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PEBEXCHANGETHE JOURNAL OF THE OECD PROGRAMME ON EDUCATIONAL BUILDING

6 Learning through Landscapes

8 School Design and Management: Three Examples from France

13 Towards a Learning Society: LETA 2000 – FEATURE

20 The Multifunctional Digital Centre: A Concept for Developing Countries in the Electronic Age

23 Schools for the 21st Century: Are You Ready?

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PEB AND OECD ACTIVITIES

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

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

PEB Members PEB Associate Members

Australia Netherlands Albania Education Development Project

Austria New Zealand Het Gemeenschapsonderwijs (Belgium)

Czech Republic Portugal Ministerium der Deutschsprachigen Gemeinschaft (Belgium)

France Slovak Republic Province of Quebec (Canada)

Greece Spain Regione Emilia-Romagna (Italy)

Iceland Sweden Regione Toscana (Italy)

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

Korea Turkey Tokyo Institute of Technology (Japan)

Mexico United Kingdom

SLOVAK REPUBLIC BECOMESMEMBER

The Programme on Educational Building is pleasedto welcome the Slovak Republic as a Member as of1st January 2001. The Slovak Republic joined theProgramme in 1996 as an Associate Member, aftertaking part in certain PEB activities for a number ofyears as an Observer. The decision to become a fullMember of PEB coincides with its joining the OECDas the Organisation’s 30th Member.

The Slovak Republic, with approximately5 400 000 inhabitants, had a gross domestic productof USD 3 651.3 per capita in 1999. The country landarea is 49 035 square kilometres.

COMPENDIUM PUBLICATION

This spring PEB will publish its second compendiumof exemplary educational facilities. Fifty-five schoolsand universities whose buildings were judged to

effectively meet the needs of educators and studentswill be presented with photographs, plans anddescriptions in a 168-page, full-colour publication.The Ministère de l’Éducation du Québec will host alaunch event, scheduled for March 2001 in QuebecCity, Canada, and other marketing events will follow.

FUTURE WORK OF PEB

At the time of going to print, the PEB SteeringCommittee plans to meet on 18-19 January 2001 todiscuss the programme of work for 2002 to 2006. Areport on the meeting and on activities that are likelyto be given priority during the next mandate will bepublished in the next issue of PEB Exchange.

SCHOOLING FORTOMORROW CONFERENCE

The OECD Centre for Educational Research andInnovation (CERI) held a conference (1-3 November2000) on “Schooling for Tomorrow”, jointly organised

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by the Netherlands Ministry of Education, Culture andScience. It was attended by over 100 national repre-sentatives, experts and practitioners from 24 Mem-ber countries, with additional observers and partici-pants from the local school- and community-basedinitiatives in Rotterdam.

The conference aim was to forward understanding ofhow different policies and innovative initiatives canaddress the challenges confronting schools in thefuture, and specifically, to identify how new forms ofdialogue and partnership between the different players– including policy-makers, practitioners, experts, theprivate sector and communities – can be promoted.In her capacity as conference chair, Ylva Johansson,former Minister of Education, Sweden, prepared a setof conclusions which are available on the CERI Website at http://www.oecd.org/cer/. The conclusionsidentify main orientations for future schooling policiesand refer in particular to fostering and disseminatinginnovation, which was addressed in the “micro” work-ing groups that visited innovative sites in Rotterdam.“Macro” working groups discussed analysis of trendsand scenarios and the need for greater developmentin education of forward-thinking methodologies forpolicy and practice. CERI will publish a new reporton trends and scenarios in spring 2001.

THE ROLE OF PRINCIPALS INENVIRONMENTAL SCHOOLDEVELOPMENT

Thirty school principals from nine OECD countriesdiscussed their role and function in the process ofschool development at a conference held in Weilburg,Germany, in September 2000. They looked specificallyat how to support the development of eco-schools(ecologically friendly schools) and “learnscapes”(places where students learn to enhance the environ-ment) on school grounds and in a school’s neighbour-hood. The conference was organised within theEnvironment and School Initiatives network (ENSI)of the OECD Centre for Educational Research andInnovation.

In his keynote speech, Dr. Erwin Rauscher (Austria)described the changing role of school principals in thenext ten years. Increasing demands in self organisation(reporting, budget, curriculum, personnel, mainte-nance, etc.) will redefine the role of principals andcontribute to new forms of participation of teachers,students and parents.

Reiner Mathar described German experiences inbasing school development on environmental issues,developing school programmes and establishing new

forms of self-evaluation and “action” research. A three-year programme called On the Way to Environmen-tally Friendly Schools showed the need to combineschool development with curriculum development.Classroom instruction should draw links to the way aschool is organised and to school maintenance. Schoollife and everyday practices should become the objectof learning activities. New forms of problem-solving,concerning for example problems with living togetherin the school, are necessary to prepare young peoplefor the future.

In 1999, the Ministries of Education of the GermanLänder (federal states) and the Federal Ministry ofEducation started a five-year programme on Educa-tion for Sustainable Development. The guidingquestions of this programme are “What are the skillsand competencies necessary to live in the 21st century?”and “How can these skills and competencies becomeeveryday practice in German schools?” The pro-gramme also includes creating adequate learnscapesfor the future. More information is available in Germanat http://www.blk21.de

The principals at the conference decided to establishan Internet-based system of exchanging and discuss-ing good practice in school development, mainlycentred on eco-schools and learnscapes. Moreinformation will be available in early 2001 on theENSI Web site http://www.ensi.org/

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NEWS

LEARNING AND THEPHYSICAL ENVIRONMENT –THE NORDIC NETWORK FORTHE DEVELOPMENT OFTOMORROW’S SCHOOLS

The Nordic countries face similar challenges in theschool sector and therefore established a network, inMarch 2000, in order to share experience andknowledge regarding the connection between pedagogyand the physical framework of learning. The networkfirst met in Oslo, with 36 participants from six countrieswho represented the national, regional and localadministrative levels; at the municipal level, school andculture were represented. The group included staff fromuniversities, colleges and research institutions, as well asa variety of professional groups such as school teachers,architects and principals.

