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PEBEXCHANGE O E CD p 3 Greece - Architecture and Design for a Learning Society p 7 The Innovative Pilot High School at Poitiers p 11 PEB Conference on the Use of School Grounds for Learning p 17 Useful WWW Links for Educational Building THE JOURNAL OF THE OECD PROGRAMME ON EDUCATIONAL BUILDING ISSUE 33 FEB 98 FUTUROSCOPE, POITIERS, FRANCE

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Page 1: CD PEB - OECD · The Programme on Educational Building (PEB) operates within the Organisation for Economic Co-operation and ... With the increasing focus on pathways and

PEBEXCHANGEO

EC

D

p 3Greece - Architecture andDesign for a Learning Society

p 7The Innovative Pilot HighSchool at Poitiers

p 11PEB Conference on the Use ofSchool Grounds for Learning

p 17Useful WWW Links forEducational Building

THE JOURNAL OF THE OECD PROGRAMME ON EDUCATIONAL BUILDING

ISSUE 33 FEB 98FUTUROSCOPE, POITIERS, FRANCE

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UNITED KINGDOM – EDINBURGH:SURVEY OF EDUCATIONAL BUILDINGS

The City of Edinburgh Council is to instigatea major survey of all its educational buildings– nursery, primary, secondary, specialeducation, and community educationfacilities. This will total in excess of 320buildings, or groups of buildings. Theintention is that all data would be providedin electronic form with a paper based reportprovided as backup and for immediateviewing.

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

Nineteen OECD Member countries and nine associate members currently participate in the Programme onEducational Building. PEB’s mandate from the OECD Council to advise and report on educational facilities forstudents of all ages runs until the end of 2001. A steering committee of representatives from each participatingcountry establishes the annual programme of work and budget.

PEB Members PEB Associate MembersAustralia Albania Education Development ProjectAustriaCzech Republic A.R.G.O.Denmark Fonds Communautaires de garantieFinland de bâtiments scolairesFrance Ministerium der DeutscsprachigenGreece Gemeinschaft (Belgium)IcelandIreland Province of Quebec (Canada)KoreaNetherlands Slovak RepublicNew ZealandNorway Tokyo Institute of Technology (Japan)PortugalSpain Regione Emilia-Romagna(Italy)SwedenSwitzerland Regione Toscana (Italy)TurkeyUnited Kingdom

The proposed data items for collectioncurrently number seventy-one and include:details of site plans, furnishings, roomusage, site constraints/opportunities,building standard regulations, hygieneregulations, security standards/issues,disabled access/facilities, ex-curricula use,range of facilities, etc. Finally, a briefdescription of the property is requested,giving general condition and feel, together

PEB & MEMBER NEWS

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exhibitions, a permanent collectiondealing with contemporary industrialdesign and its origins, a permanentexhibition on the making of the city ofGlasgow from the middle ages to thepresent, and on its future. It will include a100 seat conference room for public use,a children’s gallery, and an education suite.There will be a roof top viewing platform.For further information, contact:

Stuart McDonald, Education Director,Glasgow 1999 UK City of Architecture andDesign; fax: 44 141 248 8754.

GREECE - ARCHITECTURE AND

DESIGN FOR A LEARNING SOCIETY

A Seminar on the Design of Facilities forVocational Education and Training,Thessaloniki, 13-14 October, 1997

CEDEFOP, the European Union Centre forVocational Training, conducted a two-dayseminar and exhibition in Thessaloniki,in collaboration with the OECD Pro-gramme on Educational Building and“Thessaloniki: The Cultural Capital ofEurope, 1997”.

The seminar was attended by more than60 participants from over a dozen countries,with 8 case studies presented and 12projects displayed in the poster andmultimedia exhibition.

The seminar was opened by Molsosa Puja,Head of Unit, DG XXII, European Commis-sion, who provided an overview of trendsin vocational education and training. Keypoints raised included the rapid emergenceof increased co-operation between

with a summary of requirements andmeasures within property for watermanagement, i.e. taps, cisterns, etc. Forfurther information, contact:

S. Henderson; fax: 44 013 529 7467

UNITED KINGDOM – GLASGOW:THE LIGHTHOUSE PROJECT

Glasgow’s year of celebration as the UKCity of Architecture in 1999 has given thecity the chance to create, in one of CharlesRennie Mackintosh’s earliest publicbuildings, the first example of a new kindof cultural institution, one that will galva-nise the intellectual life of the new city atall levels, and which will prove influentialin other cities around the world. TheLighthouse will be a centre for excellencein the study and interpretation of architecture,design and the nature of the modern city. Itsfocus is the cultural exploration of those threeclosely related but different areas, througha programme of exhibitions, events,publishing, conferences and the establish-ment of a permanent collection of artefactsand drawings. It will be aimed at a widegeneral audience, but it will seek to establishsignificant programmes tailored to appealto schools, colleges, the professions and thebusiness community.

The conversion of the interior, and theassociated new extensions designed byaward winning Glasgow architects Pageand Park, will set new standards incontemporary architecture and design –while respecting and deferring toMackintosh’s work. As important asbringing back to life a Grade A listedmasterpiece is the range of activities thatwill take place inside it.

There will be two prime gallery spacesshowing a dynamic programme of

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education, training and industry in bothteaching and learning; the need, throughthe agency of shared experiences, tocombat the trend towards isolationresulting from the impact of technology;and the fact that designs of buildingsshould not overglorify technology whichshould be seen as a tool and not as an endin itself.

The Principal Administrator of the OECD/CERI project Schooling for Tomorrow,David Istance, spoke to the gathering aboutrecent trends and projects underway in theOECD Education Division. Some studieson vocational education (VOCED) haveshown that facilities are seriously neglectedand that their design can be a barrier toincreased participation. David Istanceraised four key questions: how can wegeneralise about the effects of facilities onlearning outcomes? With technology inschools difficult to keep updated, thechanges in job types and the impact ofwomen re-entering the workforce, whereshould VOCED take place and for whom?With the increasing focus on pathways andpartnerships what sort of goals shouldVOCED aim at in a rapidly changingworld? Finally, increasing exclusion anddrop out rates pose the question of thekind of place where people learn.

David Istance noted that these questionswould be addressed in another CERIproject, on the theme Schooling forTomorrow. One of the most importantfactors to be considered is, notwithstand-ing the multitude of successful pilotprojects observed: how can theseprojects ultimately be introduced into themain stream?

For further information contact the PEBSecretariat.

