproject. The second phase, whichincludes the pre-school buildings andmultipurpose hall, is due for completionin the summer of 2001.

As a private school in competition withothers for fee-paying pupils, it is thoughtthat both its architectural andeducational qualities have a role inattracting students. The school isdesigned as an active learning centre,utilising the educational potential of the

university and ideally producing futureuniversity students. It compriseseducational, administrative and pre-school units as well as recreationalareas and sports facilities.

The L-shaped building demonstrates thesequential arrangement of space frompublic (the main courtyard), semi-public(canopy and corridors), to private (theclassrooms). This is a contemporaryversion of building design that has beenimplemented in the Aegean area sincethe Greek and Roman eras, and intraditional Turkish settlements. Toencourage social integration, communalspaces are attractive and well lit. Accessramps, an elevator and the toilets haveall been designed to accommodate pupilswith disabilities.

The building complex is oriented awayfrom the cold north winds and facessouth towards the courtyard. The innercourt façade is covered by a canopy(portico) which shelters students fromrain and the hot summer sun. Thisenvironmentally conscious design hassaved energy expenditure in its first year.

ARCHITECT

Orcan Gündüz

TYPE OF SCHOOL

Pre-school, primary education, lower secondary education

NO. OF STUDENTS

432 (total capacity)

AGE RANGE

5 to 13 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Dokuz Eylul UniversityFoundation

Turkey

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Dokuz Eylul University Foundation 75th Year Primary and Secondary School, Izmir

1 View from the courtyard; the school has an L-shapedplan and is oriented to provide a sheltered environment.

2 The ground floor plan; two education blocks are joinedby the circular administration building. The attachedblocks house the multipurpose hall, music/dramarooms and the pre-school.

3 Staff rooms and offices circle the atrium and exhibitionspace at the centre of the administrative unit.

4 View from the north; the circular building housesoffices, staff rooms, the library and the dining hall onthe ground floor.

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124 BEP

Sir John Colfox School is the firstsecondary school in the UK to be builtunder the Private Finance Initiative, agovernment scheme designed to attractprivate sector investment into publicsector capital projects. This financial routehas not led to any compromise in thequality of the scheme, a completely newbuilding on the site of a former school.

The head teacher and staff have beeninvolved throughout the design process,which was based on sustainableprinciples. The new school includes amain hall, general teaching rooms, alibrary, facilities for people with specialneeds and specialist teachingaccommodation for science, languages,technology, art, drama and music. Thereare good catering and dining facilities anda sports hall.

The aim of the school is to improveeducational standards and attainmentlevels through the provision of modernfacilities and the creation of conducive

working environments. Energy efficientheating and appropriate acousticinsulation create spaces with comfortablelearning conditions. The functionalgrouping of rooms and linkage betweendepartments cut down the unnecessarymovement of pupils. An internal glazed“street” runs the length of the school andlinks all the separate buildings. Togetherwith light wells and an atrium, it ensuresthere is plenty of natural daylight in the school.

A variety of social spaces are provided tocreate a sense of belonging andownership. These include anamphitheatre, a cloistered garden,seating within the glazed street, a café,external teaching areas and a pond.

Outside school hours, the school facilitiesare used by the local community. Thiswas a consideration from the beginningof the project and the community wasconsulted throughout the different stagesof the design.

ARCHITECT

Terence O’Rourke plc

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

1060

AGE RANGE

11 to 18 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

Dorset County Council

United Kingdom

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Sir John Colfox School, Bridport

1 First floor plan; teaching areas areorganised in departmental groups.

2 The school backs on to extensivesports grounds.

3 Stairwells and corridors are spacious and well lit.

4 The two-storey brick buildings areset in attractive grounds.

5 The circular dining room looks outon the school grounds.

6 Ground floor plan; an internalstreet links all elements of theschool. The library and information technology centre(yellow) is located in the middleof the complex.

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126 BEP

The development of this new tertiaryeducation establishment has taken placeon the site of a former army barracks; thecomplex includes an eighteenth centurychapter house and a nineteenth centuryriding school. The project involves theintegration of two formerly independentschools, an art school and a school ofarchitecture, which occupied buildingsthat had become dilapidated andunsuitable to a modern educationalapproach.

Respecting the integrity and quality ofthe site’s historic heritage, therenovation exhibits a desire for opennessin contrast to the assertive austerity ofthe military architecture. It is hoped thatthe development will breath new life intothis district of Liège.

The first stage of the project consisted ofadapting the buildings to their newfunctions. For example, painting andsculpture workshops have been created

by adapting and adding services into aformer warehouse and garages.Administrative functions have beenhoused in historic buildings at the heartof the complex. A second stage ofadditions and conversions is plannedover the next four years.

The scattered aspect of the buildings,together with their disposition in a sortof mini-village, meant that afterappropriate architectural intervention,two types of space are offered to studentsand teachers: private areas for courses,classes and workshops and commonspaces, both interior and exterior, forsocial interaction.

Architectural intervention has beendiscreet and to some extent neutral, withan absence of colour or decoration. Theeffect of this has been to free up thebuildings to form collective spaces for theexchange of ideas and to encouragestudents to express themselves.

ARCHITECT

Eugène Moureau

TYPE OF SCHOOL

Tertiary education

NO. OF STUDENTS

1 500

AGE RANGE

18 to 25 years

TYPE OF PROJECT

Renovation

YEAR OF COMPLETION

2000

CLIENT

Institut Supérieur desBeaux-Arts et InstitutSupérieur d’ArchitectureSaint Luc, Liège

Belgium

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Institut Supérieur des Beaux-Arts et Institut Supérieur d’Architecture Saint-Luc, Liège

The infrastructure has been put in placeto support an information network. Toenable communication within the schoolas well as exchanges with the outside,the network provides computer linksbetween principal centres on the site.Telephone lines, computers, projectorsand information monitors are connectedto a general network with the latestfibre-optic technology.

1 Set in a former army barracks, the challenge has beento convert the buildings for educational use while retaining the integrity of the original structures.

2 Warehouses and garages have been converted into workshops and study areas. Light and openess contrastwith the austerity of the former military architecture.