Education of young people up to 15-16 years of agein the Nordic countries is characterised by a decen-tralisation of school management to the municipallevel, while objectives and guidelines are defined atthe national level. New national curricula haverecently been introduced that will influence, at leastindirectly, the physical environment for teaching andlearning. At the same time many existing schools arebeing rebuilt and new schools are being constructed.

To pursue the development of well-functioningschools, there is a need to establish cross-contactsand co-operation between different administrativelevels, participants in varying areas of activity andprofessional groups, both nationally and interna-tionally. Of mutual interest in the Nordic countriesare projects under the following themes:

• how to provide education to people in sparselypopulated areas;

• schools in areas with demanding climatic conditions;

• the grounds and gardens around the school build-ings as part of the didactic milieu;

• the integration of teaching and childcare;

• the school as a multiple-use facility for the entirecommunity;

• defining the place where young people will growto become mature members of society; the schoolof tomorrow in a society of rapid change.

The educational building network, which includes Den-mark, Finland, Greenland, Iceland, Norway, Sweden,the Faeroe Islands and the Åland Islands, is soliciting

support from the Nordic School Co-operation (nordiskSkolsamarbeid, NSS) primarily to design projects underthese themes. Its next meeting will take place in Swedenin April 2001. The participants in the network are oftenin contact between meetings, and a Web site is plannedto facilitate their exchange of information.

PUBLIC BUILDINGMANAGERS

When the newly appointed manager of public build-ings in Creuse, one of France’s smaller départements,set out to build his first secondary school, he lookedfor guidance to the Club des Chargés de Patrimoinedes Départements et des Régions. This group, set upin 1988 following moves to decentralise in France,was officially recognised as a non-profit associationin 2000. Its members – architects, engineers, techni-cians and Education Ministry officials seconded to localgovernment – come from around half the country’s localauthorities. They are responsible for school buildingsas well as public libraries, police stations, informationcentres and so on. As Chairman Philippe Druon notes,“It is a meeting point for people needing to draw onothers’ professional experience, usually to do withschool buildings.” Its discussions are a source of mutualenrichment.

The group holds meetings on topics such as safetyand metal-frame buildings, the cost of public buildingprojects and acoustics. The latest meeting, in October2000, addressed school building and rehabilitationprogrammes. The main conclusions follow.

Some 14 years after responsibility for capital projectshad been transferred from the central government to

Teachers andheadteachers

Project ideas:

– education in sparselypopulated areas

– schools in regions with demandingclimatic conditions

– grounds and gardens, as part ofthe learning environment

– the school as a multiple-use facilityfor the entire community

Architectsand builders

Scholars from avariety of fields

Teachers’ trainingcolleges

Administrationat different

levels

Contact organisationat national level

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the départements and regions under the decentralisa-tion process, it was decided to take stock of planningpractices to do with school buildings. Some 30 officialsfrom 25 départements met on 19 and 20 October inParis, together with Education Ministry officials andplanning specialists.

The standard of public building projects was a keyconcern. This had to be considered in the round: de-sign, suitability for teaching and other purposes, safetyand capacity for change. Proper buildings cannot beput up unless users’ requirements are clearly deter-mined – and that involves education managers, teach-ers, pupils, parents and maintenance staff. Buildersand users are thus wholly interlinked in working to-wards the sole final objective: education. In the earlyyears of decentralisation, local authorities largely con-tinued to apply the planning guides which the cen-tral government had developed. Over ten years later,these sound and reliable guides are still extensivelyused. But nearly half of local authorities have nowprepared their own guidelines. In the last few yearsmore and more départements (55%) have called onoutside assistance in drawing up their programmes(project adviser, planning agencies), and this helps toraise the standard of their preparatory work and alsoto run more effective local consultations, at everystage, with the range of partners mentioned above.

The building programmes launched in haste in the1970s were not the outcome of mature reflection. Withhindsight, although they provided a swift response tothe baby-boom problem, it is accepted that they didnot produce high-quality buildings. The thought thatgoes into the preparation of a building programme,which can be the opportunity for constructive dialoguedealing candidly with every aspect of the project, willensure high standards for the buildings put up by localauthorities. Local players are at the centre of thediscussions, naturally and legitimately involved in theprocess of developing public buildings. Projectmanagers must in every case take the time for reasonedconsideration.

LIVING AS STUDENTS: ABOLOGNA 2000 CONFERENCE

The city of Bologna, Italy, designated as a EuropeanCity of Culture in the year 2000, welcomed a confer-ence entitled “Living as Students” on November 16and 17. The conference was co-organised by the Cityof Bologna, the Department of Architecture and UrbanPlanning of the University of Bologna and the Emilia-Romagna Region, with the participation of PEB. Itgathered university teachers and managers fromvarious countries as well as local authority representa-

tives. The purpose of the conference was to examinethe relationship between the city and the universityand to reflect on how they shape each other’s identitythrough student life.

In parallel with the conference, an international com-petition on student housing was organised by theDepartment of Architecture and Territorial Planningof the University of Bologna, in which 30 Europeanuniversities participated. Prizes were awarded to thebest projects which are currently exhibited at the EspritNouveau Pavilion in Bologna.

These events will be presented in further detail in thenext issue of PEB Exchange.

INNOVATIVEALTERNATIVES INLEARNING ENVIRONMENTS

A conference that focused on innovative alternatives inboth education and its supportive architecture broughttogether a number of organisations last November inthe Netherlands. The event was sponsored by the Ameri-can Institute of Architects’ Committee on Architecturefor Education, Hogeschool van Amsterdam, HorizonCollege, STARO, the National Clearinghouse for Edu-cational Facilities and DHV, in conjunction with PEBand the Council of Educational Facility Planners Inter-national, Urban Educational Facilities. More than150 participants from 16 countries gathered, under thechairmanship of Bruce A. Jilk.