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SOUTH AFRICA - SCHOOL

REGISTER OF NEEDS SURVEY

For the first time in the history of educa-tion in South Africa, the Department ofEducation has a comprehensive databaseof every school in the country, its exactgeographic location and the extent of thephysical facilities, the condition ofschool buildings, services provided,equipment and resources available.

The School Register of Needs Survey,which was conducted throughout 1996,constitutes one of the most extensive datagathering and information analysisprojects in the country. 32 000 educationinstitutions in the country were located,visited and mapped. Every single schoolin the country was surveyed for itsphysical facilities, services, equipmentand resources. The database will aid inplanning the optimal use of facilities, theallocation of resources and theaddressing of historical backlogs inphysical facilities. It will also providemaps of school provision for planning thedelivery of education.

Maps of school information from thesurvey have been produced on Geo-graphic Information Systems computertechnology. It is the first time theDepartment of Education has been ableto harness this technology and it will bedeveloping new planning methodologiesthat enable more effective targeting offacilities and resources. The Departmentwill link this database to other databasessuch as Census 97, the annual schoolsurvey and the university entryexemination results. This will allow thespatial mapping to be linked to relatedissues of social context and learningoutcomes.

For further information contact:

Henrik J. van der Linde, Research Institutefor Educational Planning (RIEP), Universityof the Orange Free State, South Africa.

THE AUSTRIAN CENTRE FOR

TRAINING FIRMS

Austria introduced a new curriculum fortraining in 1996. In concert with thisintroduction it has also set up theAustrian Centre for Training Firms (ACT)as a means of linking this new trainingapproach to business realities andrequirements. The philosophy is embodiedin the slogan “Practice firms - gatewayto Europe - gateway to the world”. Indelivering services to support this slogan,ACT is now an international advisoryorganisation located in Brazil, Bulgaria,the Czech Republic, Germany, Poland,Romania, the Slovak Republic and theUSA. ACT is part of the Austrian Ministryof Education and Cultural Affairs –General Directorate for Technical andVocational Education. ACT departmentsinclude project management, adminis-tration and public relations, simulations/market situations/authorities, counsellingand international affairs.

Its advisory services are focused on avariety of industries. For example, it hasreleased a number of publications onhow to implement curricula for second-ary and post secondary commercialcolleges. One such publication is entitledFurnishing and Equipping a Centre forApplied Economics. This booklet assistscollege directors to establish the physicalinfrastructure needs for such aprogramme. The booklet includes detailson the requirements of centres of appliedeconomics, the planning approach, the

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classroom design, furniture needs andlayout, financial requirements, and amodel floor plan. Further, it includes arecommended equipment list for IT andother technology requirements. Forfurther information contact:

Manfred Hinum, PEB Steering CommitteeMember for Austria, fax: 00 43 1 531 2044 82 or the PEB Secretariat.

UNITED STATES - NATIONAL

CLEARINGHOUSE FOR EDUCATIONAL

FACILITIES

The Department of Education and theNational Library of Education in the UnitedStates have recently initiated sponsor-ship of the National Clearinghouse forEducational Facilities (NCEF). The NCEF iscommitted to ensuring that all schoolbuildings present a functional, healthy, andinviting learning environment. Such facili-ties will assist learners in developing astrong sense of self-worth and instil instudents and teachers alike that thecommunity values them as important.Decisions made by school facility practi-tioners, school administrators, schoolboards, and governmental bodies toaddress school facility issues should bebased on relevant research and findings aswell as the best practices in the field.

The NCEF revolves around four keycomponents: planning, design, construc-tion, and operations/maintenance. TheNCEF offers the collective expertise ofsubject experts and a strong technicalassistance programme via a toll-freereference service. NCEF will serve as adepository of such knowledge that can beeasily obtained by practitioners in the fieldand anyone interested in educationalfacilities. To support this plan, the NCEF

will be identifying, gathering, andabstracting, according to the EducationalResources Information Centre (ERIC)guidelines, relevant data and informationabout school facilities. The NCEF will alsobe conducting a series of workshops andmini-conferences to promote the interac-tion and development of educationalplanners and practitioners.

NCEF’s Web site will be available inJanuary 1998, with useful information andresearch related to educational facilitiessuch as links to the ERIC system, technicalassistance sites, and helpful professionalorganisations. For further information onthe NCEF, contact :

1750 Kraft Drive, Suite 2200Blacksburg, Virginia 24060Toll Free: 888-552-0624.Fax: 540-231-2901Email: [email protected]

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The Innovative Pilot High School at PoitiersFUTUROSCOPE : 10 YEARS ON - THE INNOVATIVE PILOT HIGH SCHOOL

TECHNOLOGY

The Innovative Pilot High School is part ofthe Futuroscope complex near Poitiers inthe Department of Vienne, eastern France.Designed and financed by the Department,the Futuroscope is the only complex inEurope based on creating a synergybetween the activities of leisure, work,technology, training and education. Theconcept of a theme park, surrounded by ahigh technology development, unlike anyother, was first conceived in mid-1983.

Since then, the Department of Viennehas invested (and is still investing)1.6 billion francs in the project. Thisinvestment, and the success of the enterprise,

has attracted an equivalent investment fromthe State, European authorities and privateenterprise, leading to the development ofhigh-level education, training and researchfacilities, and significant investment inassociated areas, such as hotels and officecomplexes.

Construction work commenced inDecember 1984. The park was first openedto the public in 1987 with an initial totalof 225 000 visitors. At that stage, itincluded only the Futuroscope pavilionand the Innovative Pilot High School,which opened its doors to students thesame year. Over the past 10 years, the

Futuroscope’s training, forecasting and communications area gathers several teaching andresearch institutions.

• The Innovative Pilot High School/University Overlapping Project involves total co-operation between a high school and a university (from 0-level year through to the fifth-year university level).

• The National Correspondence School (CNED) makes the Futuroscope a centre in France for thedevelopment of teaching by correspondence.

• The International Prospective Institute organises symposia and conferences for managers in thefields of economics and social sciences.

• The National School of Advanced Mechanics and Aerotechnical Science (ENSMA) is a majorengineering school specialising in the fields of aeronautics and space technology.

• The Engineering Science Laboratories house research facilities devoted to the study of themechanics of liquids and solids, physical properties of materials, electronics and chemical kinetics.

• The Poitiers University and CNRS (National Centre for Scientific Research), in partnership withENSMA, form the foremost teaching and research centres in France for the engineering sciences.

• Juripole, the Law and Media Centre (International Legal Information Centre) represents a servicecentre unique in Europe in the field of European and international law.