3 Internally, the building has been modified to allowlarge rooms for art and design works and exhibitions.

4 Colours and finishes have been kept neutral, encouraging students to express ideas freely.

5 With its former scattered buildings and street pattern, the campus of the Beaux-Arts and Architectureschool in Liège has a village feel. Internal and externalcommon spaces allow for social interaction; an information network provides virtual interaction.

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128 BEP

Built on a site owned by the Federal Real Estate Company, this new highschool and business school in Vienna is managed on private sector lines.

Included in its leasing arrangements withthe real estate company is a provision forthe maintenance of the building. Theupkeep of facilities is therefore financed,and can be planned for, in advance.

The school places particular emphasis onstrengthening the links between theclassroom and the workplace, to facilitatea more flexible approach to learning andprofessional development. Training iscarried out using real-world examples, insome cases supported by local businesses.

In the school’s Centre for AppliedEconomics, for example, teachersorganise activities which simulate all theprocesses of a real business. Classroomsare furnished in an office style, and

students perform roles across a range offunctional areas, such as marketing,procurement, sales and personnel. Thisapproach, known as practice enterprisesor training firms, is built around genuineteam work between students as well asrole playing with teachers.

While the practice enterprise is designedto simulate a market economy, the schoolalso encourages students to engage inthe real economy by creating junior firms.These involve students – with guidancefrom expert teachers – trading actualgoods or services, using real money.

Equipped with all the latest office andinformation technologies, the Centre forApplied Economics delivers education inall areas of business. It aims to improvethe transparency of qualifications andrelevance of training, ensuring thatstudents’ skills can be applied as soon asthey enter industry.

ARCHITECT

Architekten Nehrer +Medek und Partner

TYPE OF SCHOOL

Secondary education,vocational educationand training

NO. OF STUDENTS

1300

AGE RANGE

10 to 19 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1997

CLIENT

Bundesimmobilien-gesellschaft (BIG)

Austria

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Allgemeinbildende Höhere Schule und Handelsakademie, Vienna

1 Circular glass-fronted rooms occupy one corner of eachof the three wings, providing a space for meetings andother “business” activities.

2 and 3 Glass and steel elements are used to good effect.

4 The gymnasium.

5 The site plan.

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130 BEP

The school that the new Willow TreePrimary School replaces had a sprawling,inefficient plan and was becomingincreasingly uneconomic to maintain. Thefloor area of the new school is about halfthat of the old facility.

Although the school is large, thearrangement of the accommodationenables the pupils to identify with theirarea and provides an environmentconducive to learning. Classrooms arearranged in pairs and in age sequence –nursery, reception infants and juniors.Each pair of classrooms shares a privateexternal quiet play area, a smallcloakroom and a toilet. These aresituated around a central area containinghalls, an atrium, shared resources andservice areas.

Information technology is given highpriority. The school has a structuredcabling network which provides both

voice and data connections. This givesdirect access to the Internet and to large,fixed, interactive whiteboards in eachclassroom. Teachers can use the Internetdirectly with the whole class – in fact it ispossible for all 700 students to use theInternet at the same time. This highlyvisual medium serves to motivate thechildren, who can see their work on thelarge or small screen. Team work isstrengthened by teachers emailing lessonplans and presentations to all staffmembers.

Although the school is situated on asloping site, the building is fullyaccessible to people with disabilities.Ramps connect the three levels on theground floor, and a lift gives access toaccommodation on the first floor.

The building is particularly well insulated,and all external windows and roof lightsare double glazed. The fully integrated

ARCHITECT

Unicorn ConsultancyServices (in successionto BRETS)

TYPE OF SCHOOL

Pre-school and primary education

NO. OF STUDENTS

800

AGE RANGE

3 to 11 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

London Borough of Ealing

United Kingdom

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Willow Tree Primary School, Ealing

1 The school entrance; security is enhanced by controlledentry, intruder alarms and closed circuit television.

2 In addition to the main playground, each pair ofclassrooms has an enclosed private play area.

3 All classes have direct access to the Internet throughinteractive whiteboards.

4 Site plan; the new school (shaded) is bounded by theunderground line, playing fields and the site of the oldschool which has been demolished.

5 The south-west elevation.

building service installation includesunderfloor heating. Building insurancepremiums have been reduced byinstalling a sprinkler system throughout.

For increased safety, several securitysystems are used, including controlledentry, intruder alarms and closed circuittelevision.

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132 BEP

Situated on one of the mid-Atlanticvolcanic islands in the Azores, this schoolhas been designed to take account of thefact that the region experiences tremorsand earthquakes without warning. It is therefore constructed to resist them in accordance with regionalbuilding standards.

It is divided into two independent blocks– the two-storey school building and thesports complex. The classrooms aremainly situated on the upper floor witheasy access to the outside via staircases.At the end of each is an emergency exitdoor which can easily be opened from theinside. The school is properly equipped to

reduce the risk of fire, and regular checksare undertaken by the fire service.Emergency evacuation procedures aretested regularly under the supervision ofthe Civil Protection Services.

On the ground floor there are sciencelaboratories, computer rooms and anadministrative area. There is also a libraryand a hall, where temporary exhibitionsoften take place. The lecture theatre hasa capacity of 200 and is frequently usedby members of the community formeetings and other functions. Thecafeteria is also open to people fromoutside the school on special occasions.The sports facilities are housed in an

ARCHITECT

Jorge Manuel FareloPinto

TYPE OF SCHOOL

Secondary education

NO. OF STUDENTS

1260

AGE RANGE

12 to 18 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1986

CLIENT

Ediçor

Portugal

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Escola Básica 3/ Secundária das Laranjeiras, Ponta Delgada

adjoining building. Managedindependently, they are open to thepublic at evenings and weekends.

The grounds are laid out with lawns, trees and benches. A herb and vegetablegarden is used for teaching purposes,particularly by pupils who are preparingfor careers in agronomy. The schoolcontains a covered interior courtyard with seats and tables where pupils cansocialise.