Herman Hertzberger, noted Dutch architect, presentedhis design philosophy and recent design projects.George Copa spoke about the learning processes andlearning models and how they affect learning envi-ronments. Copa’s thesis is that learning must shift frominstruction of students to the construction of mean-ing by the learner.

The presentations of case studies varied from innova-tive open and flexible learning spaces in schools andcolleges in Finland, the United States and Holland tothe development of new accommodation conceptsand virtual learning environments.

Six workshops dealt with the following themes andquestions:

• The Location (place) of Learning in Society(Broad School) – There has been a long-term trendto create places for learning that neglect the otherdimensions of life. It has become apparent inrecent years that these “citadels” fall short. Thecognitive aspects are possibly fulfilled, but other

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needs (i.e., social, emotional) are unmet. Whatshould be done to serve a learner’s needs moreholistically, and what impact does this have onthe place of learning?

• The Space (environment) of Learning (StudyHouse) – The basic building block of a schooldesign has been the classroom, a settingsupportive of lecture-style instruction. Today’seducators are implementing other approaches tolearning, including alternative methods ofinstruction (seminars) as well as alternatives toinstruction itself (construction). How should thespaces for learning be designed to accommodatethese new approaches?

• The Time (lifelong) of Learning – Our educationalinstitutions were conceived on the idea that thelearner would be educated to a certain level (basedon how long they attended school) and then goout into the world as a productive citizen at thatlevel. Today we are in a rapid and constantlychanging world. This requires continuous learn-ing and unlearning. How does this – and shouldthis – impact our learning environments?

• The Scale (size) of Learning Settings – Large schoolshave an economy of scale. However, recent studiesindicate that the larger schools may be cost-effec-tive as institutions but ineffective places to learn.There are a number of small schools that provide ahigher level of learning experience at the same costper student. Can this equity of costs be implementedwith regard to the physical setting?

• The Cost of Learning (sustainability) – Oureducational institutions require an infusion ofresources to stay viable. These resources are limitedat best and in many countries they are diminish-ing. The stress of constant change is adding to theproblem. Society needs to strategize on how tosustain our investment in learning. How might therole of learning evolve toward being self-sustainingand what implications does this have on thesettings for learning?

• The Context of Learning (changes in work, familyand community) – Learning is a process thatenables people to be effective in their work,families and communities. This context is differenttoday than it was yesterday or will be tomorrow.What changes are occurring in work, family andcommunity, and how do they affect schools?

The proceedings of “Innovative Alternatives in Learn-ing Environments” will be published in electronicform. In addition to materials presented at the confer-ence and compiled in workshops, a catalogue ofeducation design innovations will incorporate infor-mation and data from all conference participants.

For more information, contact:The American Institute of Architects1735 New York Avenue NWWashington DC 20006http://www.aiaonline.com

CONDITION OF US SCHOOLS

While most of the public school buildings in the UnitedStates are at least adequate, 76%, or approximately60 000 schools, need to expend funds for some type ofrepair, renovation or modernisation. The estimated totalcost to fix the schools is USD 127 billion. In a survey of903 elementary and secondary schools, half reportedat least one building feature, such as heating, plumbing,roofs or sprinklers and fire alarms, in less than adequatecondition, and 43% reported at least one environmentalfactor, such as ventilation, security or indoor air quality,in unsatisfactory condition. According to a reportpublished in June 2000 by the National Center forEducation Statistics, the average age of a public schoolwas 40 years; the functional age (i.e., years since thelast major renovation) was 16 years. The full report isavailable online at http://nces.ed.gov/pubs2000/2000032.pdf

LEARNING THROUGHLANDSCAPESAs the UK organisation Learning through Landscapescelebrates its tenth anniversary, Sheldon Ferguson ofthe Department for Education and Employment looksat its achievements.

Learning through Landscapes (LtL) was set up in 1990.Its aim is to explore and promote the use of schoolgrounds as an educational resource. It achieves thisby undertaking research, giving advice, encouragingaction and supporting those who care about improv-ing school grounds as an educational environment.Its original sponsors were the UK Department forEducation and Science, the Countryside Commissionand a consortium of 11 local authorities.

Learning through Landscapes has been very successfulin its first ten years. Its message has spread throughoutthe United Kingdom, and many schools havetransformed their grounds following LtL’s advice. Over3 000 schools and 80 local authorities are members ofLtL which has also forged links with many otherorganisations in the United Kingdom and abroad.

It has made major contributions in five areas:

1. Raising Standards – Learning through Landscapes’efforts have helped educators realise that schoolgrounds have a major part to play in the delivery

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of the curriculum. LtL’s programmes enable pupilsto interact in stimulating environments, which helpdevelop essential skills and life lessons outside theclassroom and in the playground. LtL has shownthat school grounds can be used to develop partsof the curriculum in a host of subjects includingmaths, science, geography and art.

2. Emphasising the Importance of Good Design –Well-designed buildings and grounds makesignificant contributions to the built environmentand its surrounding areas. Well-maintainedgrounds increase the sense of ownership andbelonging. The UK Prime Minister has recentlypublished a report on Better Public Buildings. It isimportant to recognise that principles of gooddesign also apply to school grounds, and LtL hassuccessfully conveyed this message.

3. Environmental Awareness – Another aspect of LtL’swork is the guidance it is giving to future genera-tions on the importance of looking after the envi-ronment. The introduction of recycling points andthe utilisation of sustainable materials to developtheir grounds, e.g. the decision whether to usewooden pallets as part of a stage, compel childrento look at how decisions can impact on their envi-ronment. Furthermore, the understanding of suchactions helps place local decisions in a regional,national and global context, which ultimatelycontributes to an appreciation of the wider conceptsof sustainability and environmental protection.