• The Higher School of Management Staff in the National Education System will provide initialtraining and further education for inspection and management staff in the French Ministry ofEducation.

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Futuroscope hascontinued to ex-pand and hasbecome a majorattraction with2.8 million visitorsin 1996.

WHY AN INNOVATIVE

PILOT HIGH SCHOOL?

The Innovative Pilot High School (HighSchool and University) is a unique project,with both institutions being located in thesame building. The university occupies thetop two floors. This system offers studentsaccess to educational training whichincludes the high school years plus fiveyears of university-level training. Aftercompleting their high school education,students are able to make a seamlesstransition to university studies.

The facility attracts students who wish tospecialise in the fields of technology andcommunications. The university coursesfocus on the training of industry profes-sionals and offers three specialist areas:communications/law; science/communi-cations; psychology/ law.

The idea of the Futuroscope was initiatedin 1983 by the Minister of Education. Itopened in 1988 and was designed fortraditional pedagogy and was the firstschool to be decentralised under thecontrol of the regional authority. The

Futuroscopesite had anarchitect-

director whocontrolled the

whole projectwith the separatebuilding projects

having individual architects.

INFORMATION TECHNOLOGY

AND COMMUNICATIONS (IT+C)STRATEGY

At the regional level, the authorities are nowtrying to organise an Intranet site for 120high schools, in order to enable students tocommunicate among themselves. It willthen be linked to a national-level Intranetsite including administrative staff. All highschools will be given full access to theInternet at the price of a local call.

There are currently 300 computersavailable for the 500 pupils. At present,because of difficulty with cabling (cablesinstalled 5 years ago are not adaptable tonew technologies), there are no comput-ers with access to the Internet. However,there are plans to develop a separate room,specifically cabled for 25 computers,which will provide access. There is aCentre for Information and Documentswhich can be accessed by computer.Students are not required to have theirown computer, as mostcomputer-based

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homework or work assignments are carriedout within school hours. Boarders at theschool have full access after hours. 200out of 500 students are boarders, butcurrent facilities are not adequate to meetthe demand for places. Parents maycontribute towards costs.

HAS IT BEEN SUCCESSFUL?

Demographic Changes since 1987 and theRegional Development Plan

The number of young people in theregion is decreasing but this is, to someextent, compensated for by the increasinglength of time that students remain atschool. Thus, the role of the schools inthe Region will change to meet changingneeds. The Region is therefore movinginto long-term training and learning andis looking at ways of opening up to andincreasing the amount of resourcesharing with the community.

The Region is also examining the role ofthe high school as an economic genera-tor for the Region by acting as a resourcecentre for local business andinnovative transfer oft echno logy

(e.g. testing new products etc.). However,this concept does not yet work perfectlybecause the high school is still separatedfrom the university with each havingdifferent administrations. The compart-mentalised education system at thevarious levels, and the necessity to havethe support of the school principals (whoare funded according to nationalpriorities) at local level to agree onRegional strategies and needs, haveposed some difficulties.

A rapidly emerging approach is the ideathat training and schooling are forlifelong learning. The Regional Develop-ment Plan - which includes a 5-year planfor training - promotes relations with theprofessions (commencing an ongoingdialogue) and with the aim of assessingneeds (i.e. what exists and what isneeded). But it has proven difficult toanticipate developments as businessesgenerally have only 6-month cycles.Maximum flexibility of the facilities isseen to be the solution to this problem.

THE DESIGN AND FLEXIBILITY OF

TEACHING SPACES

The academic building, now 10 yearsold, was originally designed for atraditional pedagogy, with large groupsof pupils in each classroom. The majorityof classes still have at least 30 pupils,although 20% to 30% of classes are nowtaught in smaller groups. While there isa need for smaller rooms, rather than thetraditional classroom, the building itselfas with most schools does not have theflexibili ty in terms of design orconstruction to respond or to meet thisdemand. This is also a problem withaccomodating newly evolving pedagogy.

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The high school was alreadymodifying buildings that wereonly 2 to 3 years old. It seemsto teachers that pedagogicalrequirements were not gettingthrough to the designers. It nowneeds flexible buildings so thatgroups can divide into a varietyof smaller spaces.

The high school is open forcontinuing education, but onlyto a limited extent at this stage– the safety of pupils isparamount. There is only oneentrance to the building atpresent because of the need tolimit access to certain areas. Ifit were to be opened more extensivelyto the public, the centre would requiresome redesign - i.e. public/shared/private areas which would have threelevels of access – student access beingthe first priority. Additionally,with the expensive equipment inthe centre, the school needs tocontrol access. Sharing with thecommunity works well with thesporting facilities, where there isspecial access for the commu-nity and different access forstudents.

Two major features are the project basedlearning activities and the sharing of spe-cialist teaching spaces by both the highschool and the university. Quitewell appointed and equippedlaboratories are available for bothtypes of students, with project-based experiments in progress.

The information technology andcommunications focus has lentitself to much project basedlearning activity. On a Sunday,as the school was open for aEuropean Union wide Internet

demonstration day, groups of studentswere demonstrating and actively involvedin projects which used the Internet to

develop cross-cultural projectbased activities. One group wasworking on the Internet in the Chineselanguage with the assistance of theirChinese language teacher! Othersdemonstrated a three-dimensioncomputer animated fly-throughmodel of the Futuroscope sitecomplete with music. Viewers

were able to be taken through the insideof buildings as if in a miniature flyingvehicle. This demonstration software wasentirely prepared by the students.

CONCLUSIONS

Having started this initiative adecade ago, the school is well onthe way to solving many of thetechnology infrastructure, soft-ware, support and teachertraining problems now beingexperienced in other schools and

in other countries. The Regional authori-ties, in association with the school, theeducational precinct, the technology park,Futuroscope and the clustering of

information technology andcommunications related activities,have developed a national andinternational identity in what is avery special Region of France.

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A PEB conference onthe use of schoolgrounds forlearning – “Groundsfor celebration” –in association withLearning ThroughLandscapes and theUK Department forEducation andEmployment (DFEE),was held inWinchester, UK,September 1997.(Editor’s note: This is an edited version of the backgroundpaper prepared for the seminar, with some of the key findingsincluded)

WHY SCHOOL GROUNDS?

This is the first time that the topic of schoolgrounds has been selected for an OECDseminar in the Programme on EducationalBuilding (PEB). Indeed, it is probably thefirst time that an international event hasbeen wholly devoted to this important area.