1 Site plan; the school is organised into two blocks. Oneof them has a central covered courtyard.

2 The main entrance, which leads to the courtyard andthe ground floor laboratories and computer rooms.

3 The library, with exhibits devoted to the island’s volcanic origin on the table (foreground).

4 Students during a physical education lesson in theschool gymnasium.

5 A view down the central internal courtyard which linksthe separate teaching blocks.

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134 BEP

Designed to harmonise with thesurrounding natural environment, thisnew school is also built to withstandenvironmental dangers. Its frame hasbeen constructed to high specificationsto take into account the risk ofearthquakes. The building is constructedwith brick and concrete to minimise firerisk and has external, in addition to twointernal, fire escapes.

Situated at the site’s high point to takeadvantage of views, all levels of theschool receive natural light, providingboth a source of illumination within thebuildings and passive solar energy. Theschool is oriented to maximise thispassive energy gain. As the buildingswithin the complex are linked andcompact, insulation is afforded by themass of the structure of the school itself.Energy is also conserved by insulation ofthe walls, floors and roof of the building.

All windows are double-glazed. Thecorridors and all the classrooms havehigh-level opening lights to ensure agood standard of natural ventilation.

Elements of classical Greek architecturehave been incorporated into the designof the buildings. The choice of materialsand massing provides an attractive andappropriate scale and the site has beensensitively landscaped: this outdoorenvironment will improve as the plantingmatures. An elevator and a ramp havebeen constructed to cater for people withspecial needs.

Use of space is economical and the planform allows for considerable flexibility inpractical use. The setting of windows atregular intervals, the structural frameand non-load bearing partitions all allowfor long-term adaptability.

ARCHITECT

School BuildingOrganisation S.A.

TYPE OF SCHOOL

Upper secondary education

NO. OF STUDENTS

240

AGE RANGE

12 to 15 years

TYPE OF PROJECT

New building

YEAR OF COMPLETION

1999

CLIENT

S.B.O.

Greece

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2nd High School of Salamina, Salamina

1 With attractive pink concrete walls, the school is builtto be fire and earthquake resistant.

2 Situated at the highest point of the site, the schoolaffords views across the surrounding area.

3 View from one of the play areas.

4 Ground floor plan; the school is a series of linked two-storey elements.

5 The basketball court.

6 Main elevation.

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Appendices

«

138 BEP

Turkey

In August 1997, the Turkish government drewup legislation to pave the way for a massiveexpansion of the basic education system.Financed from general taxation, and with thesupport of national and internationalorganisations, the programme is designed to generate a step change in enrolments and implement compulsory schooling for 6–14 year olds.

In the three years following the approval oflegislation, there has been significant progress,with 20 000 new classrooms erected in 636 newschools. Additional new facilities are to follow,in the second and third phases of theprogramme. Their design conforms to the basictemplates laid out in the Ministry forEducation’s Standards Manual for SchoolBuildings, which sets minimum requirementswith regard to equipment, furniture andmaterials.

Buildings are located in areas which are easilyaccessible to the whole community, and somefacilities, such as libraries and sports halls, areavailable for community use out of schoolhours. Soundproof and fire resistant materialsprovide a pleasant and safe environment, withthe vibrant colour scheme selected for itsmotivational qualities.

The guidelines make special provisions for theneeds of students with physical disabilities,stipulating that high-rise structures should beavoided and setting a limit to the number offloors. Ease of access is further enhanced bylocating classrooms for the early years pupilson the ground floor and building separateentrances for nursery and school children.

Designed to meet the needs of an evolvingeducation system, the programme provides for widespread access to the latest information technology, both for staff andstudents. Computerised networks support allschool administrative tasks. Computer andscience laboratories are connected to theinternet. Curricular software, currently indevelopment, will be integrated into classroom teaching.

Although still in its early stages, theprogramme has already achieved impressiveresults within a very short space of time. Itssuccess will be judged by its ability to extendthe benefits of education beyond the primaryage group, to parents, families and the widercommunity. When completed, it will serve asthe foundation for a technologicallysophisticated and widely accessible lifelonglearning system.


The Turkish Basic Education Programme was submitted as an entry for this compendium but did not meet the criteria for inclusion. The PEB SteeringCommittee, nevertheless, agreed that the project deserved wider attention and decided to include it in this publication.

For more information, contact:A. Remzi SezginDeputy Under-SecretaryMinistry of National Education06548 BakanliklarAnkara, TurkeyTel: 90 312 418 7650Fax: 90 312 425 1724Email: [email protected]

Basic Education Programme Schools, Turkey

2nd High School of SalaminaGeorge Papandzeae, Hydzas 4, SalaminaGREECE 18900Tel: 304677263

Allgemeinbildende Höhere SchuleStift-Viktring-StraBe 25Klagenfurt-ViktringAUSTRIA 9073Tel: 43463281469Email: [email protected]

Allgemeinbildende Höhere Schule und HandelsakademieGeringergasseViennaAUSTRIA 1110Tel: 4317679555202Fax: 4317679555204Email: [email protected]: www.bhakwien11.at

Asqua-Centro di Educazione e Formazione AmbientaleAsqua-Cea Di LegambientePiazza Risorgimento, 16Ponte a Poppi ITALY 52013Tel: 390575520462Fax: 390575520463Email: [email protected]: www.asqua.it

Cégep de Saint-Hyacinthe3000 av. BoulléSaint-HyacintheCANADA J2S 1H9Tel: 14507736800Fax: 14507739971 Email: [email protected]

Centre de formation du transport routier, Saint-Jérome17 000 rue AubinSt-Janvier MirabelCANADA J7J 1B1Tel: 14504350167Fax: 14504350933Email: [email protected]

Chr. Hogeschool De Driestar Postbus 368 Gouda NETHERLANDS 2800 AJTel: 31180540333 Fax: 31182538449

Collège l’Estaque348 rue Rabelais Marseilles FRANCE 13016 Tel: 33495069320 Fax: 33495069321 Email: [email protected]

Collège Victor Louis 52, avenue de Thouars Talence FRANCE 33405Tel: 33557350060Fax: 33557370061Email: [email protected]: www.ac-bordeaux.fr/etablissement/VLouis/vlouis/index.htm

Complexo Escolar do Rodo Quinta do Rodo 5050 Peso da Régua PORTUGAL 5050Tel: 351254322460Fax: 35125425139