4. Increase in Community Use – Learning throughLandscapes’ other noticeable work is its efforts inhelping to foster links between schools, parents,community groups and local businesses. Schoolsare often ideally placed to provide facilities for thecommunity. These can include facilities for sports,arts, businesses, adult education and meeting places.LtL has contributed to this by encouraging businessesto provide support through sponsorship, the offer oflabour, and donations such as plants, paint andmaterials. The realisation of a school as a commu-nity resource raises pupils’ motivation, expectationsand achievements, and thus indirectly contributesto improved standards and behaviour.

5. Health and Sport – Primary school children canspend up to 25% of each day within their schoolgrounds. Understandably, LtL has given children’shealth considerable thought. Playgrounds are avital resource for encouraging children to adoptan active lifestyle, and therefore aid their health andfitness. The government published A Sporting Futurefor All, a plan which maps out how it intends toraise standards in all school physical education andsport. Provision of adequate playing fields is a keyto raising these standards. Not only do they helpencourage a healthy lifestyle, but they also improvethe local environment. LtL have given valuableadvice on helping to formulate policy for theprotection of school playing fields and made animpact in the development of Circular 3/99: TheProtection of School Playing Fields.

LtL’s research and publications have been widelyacclaimed; major publications it has produced orcontributed to are:

• DfEE Building Bulletin 71 – The Outdoor Classroom;• LtL Report – Special Places for Special People;• DfEE Building Bulletin 85 – School Grounds –

A Guide to Good Practice.

Its National School Grounds Week has become apopular annual event. In 2000, over 7 000 schoolsparticipated. Over 170 000 children have pledged toplant trees for the Millennium as part of the Esso/LtL“Trees of Time and Place” campaign.

LtL’s contribution over the past ten years has been ofreal value, particularly for its efforts in changingattitudes towards school grounds. However, this is onlythe beginning and it should look to the next ten yearswith optimism and build upon its excellent record.

For wider understanding of LtL’s work and aims, visitthe LtL Web site: www.ltl.org.ukLtL can be contacted at:Learning through LandscapesThird Floor, Southside OfficesThe Law CourtsWinchesterSO23 9DL United KingdomTel.: 44 1962 846 258Fax: 44 1962 869 099

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PROJECTS

SCHOOL DESIGNAND MANAGEMENT:THREE EXAMPLESFROM FRANCE

What link can be established between successfulteaching and learning, and school design? Threeexamples of large-scale school construction andrenovation projects in France may go some waytowards answering this question.

School complex in Gavray, La Manche

In 1995, the commune of Gavray in the départementof La Manche started thinking of building a schoolcomplex (groupe scolaire). The school then in useconsisted mostly of “prefabs” erected in the mid-1960s. They had aged badly and the buildingsthemselves posed many safety problems. To these wereadded the difficulties occasioned by the distancebetween the school site and such premises as thecanteen, gymnasium and sports grounds used bypupils every day. In order to get to these facilities, thestudents had to go through part of the town and crossa busy thoroughfare. A primary concern was thus toimprove the children’s safety.

Enhancing the linkages between school cycleswhile avoiding school “over-population”

After much deliberation and many meetings, in July1997 the town council voted in favour of the project.A series of consultations was then launched,culminating with a meeting in September 1997attended by the academy inspector, the director ofdepartmental services in the Ministry of Education,the ministry inspector in charge of the school district,the head of the existing school complex, the collegeprincipal and numerous local politicians and parlia-mentary attachés. In addition to the mayor of thecommune, the mayors of neighbouring towns whichhad children enrolled in Gavray also attended themeeting. The academy inspector immediately voicedhis strong approval for the project, mainly because itwould bring together on the same site the nursery andprimary schools, which would then be close to thecollege already there. This proximity would beconducive to closer links between the various schoolcycles while avoiding overcrowding, each schoolaccepting a reasonable number of pupils. The choiceof the team of architects to act as prime contractorwas based both on the quality of their design and

their vision of the future complex, and on its likelyoperating and maintenance costs.

A determination to involve all the interestedparties in the project

In October 1997, a working group was set up todraft a preliminary project in collaboration with theprime contractor. The group was composed ofAcademy representatives, teachers, town councillorsand members of the parents’ association. This broadrepresentation is worth stressing, for it shows adetermination to involve all the interested partiesin the project. Seven weekly meetings were neededto draw up the preliminary project. The land registerwas used to define needs as regards classrooms,workshops and common areas. After each meeting,minutes prepared by the prime contractor werehanded out to the participants; these specified thetasks of each party before the following meeting. InJanuary 1998, the preliminary project wascompleted. The mayor submitted it to the centralgovernment and departmental services. Over thenext few days, the draft project was finalised and arequest for funding under the Capital EquipmentAllocation (dotation globale d’équipement), waslodged with the Prefecture. The state was preparedto finance half the cost of the project. After thevarious contractors had been consulted in April1998, work began in September 1998. It lastedeleven months, enabling the school complex to beready for the start of the 1999 school year. Theweekly site meetings were attended not only by twodeputy mayors but also by the head of the school.

School complex in Gavray, La Manche

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The various documents produced during the projectare extremely instructive, revealing the philosophy thatgoverned it. On page 3 of the “Presentation of theProject” drafted in December 1997, for example, aclear conviction is expressed: “In creating the schoolcomplex, the idea of involving the future users in thedesign process was seen as being necessary to theproject’s success.” The first stated objective of theproject is also worth stressing: “to supply a modernteaching facility in an environment that meets today’srequirements regarding the hygiene and harmonyneeded for a child’s development.” The minutes ofthe working group’s meetings are equally instructive.As from the first meeting, teachers were invited tosupply a definition of “educational goals” and“principles of organisation”.

Pragmatic, judicious compromises

The meetings seem to have been conducted in avery pragmatic manner. Problems were presentedand explained, goals stated and possible solutionsexamined before any conclusion was voted uponby the town council. Parents were also closelyinvolved. At the third meeting, for example, theywere invited to submit their desiderata concerningthe creation of a day-care centre.