Recently, notably at the Bologna seminarin May 1997 (see also PEB Exchange 32),the OECD drew attention to the risks facedby schools from outside elements. In Franceand other OECD countries this has resulted,in some cases, in the erection of protectivesecurity fencing around and, sometimes,within school sites. At a stroke the school is

separated from the outside world which isperceived to be a risk to the vulnerableyoung people within its care.

In some countries, most notably England,Scotland, Canada and Sweden, concernsabout an increasingly unsafe society haveproduced very different responses. Schoolssee community education as part of thesolution rather than the problem. Theyconclude that, if it is increasingly difficultfor young people to roam outside in theplaces where they live, then it is essentialthat they redress this fact.

The environment provided by the school,in particular its grounds, becomes a veryprecious space. In it pupils can experiencethe wonders of the natural world; they canexplore aspects of science, geography andenvironmental education which need to belearned outside; they can play creativelyand enjoy, with the local community, theopportunity at first hand of developing theirgrounds. In this scenario school groundsbecome protected places, cherished by thevery communities which others seek toexclude.

There are, however, even more fundamentalissues at stake. It has been said that you cantell much about a civilisation from the stateof its prisons. The same is also true of schoolgrounds. Indeed, many share characteristicswith the prison yard, damaging those doingtime in them, albeit in less obvious ways.

That there is a direct effect between the wayschool grounds are designed and managedand the behaviour and attitudes of the pupilswho use them has been comprehensivelydescribed in Special Places; Special People,by Wendy Titman1. Prior to this study,

SCHOOL GROUNDS

1. Special Places; Special People, Wendy Titman ed.,Worldwide Fund for Nature/Learning Through Landscapes,1994.

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there had been remarkably littleresearch about children and schoolgrounds and almost none whichinvolved children in the researchprocess. It follows that the scienceof understanding the relationshipbetween school grounds and theirusers is a comparatively recent one.

During the last decade, there has been agrowing interest in environmentaleducation in schools. This has becomemore rigorous in many countries, follow-ing commitments made at the EarthSummit in Rio in 1992, relating toAgenda 21, biodiversity and sustainabledevelopment.

In many countries there are regulationsor guidelines relating to the design of theland around schools, although the realityis often different with unattractive,cramped, and overcrowded sites. Whilealmost all school buildings throughoutthe developed world have some landaround them, they vary hugely in sizefrom a few square metres to manyhectares. The importance attached tothese environments varies enormously.For many of the architects who designnew schools the surrounding grounds areoften an afterthought in the design proc-ess. In some cultures there are stronglydeveloped notions of outdoors teaching,while in others, school grounds are usedsimply to allow pupils to let off steamand teachers to retreat to their staff room.

The organisation of the school day isanother influential factor. Schools whichcover most of their academic work inlong morning sessions leave little chancefor pupils to explore the informal learn-ing opportunities of mid-morning andlunch time breaks.

THE LEARNING THROUGH

LANDSCAPES TRUST

In the United Kingdom, a compre-hensive attempt has been made topromote all aspects of the use,design, management and mainte-nance of school grounds. After athree-year research project, an

independent organisation, LearningThrough Landscapes (LTL), was launchedin the early 1990’s. Significantly, theresearch was supported by the UKgovernment, through the Department ofEducation and Science and theCountryside Commission, and by aconsortium of local authorities, includingHampshire, one of the co-hosts of theconference in Winchester. LTL maintainsa close working relationship with theDepartment of Education and Employment(as it is now called), and collaborated onthe production of a new Building Bulle-tin, School Grounds; a Guide to GoodPractice2 (see Book Reviews, p. 20).

LTL has established the range of serviceswhich schools require to enable them touse and develop their grounds. Theseinclude advice and information, asubstantial range of publicationsproviding technical, curriculum andother support, training and, veryimportantly, the evidence of researchinto best practice gathered from thethousands of active UK schools. Inaddition, LTL has undertaken a necessaryadvocacy role to counter a general viewin society that buildings are moreimportant than landscape. It has alsocreated structures to support and co-operate with a wide range of agencies

2. School Grounds; a Guide to Good Practice, Learning ThroughLandscapes, ed., Department for Education and Employment, 1997.

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and professions involved and interestedin school grounds.

In the last decade there has been anexplosion of interest internationally inschools grounds. This led to the creation,in 1995, of the first International SchoolGrounds Day. On 3 May, 1997, thousandsof schools in 11 different countriescelebrated this event.

In parallel, exciting initiatives to supportschool grounds developments have alsoemerged at national, regional and locallevels in both developed and developingcountries world-wide. While children andyoung people remain the ultimate focusof concern for all these agencies, theirnature, structure and scope is wide andvaried. This mirrors the range of issueswhich school grounds involve and the factthat the work has relevance for education-alists, architects, landscape architects,environmentalists, planners, parents andlocal and national governments.

Grounds for Celebration was the firstinternational opportunity for people from

these professional backgrounds to meet,exchange information, identify and

debate common issues andconsider strategic approaches

to achievingchange

and improvement. The programme wasdesigned to meet two main objectives: acelebration of what has been achieved andthe identification of effective strategies for thefuture.

Workshop presentations provided anopportunity for participants to learn moreabout developments in Canada, America,Sweden, Bermuda, the UK and Boston,USA. Clearly, every country was differentbut through this diversity it became clearthat there were common needs in relationto training, support structures and services.The three conference themes wereexplored through workshop presentationsand discussions, so that all participantscould consider the complex relationshipsbetween design, pupil behaviour,delivery of curriculum subjects etc., andidentify the common benefits whichresult from using and developing schoolgrounds. The study tours providedopportunities to meet children and hearand see examples of what some schoolsin the UK are achieving.

CONFERENCE OUTCOMES

A full report of the proceedings will bepublished shortly. However, some of thekey findings included:

• student behavioural improvements areseen most clearly through reducedvandalism and abuse of the grounds andschools;

• an evidence of changing relationshipsbetween teachers, students, parents andthe local community. The integratedprocess breaks down some of the barriersbetween races, abilities and generations;

• the fact that children involve adeveloped sense of pride, ownershipand identity in a space that is very

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important to them, and that they have arole in developing and caring for, is seenas very empowering;

• school grounds became an aid todeveloping a different pedagogy, onethat enhanced the relationship betweenthe head and the heart;

• government policy is changing throughthe non government sector advocacywork – increased funds for localadvocacy, teacher training policymakers, fund raising, grants, resourcesetc. Once the community is convinced,resources are made available;

• the close relationship between the builtand natural environments was demon-strated, although this is different fromcountry to country;

• outside support agencies, partnerships,outside networks and responsibility forschools grounds differ from country tocountry.