Corona Information Centre, University of Helsinki Viikinkaari 11 Helsinki 71 FINLAND 00710 Tel: 35891911 Fax: 358919158011 Email: [email protected] Website: http://helsinki.fi/infokeskus/kirasto

Deachon High School Jukjong-Dong 11Boryong CityChungchung Nam-Do Boryong KOREA 355-0120Tel: 824529314362Fax: 824529314374Email: [email protected]

Dokuz Eylul University Foundation 75th Year Primary and Secondary School Erdem Caddesi Buca Izmir TURKEYTel: 902324534155Fax: 902324534156Email: [email protected]: www.ilk.deu.edu.tr

140 BEP

Schools’ Addresses


École communale fondamentale de Remicourt Rue Jules Melotte,15 Remicourt BELGIUM 4350Tel: 3219545854

École Polymécanique de Laval 4095, Boulevard Lévesque Est Laval CANADA H7E 2R3Tel: 14506618150Fax: 14506618159Email: [email protected]: www.cslaval.qc.ca/polymecanique

École Terre-Lune Neyruz SWITZERLAND 1740Tel: 41263051256Fax: 41263051214Email: [email protected]

Engjaskoli District Primary School Vallengi 14 Reykjavik ICELAND 112Tel: 3545101300Fax: 3545101305Email: [email protected]: http://rvikisment.is~engjask/

Escola Básica 1,2,3/JI de Vasco da Gama Rua Ilha dos Amores- Parque Expo Lisboa PORTUGAL 1990Tel: 351218930300Fax: 351218930305

Escola Básica 3/ Secundária das Laranjeiras Rue des Laranjeiras Ponta Delgada PORTUGAL 9500-317 Tel: 351296383920 Fax: 351296383851 Email: [email protected] Website: www.esgb-laranjeiras.rects.pl

Escola de Ensino Básico 2,3 de Miragaia Calcada Das Virtudes Porto PORTUGAL 4050Tel: 351220306234Fax: 35122030625

Escola EB 2,3 de Júlio Brand~ao Rua Padre António José Carvalho Guimarães Vila Nova de Famalicão PORTUGAL 4760Tel: 351252308220

Escola Profissional da Regi~ao Alentejo (EPRAL) EPRAL- Fundacão AlentejoAvenida Dinis Miranda No 116 Evora PORTUGAL 7000-751Tel: 351266759100Fax: 351266743397Email: [email protected]: www.epral.pt

Escuela Francisco Beltrán Otero Limon S/N Col. Ampliacion Los NogalesVilla dé Garcia Monterrey Nuevo LeonMEXICO

Faculté d’aménagement, Université de Montréal Direction des immeubles C.P. 6128 Succursale Centre-ville Montréal CANADA H3C 3J7Tel: 15143436242Fax: 15143436604Email: [email protected]

Faculties of Law and Social and Economic Sciences Universitätsstrasse 15 Graz AUSTRIA 8010Tel: 43316380Fax: 433809820Website: http://www.kfunigraz.ac.at/

Fenix Kunskapscentrum Box 180 Vaggeryd SWEDEN 56724Tel: 4639378713Fax: 4639378720Email: [email protected]: www.fenix.vaggeryd.se

Ganztagsschule Schumpeterweg Schumpeterweg-Kummergasse Vienna AUSTRIA 1210Tel: 4312909754

Groupe scolaire Roger Gavage 90 rue des Prolières Fontaines St. MartinFRANCE 69270 Tel: 33478222239Email: [email protected]

Haagse Hogeschool Johanna Westerdijkplein 75 The Hague NETHERLANDS 2521ENTel: 31704458888Fax: 31704458805Email: [email protected]: www.hhs.nl

Heinävaara Elementary School Heinävaaran ala-asteIsäntäläntie 1 Kiihtelysvaara FINLAND 82110 Tel: 35813717920

Höhere Technische Bundeslehranstalt Thaliastrasse 125 Vienna AUSTRIA 1160Tel: 431491110Fax: 43149111999Email: [email protected]: www.htlw16.ac.at

Húsaskóli Primary SchoolDalhus 41 Reykjavik ICELAND 112Tel: 3545676100Fax: 3545676556Email: [email protected]: www.ismennt.is/vefir/husask/

Institut des Hautes Études Commerciales de Liègerue Louvrex, 14 Liège BELGIUM 4000Tel: 3242327222

Institut Supérieur des Beaux-Arts et Institut Supérieurd’Architecture Saint-Luc26 Rue Sainte Marie Liège BELGIUM 4000Tel: 3242223982Fax: 3242233908

Instituto de Enseñanza Secundaria “Cardenal López Mendoza” Plaza Doctor Albiñana, s/nBurgos SPAIN

Irmak School Irmak Özel Ilkögretim OkuluCemil Topuzlu cad.No:112Caddebostan-Kadiköy Istanbul TURKEY 81060Tel: 902164113923Fax: 902164113926Email: [email protected]: www.irmak.k12.tr

Istanbul Technical University – Dr. Sedat Üründül Nursery School Istanbul Technical University Ayazaga Campus Istanbul TURKEY 80626Tel: 902122853333Fax: 902122856610Email: [email protected]: www.itu.edu.tr

L’Autre École 1 Place GovaertCommune D’Auderghem Bruxelles BELGIUM 1160 Tel: 3226607238Email: [email protected]

La Trobe University Bundoora Victoria AUSTRALIA 3083Tel: 61394792077Fax: 61394791559Email: [email protected]: www.latrobe.edu.au

Laboratorio di Educazione Ambientale della Maremma Toscana – la FinoriaVia Monticello 66Gavorrano ITALY 58023 Tel: 39566846248Fax: 39566844211Email: [email protected]: www.ouverture.it/lea/

Letterkenny Institute of Technology Port RoadLetterkenny County Donegal IRELANDTel: 3537464100Fax: 3537464111Email: [email protected]: www.lyit.ie

142 BEP

^


Limerick Institute of Technology Moylish Park Limerick IRELANDTel: 35361208208Fax: 35361208209Email: [email protected]: www.lit.ie

Lycée Léonard de Vinci 4, avenue Georges Pompidou Levallois-Perret FRANCE 92304Tel: 33141051212Fax: 33141051200Website: www-ac-versailles-Fr/etabliss/lyc-vinci-levallois