Negotiations sometimes took place within theworking group; the fourth meeting provides anexample. For the nursery school, the teachers wantedthe physical education rooms for the “middle” andthe “big” children to be next to one another so as torationalise the use of the staff serving the two rooms.The teachers also wanted the “motor-functiongymnastics” room to be enlarged to provide storagespace for equipment. The prime contractor had noobjection providing that the cost remained the same.The solutions thus constituted real compromises.Putting bunks in the sleeping-room would havereduced the amount of floor space taken up.Similarly, it was planned to re-designate a passagein the room for service staff for mixed use. Study ofthe regulations showed, however, that bunks werenot a feasible solution. It thus became clear that thedistribution of space would have to be generallyreconsidered, and that the presence of the servicestaff’s representatives would therefore be very useful.The will to find collective solutions to problems ledto enlarging the consultation process to includepeople who were not originally planned to beinvolved but who obviously had their place in it.

The willingness to involve all the interested partiesfrom the outset – and a readiness to repair anyomissions in the course of the process – allowed thedifferent persons and groups to work together on thedesign and educational aspects of the project. It was

an approach that could be used again once the schoolwas up and running.

Collège Yves Montand in Allauch, near Marseilles

A design that integrates the school into itsenvironment

The Yves Montand lower secondary school inAllauch in the Bouches-du-Rhône opened inSeptember 1994. Designed for 1 000 pupils, theschool is very large – altogether, the buildings andfacilities occupy 28 000 square metres spread overfour storeys. Its architecture may be described asmodern and sober, admitting a generous amount oflight into the buildings. Classrooms are grouped byblock and level: general education, languagelaboratories, science laboratories, technology roomsand computer centre, lecture-hall, documentationand information centre, kitchens and school restau-rant, and sports facilities. They are harmoniouslyintegrated into the pleasant surroundings of aProvençal pine wood.

Premises generally well-tailored to needs, plus asuccessful school project

Facilities have not been neglected: computer andvideo rooms, dish antennae, a server enabling parents,for instance, to consult their children’s marks or theschool magazine online. After six years in operation,buildings and facilities have aged quite well.

What is the quality of the teaching provided in thisenvironment? Teaching is organised around a school

Collège Yves Montand in Allauch

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project based on an analysis of the situation, statedobjectives, the action required to achieve thoseobjectives, monitoring and evaluation. The planprovides that full use be made of the new technology(computers, telematics, video) available. It places thedocumentation and information centre at the heart ofthe teaching and cultural project, exploiting all theresources of a modern well-designed centre. Specially-designed rooms are available for holding sculpture,theatre and dance workshops. Special emphasis is puton inducting and integrating 11- to 12-year-old sixthgrade pupils.

The policy has paid off, since the repeat rate amongsixth graders is only 2.5%, compared with 11.3% forthe Academy as a whole and 9.8% nationally. Therate of progression from sixth to tenth grade is 71.5%whereas the Academy and national norm is about64.5%. These performances, while not in any wayexceptional, are more than respectable.

Life in school

Despite the school’s closeness to the northern suburbsof Marseilles, it has not experienced any seriousviolence, although frictions do exist (some instances ofrudeness and verbal aggression towards adults, morefrequent cases of verbal and physical violence amongpupils). Vandalising of buildings and equipment alsooccurs, but it is on the wane and happens less oftenthan elsewhere. This good record in the matter ofviolence deserves emphasis, seeing that the school isattended by a very large number of pupils, almost 1 100,of whom 920 eat in during the week. The size of thesite, while offering many advantages, raises problemsof surveillance. Allocation of staff for this purpose isproportionate to the number of pupils enrolled; it doesnot usually take into account the area of the site.

By and large, the school, designed as a place to liveand work, fulfils its function very well. The principalfeels, however, that, despite its excellent features(environment and conditions, facilities), results couldbe improved, especially as regards the pass rate forthe certificate of lower secondary education (brevet)(75%) and the fall-off in academic performanceobserved between sixth and ninth grades (14- to 15-year-old pupils).

Lycée Léonard de Vinci in Levallois-Perret, inthe Paris inner suburbs

The new premises of the Lycée Léonard de Vinci wereinaugurated in 1993. Nearly 1 200 pupils are enrolledat this upper secondary school, in general, technicaland vocational sections. The principal claims that itis the “archetype” of the 21st century lycée since itreconciles two essential goals:

• a place for acquiring knowledge and a general,technological and vocational education;

• a place for living and forging social relations.

Functional school architecture

The teaching areas are distributed by department overtwo buildings and five storeys. Within each depart-ment the rooms devoted to a particular subject orspeciality are grouped together. Pupils from verydifferent sections (Diploma of Vocational Studies –BEP, baccalauréat, Advanced Technician’s Diploma –BTS) use them regularly. An office is provided for theteachers of each subject. A computer network linksthese offices, the rooms set aside for pupils’ activities,and the documentation and information centre. Thiscentre is very large, occupying 600 m2 on two levels.It is equipped with small rooms where small groupsof pupils can work independently. Two staff-roomshave been built. Close by, there are five work roomsand two meeting rooms. A 230-seat auditorium offersfacilities for lectures, discussion meetings andentertainment. On the “living space” side, a 1 000 m2

foyer offers from the outset the impression of amodern, functional and peaceful institution. Its pillarsare decorated with reproductions of Leonardo daVinci’s works.

The school is exceptionally light and airy. Patios andlight-wells enhance the perception of fluid pupilmovement. Pupils have their own areas: twocafeterias, game rooms and relaxation rooms whereextra-curricular activities can also be conducted. Theground floor contains a room set aside for the parents’associations.