This conference and the subsequent reportprovide a unique and exciting opportunityto advance the cause of school groundsimprovement world-wide. This stimulatingand thought provoking meeting, which isan important landmark, will help to ensurethat future generations of children will nolonger be educated in the inadequateschool grounds of the past.

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EnvironmentallySustainableDesign

by observing inhabitants as they live. Thesystem is based on neural networks, whichare learning devices inspired by the workingof the human brain. The human brain relieson billions of neurones constantly commu-nicating with each other as they acquireknowledge and form memories. In Mozer’shouse, artificial neural networks consistingof hundreds of simple, neurone-like process-ing units interact to predict and control theenvironment.

The system predicts behaviour andmovements, including which rooms willbe occupied at what times, when peopleleave the house and return, and when hotwater will be needed in the boiler. Thesystem infers rules of operation andadapts to the lifestyle of the inhabitant,maximising comfort by setting appropriatetemperatures and light levels whileminimising energy consumption.

In Mozer’s house, anticipating and carryingout the wishes of the inhabitant andconserving energy sometimes conflict. SoMozer and his colleagues at the Instituteof Cognitive Science of the University ofColorado devised mathematical tech-niques for translating discomfort to a costin dollars that can be weighed againstenergy costs. One technique, based on aneconomic analysis, depends on the loss inproductivity that occurs when the systemignores the inhabitants’ desires. Anothertechnique adjusts the relative importanceof the inhabitants’ desires based on howmuch they are willing to pay for gas andelectricity.

Even if the inhabitants do not have aparticularly regular schedule, there arestatistical regularities in their behaviourthat the system can exploit. For example,if Mozer is not home by 3 am, he likely

World’s ‘Smartest’House Created ByCU-Boulder TeamA former schoolhouse, more than 90 yearsold, is now what may be the world’s‘smartest house’, a dwelling whoseenvironment is controlled by a computersystem that learns the occupant’s dailyhabits and preferences. The structure waspurchased in 1991 by Associate ProfessorMichael Mozer of the University ofColorado at Boulder’s Computer ScienceDepartment. It was then renovated andretrofitted with high-technology hardware.Using data gleaned by sensors installed byMozer and his students, the computersystem essentially ‘programmes itself’ byobserving his lifestyle and habits over time,eventually learning to anticipate andaccommodate their needs.

Mozer and more than a dozen graduate andundergraduate students have installed 75sensors and nearly five miles of conductor inthe home, as well as actuators to controllighting, ventilation and air and water heating.The sensors continually monitor temperature,ambient light, sound and motion in eachroom, the opening of doors and windows,outdoor environmental conditions, boilertemperature and hot water usage.

Many homes can be programmed toperform tasks like watering lawns orturning on televisions, but programming ahome is a complex and difficult task thatfew homeowners are interested in doing.The twist is that this house programmes itself

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will not be home by 4 am and thereforethe house does not need to be warmed up.Mozer demonstrated the bathroom light,which turned on to a low intensity as heentered. The system picks the lowest levelof the light or heat it thinks it can get awaywith in order to conserve energy, andoccupants need to complain if they are notsatisfied with its decision. As an exampleto express discomfort, a wall switch whenoperated causes the system to brighten thelight and to ‘punish itself’ so that thefollowing time the room is entered, ahigher intensity will be selected.

The house has been the source of a dozenstudent research projects and two masterstheses, and is a good testing ground forundergraduates who have never builtanything in the real world. Much of Mozer’sneural network research has been funded bythe National Science Foundation. For furtherinformation, contact:

Michael Mozer: (303) 492-4103 orJim Scott: (303) 492-3114;e-mail: [email protected] ;http://www.colo.edu

Energy Consumptionin SchoolsIn May 1997, the Ministry of Education ofQuebec published the results of a surveyon energy consumption in schools for theyear 1996-97. Data concerning 94.8 percent of the total surface of public schoolsreal estate were provided, reflecting 91.3per cent of the total number of schools.

Major conclusions of the study were:

• there has been an increase of energyconsumption of 4.0 per cent in com-parison with the previous year;

• the total cost of energy increased by4.6 per cent over 1994-95, from Can$149.0 million to 155.9 million, in spiteof a 3.5 per cent decrease of the costper unit ($ per GJ);

• electricity in bi-energy mode is 15 to20 per cent less expensive than otherfuels;

• the number of buildings heated withelectricity changed very little. On theother hand, about 150 buildings thatused to be heated with oil are nowgas-heated;

• electricity still represents the mostcommonly used form of energy (50.7per cent), whereas gas represents 40.7per cent. Oil consumption has beendecreasing since 1992-93 andcurrently represents 8.6 per cent of thetotal. Other forms of energy (propane,etc.) represent only 0.02 per cent ofthe total;

• thanks to energy savings expenseshave slightly decreased in 1995-96.

Detailed data are included in the reportBilan 1995-96 concernant la consommationénergétique du réseau des commissionsscolaires, published by the Ministère del’éducation, direction générale dufinancement et des équipements, Directiondes équipements scolaires, 1035, rue dela Chevrotière, 14ème étage, Québec(Québec) G1R 5A5; fax: 418 643 9224.

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APPA – The Association of HigherEducation Facilities Officers –http://www.appa.org/Information Services – Main aim:

To develop and disseminate data and informa-tion relative to higher education facilitiesmanagement.

SCUP – The Society for College and Uni-versity Planning – http://www.scup.org/Organising principle: planning is essentialto improving and maintaining the fitness,

vitality, and quality of higher education. The Societyhas created its home page and its links in order tomake higher education planning-related resourcesmore widely available.

IFLA – International Federation ofLibrary Associations and Institutions –http://www.nlc-bnc.ca/ifla/home.htmIFLA was created to provide librarians with

a forum for exchanging ideas world-wide, promot-ing international co-operation, research and devel-opment in all fields of library activity.

CEDEFOP - the European Centrefor the Development of VocationalTraining –http://www.cedefop.gr/index1.html

CEDEFOP (the Centre européen pour ledéveloppement de la formation professionnelle),although independent from the EuropeanCommission, its analysis and research activitiescomplement and link in with other parallel EUactivities.Focus of activity: promoting vocational trainingresearch in order to facilitate analysis and understand-ing of the working of the European labour market.

CEFPI – Council of EducationalFacility Planners International –http://www.cefpi.com/cefpi/

The mission of CEFPI is to promote creative andresponsible planning, design, and construction and/or renovation of facilities which will provide the bestlearning environment for all students.