Notley Green County Primary School Blickling RoadBlack NotleyBraintree Essex UNITED KINGDOM CM7 82JTel: 441376343485Fax: 441376553894

Ranelagh Multi-Denominational School Ranelagh Road Dublin, 6IRELANDTel: 35314961722Fax: 35314961722

Rauma Teacher Training School Seminaarinkatu 1 Rauma FINLAND 26100Tel: 358283780452Fax: 358283780454Email: [email protected] Website: www.rnk.utu.fi

Sir John Colfox School The Ridgeway Bridgeport UNITED KINGDOM DTE 3D7Tel: 441308422291Fax: 441308420036Email: [email protected]

Soininen Primary School Kenttapolku 3 Helsinki FINLAND 00700Tel: 358931080397Fax: 358931080700

Staatliches Berufskolleg Glas – Keramik – Gestaltung des LandesNordrhein-Westfalen Zu den Fichten 19 Rheinbach GERMANY 53359Tel: 49222692200Fax: 492226922020Email: [email protected] Website: www.glasfachschule.de

Städtische Gesamtschule Barmen Unterdörnen 1 Wuppertal GERMANY 42283Tel: 492025635115Fax: 492025638174

Toga Elementary School/Lower Secondary School/Community Centre 184 TogaToga-muraHigashi-tonami-gun, Toyama-Pref Toga-mura JAPAN 939-2507Tel: 81763682040 or 81763682151Fax: 81763682062

Tomaree Education Centre Salamander Way Salamander Bay New South Wales AUSTRALIA 2317Tel: 61249811595Fax: 61249842275

University of Limerick, Library and Information Services Building Plassey Campus Limerick IRELANDTel: 35361333644Fax: 35361330316

Willow Tree Primary School Arnold RoadEaling UNITED KINGDOM UB5 5EFTel: 442088454181Fax: 442088452253Email: [email protected]

Yanominami Elementary School 4-17-1 Yano-minamiAki-ku, Hiroshima-Pref Hiroshima-City JAPAN 736-0086Tel: 81828886811Fax: 81828886822

144 BEP

Cégep de Saint-HyacintheABCP Architecture et Urbanisme1511, rue St AntoineSaint-HyacintheCANADA J25 3L5Tel: 14507781151Fax: 14507781594

Groupe scolaire Roger GavageAlain ChomelChomel Architectes61, rue de la Part Dieu Lyon FRANCE 69003Tel: 33478600366Fax: 33478602126

Notley Green County Primary SchoolAllford Hall Monaghan Morris Simon Allford2nd Floor, Block B, 5–23 Old Street London UNITED KINGDOM EC1V 9HLTel: 442072515261Fax: 442072515123Email: [email protected]

Lycée Léonard de VinciAndré et Christian RothAgence d’architecture André et Christian ROTH140, Route de Longpont Ste Geneviève des Bois FRANCE 91700 Tel: 33160157340Fax: 33160157396Email: [email protected]

Rauma Teacher Training School

Architects’ office Laiho-Pulkkinen-RaunioMikko PulkkinenKauppiaskatu 4B Turku FINLAND 20100Tel: 35822777155Fax: 35822777156Email: [email protected]

Allgemeinbildende Höhere Schule und Handelsakademie

Architekten Nehrer + Medek und PartnerS. BradicGetreidemarkt 11 Vienna AUSTRIA 1060Tel: 4315815800Fax: 431581580033Email: [email protected]

Höhere Technische BundeslehranstaltArchitekten Nehrer + Medek und PartnerH. Pohl und W. HuberGetreidemarkt 11 Vienna AUSTRIA 1060Tel: 4315815800Fax: 431581580033Email: [email protected]

Chr. Hogeschool De DreistarArchitektenbureau A.A Bos en Partners bvP.A. Lenstra, ir.Amalialaan 27 Baarn NETHERLANDS 3743 KE Tel: 31355416342Fax: 31355413582Email: [email protected]: www.bosenpartners.nl

Collège Victor LouisARCOTECAlain Rodriguez 4, esplanade Charles de Gaulle Pessac FRANCE 33400Tel: 33556467260Fax: 33556467269Email: [email protected]


Architects’ Addresses

Corona Information Centre, University of Helsinki

ARK-House Architects LtdHannu Huttunen, Markku Erholtz and Pentti KareojaSäästöpankinranta 8B Helsinki FINLAND 00530Tel: 35897742480Fax: 358977424888Email: [email protected]

Haagse HogeschoolAtelier PROHans van Beek and Leon Thier with the cooperation of Rene HoekKerkhoflaan 11A Den Haag NETHERLANDS 2585 JBTel: 31703506900Fax: 31703514971Email: [email protected]

Yanominami Elementary SchoolAtelier Zo702 Sunny City Shinjuku Gyoen 2-1-3 ShinjukuShinjuku-ku Tokyo JAPAN 160-0022 Tel: 81352691581Fax: 81352691583Email: [email protected]

Institut des Hautes Études Commerciales de LiègeBruno Albert and Camille GhysenBruno Albert Architecte et Associés S.C.Rue Mont Saint-Martin, nº 7 Liège BELGIUM 4000 Tel: 3242236356 Fax: 3242229016 Email: [email protected]

Escuela Francisco Beltrán OteroC.A.P.F.C.E.(Comité del Programa Federal de Construcción de Escuelas) Vito Alessio Robles #380 Colonia Florida Mexico, D.F. MEXICO 01030Tel: 5255546798Fax: 5254804722Email: [email protected]

École communale fondamentalede Remicourt

Carine Driesmans and Marc ZweberFormes et Espaces, Atelier d’architecture Société interprofessionnelle d’architectesroute des Chantoirs, 25 Aywaille BELGIUM 4920 Tel: 3243608337Fax: 3243609892Email: [email protected]: http://users.skynet.be/formes.espaces

Deachon High SchoolChan Young ParkJung-Ju Architectural FirmSunhwa Dong 382–80 Jung-Gu Deajun KOREA 301-050Tel: 82422545318Email: [email protected]