Creating a climate of confidence conducive tolearning

The school project is founded on the diversity ofeducation offered (19 different examinations preparedfor, from BEP to BTS) and the idea that they are all ofequal value. It aims to ensure that pupils pass the BEPand then move on to the BTS. It does this success-fully. It is built around two concepts: the disciplineneeded for the school to function harmoniously, andthe dialogue required to establish a mood of mutualconfidence and to build self-reliance. The school’sperformance is remarkable and deserves specialmention. Its tenth-year pupils are slightly more sociallyadvantaged than the national average. On the purelyacademic plane, however, pupils are not particularlyprivileged since 13.2% of them are two years behindwhen they enter tenth grade, compared with thenational average of 6.7%. It is a known fact that thechief determining factor in academic attainment at

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the lycée is pupil age. What exactly do the school’sattainment indicators show? In the 1999 examinations,its baccalauréat success rate was 84%, whereas theAcademy and national norm was 78%, giving it arelative added value of 7.7%. Even more remarkable,the rate of progression from tenth grade tobaccalauréat was 73%, whereas the national normwas only 58%, i.e. the school’s rate was 26% higher.A final indisputable mark of the school’s success isthe steep increase in the number of enrolmentapplications from private school pupils (17.4% of thetenth-grade pupils come from these schools).

Other general considerations

What general conclusions may be drawn from thesethree examples of building or renovation?

The importance of preparatory work prior tobuilding

The importance of preparation well in advance ofbuilding cannot be over-emphasised. Many vitalchoices are made at the moment a project isenvisaged: choice of site, refurbishing or newconstruction, quality of materials and broad designoptions which will be refined at a later stage.

The building of the school complex in Gavray is arevealing example. Four years elapsed between1995, when the town authorities conceived theproject, and September 1999, when the complexofficially opened. The gestation period was long butfruitful. The methodology employed in drawing upand monitoring the project was exemplary in thesense that a working group was set up whichincluded all the interested parties (local politicians,teaching and non-teaching staff, inspectors, parents,municipal technical services and, of course, thearchitect). The group had a clear working procedure.It met at regular intervals, kept minutes and assignedtasks of varying complexity to its members, theconclusions of which were examined and approvedby the group before being forwarded for adoptionby the town council. Over and above the specificcontribution of this procedure – constitution of awidely-based group observing a strict methodology– to the building project itself, it had the merit ofgiving all those locally concerned by the life andrunning of the school the opportunity to worktogether in practical fashion, to reflect on the designproblems posed by teaching and education andcollectively to devise answers to those problems.

The problems in question do not vanish once abuilding is opened. They continue to arise during therunning of the school, the aim of which is to ensurethat every child gets the best possible education. Thehabit of working together according to a particularmethod, acquired when a school is under construc-tion, should be able to survive when it is runningnormally. This is a practical embodiment of the wishexpressed in the 1983 Decentralisation Act to see thedifferent local education players – officials, adminis-tration, staff, users – taking part in school management,via school boards or councils.

Taking teaching needs fully into account

The preparatory work must meet a number of basiccriteria, particularly as regards safety. It can also use-fully take account of certain imperatives that haveproved their value in other cases. The example of theLycée Léonard de Vinci is worth following in thisrespect. Its design contains many features of specialinterest. The offices set aside for the teachers in each

Lycée Léonard de Vinci in Levallois-Perret,in the Paris inner suburbs

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…………

of the subjects taught in the school can encourageco-operation among teachers of the same subject andcan be used for meetings, discussions and interdisci-plinary work. The same is true of the small roomsattached to the documentation and information centrewhich pupils can use for working in small groups.The central location of this large, modern and user-friendly centre, which the school can use as aneducational and cultural focal point, should also beemphasised. Another essential factor is that the schoolis well-endowed with modern facilities for informa-tion technology. These, combined with the previouslymentioned facilities, should provide the materialconditions conducive to guided individual study andindividual pupil assistance in an upper secondaryschool, or cross-disciplinary work and diversifiedcareer paths in a lower secondary school. Mentionshould also be made of the importance of facilitiessuch as a convivial staff-room, a spacious lecture-hall,an attractive, spacious foyer decorated with reproduc-tions of art works, a school restaurant supplemented(in a lycée) by one or more cafeterias and placesreserved for pupil activities. Finally, there should be aroom close to the entrance, distinct from the visitingroom, set aside for parents’ meetings.

Important as good design is, the school project iseven more fundamental

The collective development of an architecturalproject and the existence of facilities which makefor easier living in general and foster innovativeteaching and learning methods are extremelyimportant, but other even more fundamental factorscannot be ignored. If we take the example of theYves Montand school, there can be no denying theexcellence of its design or the exceptional attrac-tiveness of its site. Yet the school’s size, very largefor a lower secondary school (over 1 000 pupils), andthe difficulty in exercising permanent supervisionover the whole site are a source of problems. Onestems from the simple fact that, above a given numberof pupils, the adults in a school, especially theadministrative and teaching staff, cannot get to knowall the pupils, or their families, personally. Directhuman interaction is, however, partly responsible forthe level of attainment by children of this age. InAllauch, the strong personal involvement of theteachers, the management and the administration hasenabled – aided no doubt by the pleasant surround-ings – an acceptable level of academic attainmentand conviviality to be maintained.

Then there is the example of the Lycée Léonard deVinci, whose school project manages to harnessenergies by defining the school as a place not onlyfor learning but also for living and reaching out to thecommunity. Discipline and dialogue are the school’s

watchwords. They respond to two needs oftenexpressed by French high school students: securityand tranquillity on the one hand, contact among them-selves and with the adults in charge of them on theother hand. Both these examples clearly illustrate theneed for a strong educational project as the structuralbackbone of the school. Good building design canundeniably contribute to such a project.

In conclusion, it should be mentioned that the Ministryof Education has for many years now appointed schoolprincipals “in advance”, the better to supervise thebuilding of a new upper or lower secondary schoolby the local authority. Expensive as this is, it is a clearsign of the central administration’s recognition of howimportant design considerations are to a school’s futurerunning. These pre-appointed principals cannot becontent with merely monitoring the technical side ofthe building operations. They must also – and mostimportantly – do the preparatory work for the schoolproject, which, once the school has opened, they willdevise, implement and evaluate in collaboration withall the partners, and the teaching staff in particular,and thereby offer pupils the learning environment andacademic opportunities worthy of the school built forthem.