ASBO – The Association of SchoolBusiness Officials International –http://www.asbointl.org international.htmlMission: to provide programmes and

services to promote the highest standards of schoolbusiness management practices and professionalgrowth, and the effective use of educationalresources.

Goals: to enhance the professionalism of schoolbusiness management executives, to improve theperformance of the public and private school districtsin which they work, and to assist these administra-tors and their districts to deal effectively with thechanging environment in which schools operate.Another goal is to provide a forum for the exchangeof information and ideas among professionals.

Main objective: to keep legislative bodies, govern-mental agencies and other members of the educationcommunity informed of the Association’s position onkey issues relating to the administration of theeducational enterprise.

EDRA – Environmental DesignResearch Association –

http://www.aecnet.com/edra/home.htmlPurpose: the advancement and dissemination ofenvironmental design research, thereby improvingunderstanding of the interrelationships betweenpeople, their built and natural surroundings, andhelping to create environments responsible tohuman needs.

IAPS – International Association forPeople-Environment Studies –http://www.tue.nl/bwk/iaps/

Objectives:

• to facilitate communication among those con-cerned with the relationships between people andtheir physical environment;• to stimulate research and innovation for improvinghuman well-being and the physical environment;

• to promote the integration of research, education,policy and practice.

WEB LINKS USEFUL WWW LINKS FOR EDUCATIONAL BUILDING

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space management amongst theprofessionals, and a good deal ofscepticism amongst the academics,which underlines the suitability of workin this areas for joint PEB/IMHE activity.For further information, contact the PEBSecretariat.

A CONFERENCE ON BUILDING AND

ENVIRONMENT IN PARIS

Almost 300 scientists coming from all partsof the world participated in the secondinternational conference on building andenvironment, June 9-12, 1997, held inParis. Over four days, scientists examinedrecent developments in the field ofenvironmental impact of buildings. Theconference was organized by the CSTB(Centre scientifique et technique dubâtiment) within the framework of theactivities led by the International Councilon Buildings (CIB) working group on theEnvironmental Evaluation of Buildings.

The conference tackled the questions ofenvironmental evaluation methodsconcerning materials, buildings, naturalresources and environmental managementthroughout the construction life cycle.National objectives, strategies andindicators for sustainable developmentwere also debated.

The conference assessed the situationon actions undertaken to evaluate theenvironmental impact of constructionmaterials. Most of the proposed methodsare based on the analysis of the buildinglife cycle. Efforts have also been made toinform professionals from the constructionindustry on the environmental impact of

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AUSTRALIA - AUSTRALIAN

TERTIARY EDUCATIONAL

ADMINISTRATORS (ATEM) AND

AUSTRALIAN TERTIARY INSTITU-TION FACILITY MANAGERS

(AAPPA) JOINT CONFERENCE,SYDNEY, 16-17 SEPTEMBER 1997

The conference was attended byapproximately 500 people from Australia,New Zealand and Papua New Guinea,with a small number of visitors from othercountries, notably Joe Spoonemore ofWashington State University representingthe AAPPA American parent body.

The conference, consisting of plenaryand special interest sessions, included keynote speaker Roderick West, Chairman ofthe Commission of Enquiry into HigherEducation. He gave a wide-ranging andat times passionate insight into his ownviews on higher education. Otherplenary speakers produced more or lessstimulating variations on the theme: ‘theworld is changing fast and highereducation is going to have to change withit.’ Deryk Schreuder, Vice-Chancellor ofthe University of Western Sydney, andshortly to move to the University ofWestern Australia, was perhaps the mostfocused on medium-term implications ofchange. He quoted extensively theOECD Tertiary Review country report onAustralia.

The special interest sessions were splitinto six concurrent strands – Student andFaculty Administration, Human Resources,Legal, Research Administration andInternational, Facilities Management 1and Facilities Management 2. Thereappeared to generate a lively interest in

CONFERENCE NEWS

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materials. Thus, in different Europeancountries, detailed information is circu-lating in the form of guide books,identification cards, brochures, etc.. Amethod adjustable to different countrieswas discussed, which will be on theagenda of the Green Building Challengeconference to be held in Canada inOctober 1998.

Tools and experimentation on theevaluation of inside environmental qualitywere also presented. Environmentalmanagement of operations concerns thewhole construction process, from theplanning stage to construction, manage-ment, renovation and demolition.Concrete examples were presented,illustrating, in particular, the planningphase. The question of the renovation ofexisting buildings in the perspective ofenvironmental constraints was alsoexamined.

Constructing ‘green’ buildings is on thepolicy making agenda in some Europeancountries as well as in North America.There are numerous projects whosemain targets are: eco-construction, eco-management, comfort and health. Studieshave illustrated the theme of sustainabledevelopment of the city, focusing onurban planning and environmental issues(energy, pollution), as well as on someurban climatic aspects or other problemssuch as noise.

Specialists from western countries, easternEurope and developing countries agreedon common objectives as well as on thespecificity of environmental approaches,both on the national and regional levels.In eastern European and developingcountries, the control of energy is theprincipal objective.

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For more information or to order confer-ence proceedings (available in French andEnglish), contact: tel: 33 1 64 68 84 36;fax: 33 1 64 68 84 78.

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Ecodemia: Campus EnvironmentalStewardship at the Turn of the 21stCentury

Ecodemia is the National Wildlife Federation’sguide to how campuses are ‘greening’ theiroperations – largely through various facilitiesmanagement areas – to support the environment.The book is loaded with case studies and includeschapters on virtually every facet of campusoperations, including procurement, dining services,landscaping, and energy. The profiles includenumerous demonstrations of various campuspopulations – students, faculty, and staff – workingtogether to pursue the goal of heightenedenvironmental sensitivity.

Ecodemia: Campus Environmental Stewardship atthe Turn of the 21st Century, by Julian Keniry, ispublished by APPA Publications, P.O. Box 1201,Alexandria, VA 22313-1201. Fax: 703-549-2772or online at http://www.appa.org/publish/order.htm

Physical Facilities for Education:What Planners Need to Know

Do educational spaces contribute to more and bettereducation? Where should they be located and whenwill they be needed? How do you look after ageingand vandalized school structures? What do you dowith surplus space when the local demographicsreduce the school age population? These and otherquestions are addressed in Physical Facilities forEducation: What Planners Need to Know, the latestof a series of booklets published by the InternationalInstitute for Educational Planning at UNESCO. Thepublication provides practical guidelines to help plan-ners to better communicate with building designers,and to help both overcome the tendency to functionas individual experts rather than as members of a team.