Laboratorio di Educazione Ambientale della Maremma Toscana – la Finoria

Claudio SargosaVia Bicocchi 66 58022 Folonica (Gr) Via G. Pascoli Nr. 5 Firenze ITALY 50100 Tel: 390555520544Fax: 390555520544Email: [email protected]

Heinävaara Elementary SchoolCuningham Group201 Main Street SE Suite 325 Minneapolis, MN UNITED STATES 55416Tel: 16123793400 Fax: 16123794400Email: [email protected]: www.cuningham.com

Cégep de Saint-HyacintheDuclos Fournier, architectes675, ave. Sainte MarieSaint-HyacintheCANADA J2S 4R8Tel: 14507734431Fax: 14507737731Email: [email protected]

Institut Supérieur des Beaux-Arts et Institut Supérieurd’Architecture Saint-Luc

Eugène Moureaua.u.s.e9, Boulevard Frère Orban Liège BELGIUM 4000Tel: 3242229050Fax: 3242237178Email: [email protected]

Toga Elementary School/Lower Secondary School/Community Centre

Fabrica Artis Architects Masato Fujino1-4-9-101 Kita-Shinjuku Shinjuku-ku Tokyo JAPAN 169-0074Tel: 81353323320Fax: 81353323321Email: [email protected]

Escola Profissional da Região Alentejo (EPRAL)

Francisco da Silva DiasHCI, Construções S.A.Avenida Almirante Gago Coutinho, nº 131 Lisboa PORTUGAL 1700-029Tel: 351218421200Fax: 351218483024Email: [email protected]

Allgemeinbildende Höhere SchuleGernot KultererKlopstockstrasse 3 Villach AUSTRIA 9500 Tel: 43424222578Fax: 434242225784

Húsaskóli Primary SchoolGudmundur Gunnarsson Gunnarsson and Ivarsson Arkitektathjónustan s.f.Hverfisgata 26Reykjavík ICELAND 101Tel: 3545625020Email: [email protected]: www.arkitektur.is

Istanbul Technical University -Dr. Sedat Üründül Nursery School

Gülsün Saglamer and Meltem AksoyIstanbul Technical UniversityAyazaga CampusRector’s Office Istanbul TURKEY 80626Tel: 902122853333Fax: 902122856610Email: [email protected]

146 BEP


Faculties of Law and Social and Economic Sciences

Günther Domenig and Hermann EisenköckArchitects Domenig/EisenköckJahngasse 9/1 Graz AUSTRIA 8010 Tel: 43316827753Fax: 433168277539Email: [email protected]: www.domenig.at

Soininen Primary SchoolIlmari LahdelmaLahdelma & Mahlamäki Architecture OfficeTehtaankatu 29 A Helsinki FINLAND 00150Tel: 358096213033Fax: 358096213155Email: [email protected]: www.arc-lahdelmamahlamaki.com

École Terre-LuneITIS Architectes Sàrl A. Cascione, Cl. Chassot, L.H. Clément et P. ClozzaAv. de l’Europe 8 Fribourg SWITZERLAND 1700Tel: 41263232109Fax: 41263233741Email: [email protected]

Fenix KunskapscentrumJack Pattissonj. j. pattison arkitektSkogslund Ströby Vislanda SWEDEN 340 30Tel: 4647230805Fax: 4647230381Email: [email protected]

Collège l’EstaqueJacques Fradin and Jean-Michel WeckAtelier d’Architecture70, Cours Gambetta Aix en Provence FRANCE 13100Tel: 33442174444Fax: 33442174440Email: [email protected]

Centre de formation du transport routier, Saint-Jérôme

Jean-Marc CoursolConsortium Coursol, Tremblay, L’Écuyer, Brisson, Poulin, Villeneuve architectes 18 086, Charles street St-Janvier CANADA J7J 1C5Tel: 14504308777Fax: 14504351521Email: [email protected]

Letterkenny Institute of TechnologyJim Coady & AssociatesTrinity House Charleston Road Ranelagh Dublin 6 IRELANDTel: 35314976766Fax: 35314970927Email: [email protected]

Escola Básica 1,2,3/JI de Vasco da GamaJoao Alfonso Pancada Correia andMaria Otília Mesquita Nabais Ribeiro SantosDirecção Regional de Educação de LisboaPraça de Alvalade nº 12 e 13 Lisboa PORTUGAL 1749-070Tel: 351218433900Fax: 351218479885Email: [email protected]: www.drel.min-edu.pt

Escola Básica 3/ Secundária das LaranjeirasJorge Manuel Farelo Pinto J. Farelo Pinto-Gabinete de Arquitectura Lda.Rua 4 de Infantaria, 40 - R/C Dtº Lisboa PORTUGAL 1350-273Tel: 351213875945 or 351213830681Fax: 351213877200Email: [email protected]

Instituto de Enseñanza Secundaria “Cardenal López Mendoza”

Jose Antonio Gil-Fournier CarazoC/ San Juan 34-1º -B Burgos SPAIN 09004Tel: 34947205544Fax: 34947205544Email: [email protected]

Escola EB 2,3 de Júlio BrandãoJosé Manuel da Silva Vieira Coelho DRENRua António Carneiro, 8 Porto PORTUGAL 4349-003 Tel: 351225191100Fax: 351225103151Email: [email protected]

Escola de Ensino Básico 2,3 de MiragaiaJosé Miguel RegueirasJosé Miguel Regueiras ArquitectoR. Santos Pousada, 1252, 1º Dto Porto PORTUGAL 4000-483Tel: 351225029184Fax: 351225029184Email: [email protected]

Limerick Institute of TechnologyUniversity of Limerick, Library

and Information Services BuildingMurray O’Laoire ArchitectsMerriman House Brian Merriman PlaceLock Quay Limerick IRELANDTel: 35361316400Fax: 35361316853Email: [email protected]: www.murrayolaoire.com

Irmak School, Block B, Block CNevzat SayinNevzat Sayin Mimarlik Hizmetleri Limited Sirketi Icadiye Cad. No. 99, Kuzguncuk81200 IstanbulTURKEYTel: 902163100870Fax: 902163100870Email: [email protected]