Article contributed by:Patrick AltProviseurLycée Maximilien Vox5, rue Madame75006 Paris, FranceTel.: 33 (0)1 45 49 78 71Fax: 33 (0)1 42 84 24 10patrick.alt@scola.ac-paris.fr

This article was also published in Administration etéducation, issue 86, the review of the French asso-ciation of educational administrators (AFAE). PatrickAlt would like to thank Roger Chudeau, IA-DSDENof La Manche, Patrick Funel, principal of Collège YvesMontand in Allauch, and Patrick Sorin, head of LycéeLéonard de Vinci in Levallois-Perret, for theinformation they provided.

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FEATURE

TOWARDS ALEARNING SOCIETY:LETA 2000From 17 to 21 September 2000, South Australia playedhost to the fourth in a series of highly successful inter-national educational events which focused on the roletechnology is playing and will play in the new learn-ing environment.

LETA 2000 was one of Australia’s most significantnetworking activities in educational technology lastyear. Moreover it provided an important opportunityto showcase Australia’s as well as other countries’achievements in the application of informationtechnology to learning.

The main objectives of the conference can besummarised as follows:

• to understand the importance of making lifelonglearning a reality for all;

• to clarify the implications of new technologies forthe learning environment;

• to identify new ideas and approaches as educa-tional institutions respond to changes, be theyschools, institutes, libraries, etc.

Places for learning, the built environment andthe learning community

Fundamental changes in educational facilities werediscussed at LETA 2000. Some key technical, ethicaland cultural factors, which will have a direct impact onthe design of future schools, were at stake, such as:

• digital technology;

• multiple intelligence;

• faculty interaction;

• student comfort and safety;

• sustainable development;

• economic sustainability;

• lifelong learning.

Educational facilities were also envisaged as playinga role in fostering and supporting learning communi-ties. A unique system of planning and provision ofeducational facilities, involving the community oflearners and teachers as well as the adult population

in general and various authorities, was presented byWalter Koll and Cecilia Wilson. (See articles on pages14 and 17.)

Libraries

The theme of libraries was largely debated, mainlyaccording to the following perspectives:

• the role of the library in lifelong learning;

• the role of the library in the 21st century learningenvironment;

• libraries as builders of social capital;

• today’s opportunities for school libraries;

• university libraries.

New technologies

The objective was triple:

• to understand what is real and relevant now aboutthe impact of the new information and communi-cation technology in the learning environment;

• to clarify the prospects of wireless and personaltechnology as well as the development ofconnected communities and how they will work;

• to identify who is really learning “online” and whatthe impact of online learning is likely to be for the21st century institutions.

Some discussions revolved around selected innova-tive projects, new ideas and best practice examplesof the application of technology in the learningenvironment. The focus was on educational building,asset management and the renewal of the builtenvironment for learning.

The impact of information and communicationtechnology on learning was exemplified by the highlyinteresting and innovative Technology School of theFuture. (See article by John Travers, page 16.) Theschool is an example of how to explore the issues ofteacher training and successful attempts to transformthe operation of the conventional learning environ-ment by changing the competence in informationtechnology of both learners and teachers.

The assessment of the quality of online learning aswell as the evaluation of its effectiveness were also atstake.

For more information, please contact Isabelle Etienne(tel.: 33 (0)1 45 24 92 72 or Isabelle.Etienne@OECD.org).

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References

“Accommodating Information, Communication, Education”,presentations made at a symposium organised by the RoyalInstitute of British Architects (RIBA) Further Education ClientForum in May 1999, London.

“An Educator’s Guide to Evaluating the Use of Technologyin Schools and Classrooms”, US Department of Education,2000.http://www.ed.gov/pubs/EdTechGuide/

Cuban, L. (1986), Teachers and Machines: The ClassroomUse of Technology since 1920, New York: Teachers CollegePress.

Electronic School, (technology magazine for kindergartento 12th grade school leaders).http://www.electronic-school.com/

Leach, Karen and David Smallen (1998), “What Do Infor-mation Technology Support Services Really Cost?”, CAUSE/EFFECT, Vol. 21, no. 2.http://www.educause.edu/ir/library/html/cem9829.html

LETA 2000, (Web site containing papers and presentationsfrom the LETA Conference).http://www.leta2000.sa.edu.au/

Mioduser, D., R. Nachmias, A. Oren and O. Lahav (1999),Web-based Learning Environments: Current States andEmerging Trends. In B. Collis and R. Olivers (Eds.), Ed-Media1999. World Conference on Educational Multimedia,Hypermedia and Telecommunications, 1 (pp. 753-758).Seattle, USA: Association for the Advancement of Computersin Education.

PEB Exchange issue 39, “Designing Schools for theInformation Society: Libraries and Resource Centres”,February 2000, pages 9-17.

PEB Exchange issue 40, “Wired Versus Wireless”, June2000, pages 22-24.

“Schools as Centers of Community: A Citizen’s Guide forPlanning and Design”, US Department of Education, April2000.http://www.ed.gov/inits/construction/ctty-centers.html

AUSTRALIA’S “PROJECTWEB”: INTERNET BASEDCOMMUNICATION FORCONSTRUCTION

At many points during the lifecycle of a constructionproject, stakeholders and project team memberscommunicate and exchange information and docu-ments. This is traditionally done using paper documentsthat are printed, copied, reviewed, e-mailed, delivered,couriered, posted and filed. Australia’s New South WalesDepartment of Public Works and Services established a“Project Web” strategy for the purposes of demonstratingthe potential of using an Internet based communicationsystem to facilitate the procurement process.

Project Web provides a central repository for all projectdata and information generated during a constructionproject’s procurement phases, from concept throughcompletion. It enables all project participants andstakeholders – client bodies, user groups, communitygroups, authorities, design professionals, consultants andsuppliers – to access, share, collaborate, review, assessand authorise project information using Internettechnology. Project Web leads to reduced costs forinformation transfer and delivery, shortened review andapproval periods, improved information and commu-nication to support decision-making and fewer errors.