Physical Facilities for Education: What Planners Needto Know, by John Beynon, is published by UNESCO,Available from: fax: 33 1 45 68 56 29; e-mail:[email protected]; tel: 33 1 45 03 77 70.

DFEE Building Bulletin 85 - SchoolGrounds - a Guide to Good Practice

School grounds are a valuable resource. Their sizeand design, the features they contain, how they areused and the way they are managed can have asignificant effect on the life and work of the schooland on the quality of education its pupils receive.

The last decade has seen an upsurge of interest inschool grounds. As horizons have been extended,however, the consequent pressures of competingclaims on the grounds have intensified. The smallerthe site and the more limited the financial resources,the greater the need to enhance the quality of theexisting grounds and ensure they are used to bestadvantage.

Recent changes in the management of schools andthe role of Local Education Authorities (LEAs) havesignificantly shifted responsibility for school grounds,their use and management, from the LEA to theschool’s own governors and headteacher. This hasfocused attention on the need for efficient financialmanagement and the strict ordering of priorities. Atthe same time it has given schools greater flexibilityto deploy available resources as they choose, and toinvolve parents in this process more closely.

One practical outcome of the growing interest inschool grounds was the setting up, in 1990, of theLearning Through Landscapes (LTL) Trust, a nationalcharity addressing all aspects of school grounds. Thiswas a natural progression from a research projectwhich had started four years earlier. One of theresearch recommendations was that officialrecognition should be given to the wider educationaluse of the grounds and making due allowance for agreater variety of outdoor resources to support thewhole curriculum. It was further proposed that acomprehensive guidance document should show inmore detail how this might be achieved.

In 1991, the Department commissioned a preliminaryresearch programme into outdoor resources in schoolgrounds. This enabled them to draw on the experienceof schools which had improved their grounds and onthe advice of teachers, advisers, LEAs officers,landscape architects and managers. This and othercontributions, together with the detailed measurementand description of outdoor resources, have helped toframe the guidelines for the planning and design ofexisting and new school grounds which are containedwithin this documents.

The changes made to The National Curriculum (1995),and to The Education (School Premises) Regulationsin 1996, make it timely for the Department to publishguidance on good practice in the use, design,development and management of school grounds.This is an advisory publication. Its purpose is to helpall schools understand more about the range of issuesaffecting school grounds and to interpret themaccording to their own school’s circumstances andpriorities. It is particularly aimed at headteachers,governors and all those within schools and LEAs whohave a management responsibility for school grounds.

BOOK REVIEWS

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It is not a detailed guide to the process of schoolgrounds development, although it has been possibleto include some technical information, especially thatrelating to Building Bulletin 28, Playing Fields andHard Surface areas, HMSO 1982 (now superseded).This information is contained in a section calledUnderstanding Technical Requirements and in a sepa-rate reference section. Outline guidance on the mainissues in the choice and design of school sites andarea guidance is separately given in Building Bulle-tin 82, Area Guidelines for Schools, HMSO 1996.

The advice contained in this publication takes accountof The Education (School Premises) Regulations 1996.It amplifies messages contained in BuildingBulletin 71. The Outdoor Classroom, HMSO 1990,and it provides advice in the context of the broadapproach advocated by LTL. The contents include:understanding the issues; managing school groundsdevelopment; surveying the grounds; providing forthe formal curriculum; providing for the informalcurriculum; understanding the hidden curriculum;understanding technical requirements; maintainingthe grounds; and planning for changes.

Edited by Learning Through Landscapes, Publishedby HMSO, September, 1997 (100 pages approx.).Available from the HMSO, London, fax: +44 171 8738200 or http://194.128.65.2/publicat/obtain/mailord.htm

Crisis Management in Schools

When a Crisis Hits, Will Your School Be Ready?contains all the necessary components for a school’sadministration to become proactive in its quest todevelop a comprehensive crisis management plan. Itdemonstrates that the building administrator is notthe only person to be involved during a crisis, butthat teachers, staff, other administrators, communitypatrons and local community agencies all play an im-portant part in providing assistance when a crisis hits.

Similar conclusions were reached during the seminarorganized last May in Italy by PEB in co-operationwith the Italian regions of Emilia-Romagna andTuscany, Providing a Secure Environment forLearning, although from the very different perspec-tive of prevention. The final report, which will soonbe published, demonstrates very pertinently thatproviding safety and security in schools impliesvarious forms of partnership.

This ‘how-to’ book presents a wide range of solutionsto dealing with crises in schools and takes the readerthrough a step-by-step process to building a crisismanagement plan that works. The many examplesgiven provide a guide for clarity, and developers canuse the examples to check the school’s existing plan

to see if it is complete. When a Crisis Hits, Will YourSchool Be Ready? also aims at helping to minimizethe risk of administrators, faculty or staff making ‘fatalerrors’ during or after a crisis.

Chapter one sets the stage for the whole process. Itshows that developing a policy and understandingthe philosophical underpinnings is where a schoolbuilding needs to begin.

Chapter two answers questions such as: Why is a crisismanagement plan needed? Who needs to be involvedon a crisis team? What are the components of a crisisplan? Many examples are given to assist the reader inthe variations that can be developed in a possiblyunique situation.

Chapter three is devoted to the function of the crisisteam. It examines the questions of its purpose, of theprocedure to follow given a crisis situation, of whatfollows a crisis situation. It seeks to enable the practi-tioner to anticipate and respond to questions thatfaculty, community, and others may have as the planis being developed.

Chapter four provides help to identify concerns andpotential problem areas, in order to put a plantogether. Chapter five covers the special needs ofindividuals who are coping with grief and possiblyresolving a loss.

Chapter six identifies areas in which training needsto take place. Classrooms, hallways, cafeterias andparking lots are now used for more than just educa-tional experiences. Proper supervision, not only byadministrators, is needed to reduce the amount ofvandalism and crime that may be occurring.

Chapter seven is critical to the administrators whofind themselves in the midst of vandalism, crime andviolent behavior. It provides the administration withhelp in guiding the community, and, more closely,parents, in identifying and dealing with potentiallydifficult and explosive situations. It also examines howadministrators can develop a positive and proactiveway of connecting to the community and with theparents of students.

Chapter eight clarifies the area of conflict manage-ment and how it can be incorporated into a schoolsetting. This chapter identifies skills needed to becomea conflict mediator and how students can assist inkeeping the building and campus peaceful andproductive. It considers that managing conflict beforeit becomes a crisis is an important process that schoolsneed to develop and implement.

Chapter nine, considering that many communities,whether urban, suburban, or even rural, areconcerned with gangs and gang development,helps the reader become aware of gang develop-ment and activity.