Tomaree Education CentreNSW Department of Public Works and Services Stewart Morgan, Building Design Group2–24 Rawson Place Sydney AUSTRALIA NSW 2000Tel: 61293728342Fax: 61293728399Email: [email protected]: www.dpws.nsw.gov.au

Ranelagh Multi-Denominational SchoolO’Donnell and Tuomey Architects20a Camden Row Dublin 8 IRELANDTel: 35314752500Fax: 35314751479Email: [email protected]

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Dokuz Eylul University Foundation 75th Year Primary and Secondary School

Orcan Gündüz Mustafa Düzgün, Göksel Sezer, Bahadir Yaldiz, Itir ErküçükDokuz Eylul University Faculty of ArchitectureSehitler Caddesi No:12, Alsancak Izmir TURKEY 35230Tel: 902324640500Fax: 902324648063Email: orcan.gündü[email protected]

Staatliches Berufskolleg Glas – Keramik – Gestaltung des Landes Nordrhein-Westfalen

Parade ArchitektenChristoph Parade, Brigitte Parade-Reese and Helmut KühnSaarwerdenstr 8 Düsseldorf GERMANY 40547Tel: 49211954960Fax: 492119549611Email: [email protected]

Städtische Gesamtschule BarmenParade ArchitektenChristoph Parade and Helmut KühnSaarwerdenstr 8 Düsseldorf GERMANY 40547Tel: 49211954960Fax: 492119549611Email: [email protected]

Asqua – Centro di Educazione e Formazione Ambientale

Roberto Mariottini and Michele MariottiniStudio RM Mariottini Arch. RobertoVia Dovizi, 2 Bibbiena (AR) ITALY 52011Tel: 390575536340Fax: 390575539856Email: [email protected]

Complexo Escolar do RodoRosa Bela Costa and Luis CunhaMinistério da Educaçao - DGAEAv. 24 de Julho, 142 - 2º Lisboa PORTUGAL 1399-024Tel: 3512139386478Fax: 351213973082Website: www.DGAE.Min-EDU.pt

Université de Montréal,Faculté d’aménagement

Saucier + Perrotte/Menkès Shooner DagenaisAnik Shooner/Gilles Saucier5334, Boulevard Saint-Laurent Montreal CANADA H2T 1S1Tel: 15142731700Fax: 15142733501Email: [email protected]: www.saucierperrotte.com

2nd High School of SalaminaSchool Building Organisation S.A.Evangelia Tsatsou30 Favierou Street Athens GREECE 104 38Tel: 3015220735Fax: 3015220246

Ganztagsschule SchumpeterwegStefan K. Hübner with Peter LeibetsederStrohgasse 18 Vienna AUSTRIA 1030Tel: 43171432820Fax: 431714328219Email: [email protected]

Húsakóli Primary SchoolSveinn IvarssonSveinn Ivarsson aGf. and arkitektur.ls.ehfLyngháls 3ReykjavikICELAND 110Tel: 3545679006Email: [email protected]: ysaglikova@süperonline.com

Sir John Colfox SchoolTerence O’Rourke plcJane Lock-SmithEverdene House Wessex Fields Deansleigh Road Bournemouth, Dorset UNITED KINGDOM BH7 7DUTel: 441202421142Fax: 441202430055Email: [email protected]

Willow Tree Primary SchoolUnicorn Consultancy Services (in succession to BRETS)Zbigniew M. Behnke1st Floor, 22-24 Uxbridge Road Ealing London UNITED KINGDOM W5 2BPTel: 442087585870Fax: 442087585822Email: [email protected]: www.unicornworks.co.uk

Engjaskoli District Primary SchoolUti og Inni, architects Baldur O. Svavarsson/Jon Thor ThorvaldssonThingholtsstraeti 27 Reykjavik ICELAND 101Tel: 3545527660Fax: 3545527661Email: [email protected]: www.uti.inni.is

École Polymécanique de LavalViau Bergeron ArchitectesClaude Bergeron3285, boul. St-Martin est bureau 201 Laval CANADA H7E 4T6Tel: 14506618427Fax: 14506612149Email: [email protected]

Irmak School, Block AYildirim SaglikovaYildirim Saglikova Mimarlik Muhendislik Müsavirlik HizmetleriLimited Sirketi Zambakli Sokak No.12 3. Levent Istanbul TURKEY 80620Tel: 902122810712Fax: 902122812898

La Trobe UniversityYunken Freeman ArchitectsRoy McCowan Simpson (deceased)AUSTRALIA

L’Autre ÉcoleYves A. Lepère and Frédéric AndrieuxSites & Cites 2é, rue Chapelle Sainte Anne Walhain-Saint-Paul BELGIUM 1457Tel: 3210655370Fax: 3210658513Email: [email protected]

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Index by PEB Themes


PEB Themes

Work area A: The school of the future

Category A1: Schools in the information society — Schoolfacilities, including documentation and resource centres, whosedesign is adapted for the educational use of information andcommunication technology.

Category A2: Facilities which provide for lifelong learning inthe community (including adult learning, training for businessand industry, child care and pre-school provision, and otherhuman services), and those which benefit from newpartnerships and new funding arrangements.

Category A3: Educational facilities and the environment —Facilities which make use of choice materials, energy-savingsystems, siting or management in a safe and environmentallyfriendly way, or school grounds which promote environmentaleducation.

Work area B: Tertiary education: coping with demand

Category B1: Libraries and learning resource centres fortertiary education which meet the evolving needs of staff andstudents in new ways, in response to the impact of technologyon teaching and learning and the growth of distance learning.

Category B2: Design of institutions for the early years oftertiary education — Facilities appropriately designed toprovide for increased numbers of students and growingdiversity in course content and structure.

Work area C: Strategies for managing the educational infrastructure

Category C1: Maintenance — Facilities which are effectivelymaintained or which have been brought up to the standardnecessary for education in the twenty-first century.

Category C2: Space management and use in large institutions— Large secondary schools and tertiary institutions whichdemonstrate efficient management and use of space.

Category C3: Institutions which have used alternative ways offinancing capital expenditure, including the use of privatefinancing.