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OECD PUBLICATIONS

Education Committee Newsletter

The OECD publishes an education newsletterthree times per year. In the latest issue are articleson: Russia – education policy review; Reviewson policies for education – follow-up; Parentsas partners in schooling; Sustainable flexibility;and a listing of PEB and other seminars. Contactthe PEB Secretariat for more information.

Programme on Institutional Manage-ment in Higher Education Newsletter

IMHE regularly publishes a newsletter. Thelatest issue covers the topic: Internationalisa-tion – The Quality Issue. The increasing globalinterdependence of national economies andthe growing importance of internationalcontacts in all fields continue to drive anddeepen international orientations at institutionsof higher education. The work of the IMHEProgramme in this area began with twoseminars aimed at helping administratorsbetter understand the implications of thisexpanding dimension in higher education(Helsinki 1991 and Paris 1992). Based on theoutcomes of these seminars and in parallelwith activities undertaken by the Centre forEducational Research and Innovation (CERI),IMHE launched a project in 1994 entitledInstitutional Strategies for Internationalisation.Seven seminars have been organised to datewithin the framework of this project:

Washington, DC, 1994; Monterey, CA, 1995;Melbourne, Hong Kong and Budapest,1996;Wellington and Fiji, 1997.

Recent work focusing on the Asia Pacific hasresulted in two publications: Strategies forInternationalisation of Higher Education: AComparative Study of Australia, Canada,Europe and the United States of America(1995), published by the European Asso-ciation for International Education (EAIE) inco-operation with the Association forInternational Education Administrators (AIEA)and IMHE, and Internationalisation of HigherEducation in Asia Pacific Countries (1997),published by the European Association forInternational Education (EAIE), in co-operation with IDP Education Australia andIMHE. To order books, contact the EAIESecretariat, Van Diemenstraat 344, 1013Amsterdam, The Netherlands.

The Employment, Labour and SocialAffairs Division

ELS regularly publishes a newsletter. The latestissue covers: Employment Outlook 1997:Trends and prospects; Earnings mobility;Economic performance and collectivebargaining; Trade, earnings and employment;and Is job insecurity on the increase?

Contact the PEB Secretariat for furtherinformation.

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Although this last threat in particular, but othersdescribed in the book as well, might not berelevant in all countries and contexts, this is auseful book about different possibilities ofdealing with emergencies going from bombthreats to fires, floods, kidnappings, shootings,suicides and tornadoes.

When a Crisis Hits, Will Your School Be Ready?, byRobert H. Decker, is published by Corwin Press,Inc., a Sage Publications Company, 2455 TellerRoad, Thousand Oaks, California 91320. E-mail:[email protected]; fax: 805 499 0871. Itcan also be ordered from Sage Publications Ltd., 6Bonhill Street, London EC2A 4PU, United Kingdom.

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Schools for Today and Tomorrow

What makes a good school building? Thisunique, full-colour book brings togetherphotographs and descriptions of forty-six fineschools selected by an international jury fromacross the OECD area. These schools exemplifywhat is best about recent educational buil-ding design and management. The schoolsdescribed range from major new buildings tosmall-scale adaptations and includeeducational facilities for all ages. Some are incity centres, others in rural villages; they coverthe latest in educational technology and thebest in sensitive restoration of historic buildings.This book will give a wealth of valuablepointers to those involved in designing schoolsof the future.

OECD code: 95 96 05 1,ISBN 92-64-15291-1, Sept. 1996, 144 pp.FF 200 US$ 40 DM 60 £ 26

A full listing of OECD Education publicationscan be viewed on the WWW at URL:http://www.oecd.org/publications/catalog/education.html

ORDERING

If you do not already subscribe to PEB Exchange and wouldlike to do so, please return the coupon at the bottom of thefollowing page to one of the addresses given below.

AustraliaD.A. Information Services648 Whitehorse Road, P.O.B. 163Mitcham, Victoria 3132Fax: (03) 873 56 79

GermanyOECD Bonn CentreAugust-Bebel-Allee 6D-53175 BonnFax: (0228) 959 12 18

JapanOECD Tokyo CentreLandic Akasaka Building2-3-4 Akasaka, Minato-ku, Tokyo 107Fax: (3) 35 84 79 29

MexicoOECD Mexico CentreAv. San Fernando 37Ed. Infotec, Col. Toriello GuerraDel. Tlalplan, México, D.F., C.P. 14050Fax: (525) 606 13 07

United KingdomHMSO, PO Box 276, London SW8 5DTFax: (0171) 873 82 00

United StatesOECD Washington Center2001 L St. NW. Suite 700Washington D.C. 20036-4922Fax: (202) 785 03 50

France and all other countriesOECD Publications2 rue André-Pascal75775 Paris Cedex 16, FranceFax: (01) 49 10 42 76

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PEBEXCHANGE

the journal of the OECDProgramme on

Educational Bui lding

© OECD(88 98 33 1)

OECD/PEB2, rue André-Pascal

75775 Paris Cedex 16, Francetel. : 33-01 45 24 9260fax : 33-01 45 24 02 11

http://www.oecd.org/els/edu/peb/els_peb.htm

E-mail: [email protected]

[email protected]

Kenn FISHERHead of the Programme

ORGANISATION FOR ECONOMIC

CO-OPERATION AND DEVELOPMENT

1998 subscription, (3 issues):FF 160 US$ 34 £ 21 DM 48

(Single issue: FF 60)

PEB Exchange, OECD Publications, printed in France.

I would like to subscribe to PEB Exchange (88 00 00 1)

1998 annual subscription price (3 issues):FF 160, US$ 34, £ 21 or DM 48.

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BP E○

PEB DIARYFEBRUARY

23-24 February – Experts meeting on Libraries and Learning ResourceCentres – organised by PEB in co-operation with the OECD Programmeon Institutional Management in Higher Education (IMHE), OECD, Paris.

APRIL

23-24 April – National and Regional Support and Incentive, a seminar onthe response of higher institutions to regional needs, Lyon, France; organisedby the OECD Programme on Institutional Management in Higher Education(IMHE), in co-operation with local authorities and higher institutions ofthe Rhône-Alpes Region.

OCTOBER

LETA 1998 – The Learning Environment Technology Australia 1998 or LETA1998 invites PEB members to its third conference which is to be held inearly October. The focus will be on the built environment of learning andways in which technology can be incorporated to enhance learning andimprove administration. Practical examples will be discussed in workshopsand demonstrated on site. For further information, contact the PEBSecretariat or Ann Gorey, e-mail: [email protected]