Category C4: Health, safety and security — Facilities whichprovide so far as possible for safety from natural disaster oraccidental or deliberate acts of man, through the use ofparticular construction materials and attention to standards,design, building management and risk assessement (areas ofconcern include fire prevention, earthquake and disastermanagement, the quality of the indoor environment, trafficmanagement, controlling hazardous substances, and personaland material security).

Schools in the information society – A1

Allgemeinbildende Höhere Schule 110Allgemeinbildende Höhere Schule und Handelsakademie 128Chr. Hogeschool De Driestar 102Collège l’Estaque 54Collège Victor Louis 52École communale fondamentale de Remicourt 2École Terre-Lune 70Engjaskoli District Primary School 48Escola Básica 1,2,3/JI de Vasco da Gama 44Escola de Ensino Básico 2,3 de Miragaia 114Escola EB 2,3 de Júlio Brandão 62Faculté d’aménagement, Université de Montréal 98Ganztagsschule Schumpeterweg 60Groupe scolaire Roger Gavage 42Haagse Hogeschool 90Heinävaara Elementary School 40Institut des Hautes Études Commerciales de Liège 94Institut Supérieur des Beaux-Arts et

Institut Supérieur d’Architecture Saint-Luc 126Irmak School 50Rauma Teacher Training School 46Sir John Colfox School 124Soininen Primary School 6Staatliches Berufskolleg Glas – Keramik –

Gestaltung des Landes Nordrhein-Westfalen 82Willow Tree Primary School 130

Lifelong learning in the community – A2

Allgemeinbildende Höhere Schule 110Allgemeinbildende Höhere Schule und Handelsakademie 128Deachon High School 80École Polymécanique de Laval 68Escola EB 2,3 de Júlio Brandão 62Escola Profissional da Região Alentejo (EPRAL) 112Fenix Kunskapscentrum 66Ganztagsschule Schumpeterweg 60Haagse Hogeschool 90Heinävaara Elementary School 40Höhere Technische Bundeslehranstalt 116

L’Autre École 58Notley Green County Primary School 10Staatliches Berufskolleg Glas – Keramik –

Gestaltung des Landes Nordrhein-Westfalen 82Istanbul Technical University –

Dr. Sedat Üründül Nursery School 56Toga Elementary School/Lower Secondary School/

Community Centre 64Tomaree Education Centre 18University of Limerick, Library and

Information Services Building 88Willow Tree Primary School 130

Educational facilities and the environment – A3

2nd High School of Salamina 134Asqua – Centro di Educazione e Formazione Ambientale 76Complexo Escolar do Rodo 30Deachon High School 80Dokuz Eylul University Foundation

75th Year Primary and Secondary School 122École communale fondamentale de Remicourt 2École Terre-Lune 70Escola de Ensino Básico 2,3 de Miragaia 114Haagse Hogeschool 90Heinävaara Elementary School 40Höhere Technische Bundeslehranstalt 116Irmak School 50L’Autre École 58Laboratorio di Educazione Ambientale della

Maremma Toscana – la Finoria 74Letterkenny Institute of Technology 100Notley Green County Primary School 10Ranelagh Multi-denominational School 72Sir John Colfox School 124Soininen Primary School 6Staatliches Berufskolleg Glas – Keramik –

Gestaltung des Landes Nordrhein-Westfalen 82Städtische Gesamtschule Barmen 78Tomaree Education Centre 18Yanominami Elementary School 14

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Libraries and learning resource centres – B1

Corona Information Centre, University of Helsinki 86Escola Básica 1,2,3/JI de Vasco da Gama 44Escola EB 2,3 de Júlio Brandão 62Faculties of Law and Social and Economic Sciences 92Haagse Hogeschool 90Letterkenny Institute of Technology 100Limerick Institute of Technology 34Istanbul Technical University –

Dr. Sedat Üründül Nursery School 56University of Limerick, Library and

Information Services Building 88

Design for early years of tertiary education – B2

Cégep de Saint-Hyacinthe 96Faculties of Law and Social and Economic Sciences 92Haagse Hogeschool 90Institut des Hautes Études Commerciales de Liège 94La Trobe University 104Letterkenny Institute of Technology 100Limerick Institute of Technology 34University of Limerick, Library and

Information Services Building 88

Maintenance – C1

Allgemeinbildende Höhere Schule 110Escola Básica 1,2,3/JI de Vasco da Gama 44Escola EB 2,3 de Júlio Brandão 62Escola Profissional da Região Alentejo (EPRAL) 112Escuela Francisco Beltrán Otero 120Haagse Hogeschool 90Húsaskóli Primary School 108Instituto de Enseñanza Secundaria

“Cardenal López Mendoza” 26Istanbul Technical University –

Dr. Sedat Üründül Nursery School 56

Space management and use in large institutions – C2

Centre de formation du transport routier Saint-Jérôme 118Escola de Ensino Básico 2,3 de Miragaia 114Escola EB 2,3 de Júlio Brandão 62Escola Profissional da Região Alentejo (EPRAL) 112Faculté d’aménagement, Université de Montréal 98Fenix Kunskapscentrum 66Haagse Hogeschool 90Höhere Technische Bundeslehranstalt 116La Trobe University 104Limerick Institute of Technology 34Lycée Léonard de Vinci 22Tomaree Education Centre 18

Financing capital expenditure – C3

Allgemeinbildende Höhere Schule und Handelsakademie 128Dokuz Eylul University Foundation

75th Year Primary and Secondary School 122Escuela Francisco Beltrán Otero 120Höhere Technische Bundeslehranstalt 116Institut Supérieur des Beaux-Arts et

Institut Supérieur d’Architecture Saint-Luc 126Sir John Colfox School 124Istanbul Technical University –

Dr. Sedat Üründül Nursery School 56Tomaree Education Centre 18

Health, safety and security – C4

2nd High School of Salamina 134Dokuz Eylul University Foundation

75th Year Primary and Secondary School 122Escola Básica 3/ Secundária das Laranjeiras 132Haagse Hogeschool 90La Trobe University 104Willow Tree Primary School 130


OECD PUBLICATIONS, 2, rue André-Pascal, 75775 PARIS CEDEX 16PRINTED IN FRANCE

(95 2001 01 1 P) ISBN 92-64-18613-1–No.51589 2001

Designs for Learning

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