The backbone of Project Web is an advanceddocument management system that supports thelodgement, storage and distribution of informationwith appropriate levels of security via the Internet.This allows all participants in a project to communi-cate and work together across different locations andtime zones. Information is in one place, exists in onlyone version and is always current. Access to all tenderdocumentation, site correspondence, meetingminutes, work schedules, variations, etc. are all on-line with audit trail and automatic notification.

Because it supports enhanced communicationconsultation and information, Project Web enables clientdepartments to be seen as open and accessible. It givesthe client access to up-to-date project information forreviewing, approving and monitoring project progress.Clients also benefit from a reduction in the procurementperiod and from reduced cost due to efficiency gains.

For further information, visithttp://projectweb.dpws.nsw.gov.au/or contact:Walter KollL18, McKell Building, 2-24 Rawson Place,Sydney NSW 2000, AustraliaTel.: 61 2 9372 8312E-mail: walter.koll@dpws.nsw.gov.au

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Pages for projects involving the DPWS have a linkto the Department’s site. There is also a link to theclient agency and access to Project Web via theclient home page.

Items in the navigation bar are accessible to thepublic.

Project Team access to all project documents isprovided through a secure password entry button.

A description of the project is provided using text,images, plans, etc.

Depending on their access right, team members canselect/read/write/search for the required information.

This may be a memo, report, study, programme,action sheets, site instruction, CAD drawing, RFI orspecification.

By using “red-lining” tools that are downloaded withthe drawings, viewers and team members can makecomments on the drawings.

Glenmore Park Public School was the first projectin Australia to lodge a development applicationover the Internet for public viewing and comment.The public was able to view Live Picture Pano-ramas, animated shadow diagrams, 3D computermodels, plans and all the required reports onenvironmental effects, traffic impact, fauna andflora, etc.

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TECHNOLOGY SCHOOL OFTHE FUTURE

The Technology School of the Future is a teacherdevelopment centre in Adelaide, South Australia. InJune 2000 the school moved into its new purpose-built premises that ideally suit its role: to provideteacher courses in the use of learning technologies,which often go under the name of information andcommunication technology. Its main tool in trade isthe computer, but the school is concerned with a farwider range of technologies. The new building modelsold, new and emerging technologies.

The building was originally the Town Hall for localgovernment and was built in 1880, which is very old

The preservation of historical buildings in Australia isnow greatly valued. In spite of the difficulties of pres-ervation – the inflexibility of the building and theexpense involved in conversion to modern usage –the Technology School of the Future has been adaptedvery effectively. The key to the success of the designis in the addition of an administrative wing on theeastern side and the addition of a large corridor witha glass wall alongside the original wall. This providesgenerous lighting and close contact with and visibilityof the stone and brick wall.

Glass external walls can present a problem inAdelaide’s hot summer. The school’s are equipped withintelligent louvres, controlled by a light sensor, whichautomatically descend and adjust their angle to

by Australian standards. Since then it has been homefor a cinema and a roller-skating rink and was derelictfor a time. The original building was extended anumber of times in different but generally compat-ible styles. Today, the entire building houses the SouthAustralian Education Department’s Conference Centreas well as the Technology School of the Future. TheConference Centre retains only the external shell ofthe 1930s part of the building. The Technology Schoolof the Future retains nearly all of the original buildingand is an excellent example of retention of a highquality building while adapting it to different purposes.

The Technology School of the Future houses classesfor teachers and students in the use of computers andother new technologies in education. The centre is ashowcase for the use of educational technologies andhosts numerous visitors as well as regular clients. It isa building designed to give a strong impression abouttechnology, which it does very well.

The external view of the building is striking: a classicallate 19th century front with an art deco addition inkeeping with the original style. It is easily the largestbuilding in the vicinity, though there are many terraceshops, hotels and churches of a similar age.

provide shade. In strong winds the louvres automati-cally retract.

The modern design features are boldly industrial:large bare steel beams and prominent stainless steelair conditioning ducting. The main stairs are a high-light of the high foyer, in large timber blocks, withsteel beam supports and fibre glass balustrades.

The contrasting character of the building – steel,stone, modern, old – further contrasts with the high-tech equipment in the 11 rooms. Extensive use ofglass provides views from the corridors into therooms and between rooms. The use of glass is ahighly practical feature of the building; it provideseasy supervision of students as well as establishingfascinating perspective, sometimes across threerooms.

Fittings within the building are crucial to its success.All rooms have extensive power and computernetworking points in concealed floor cavities. Furni-ture is mobile and desks are modular, allowing variousconfigurations. The flexibility of rooms has alreadybeen proven, as different usages have been easilyaccommodated.

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The building has been highly successful both inpractical terms and as a showcase of the use oftechnology.

Article contributed by:John TraversManager, Technology School of the FutureDepartment of Education, Training and EmploymentAdelaide, South AustraliaFax: 61 8 8463 5900E-mail: travers@tsof.edu.auhttp://www.tsof.edu.au

BRINGING LEARNING ANDCOMMUNITIES TOGETHER…AN AUSTRALIANEXPERIENCE

For New South Wales, Australia, the germination ofnew learning communities is often instigated,especially in “greenfield” areas, by the provision ofnew educational facilities. Frequently, the develop-ment of new schools is the first occasion where acommunity comes together to learn, discuss andcontribute to the direction they wish their new schoolto take.

To achieve a positive learning community, anenvironment that fosters commitment is required. Inthis model the learning community must be inclusive,and it is essential that parents and communitymembers are afforded full membership rights to thelearning community. To promote this notion of“inclusiveness” there is a need to have strategiesavailable to develop the skills and understanding ofparents and teachers, separately and together.

From a facilities perspective, a major strategy devel-oped by the Department of Education and Training tofoster learning communities and encourage under-standing of the role that facilities play in teaching andlearning is the “Capital Works Community Presenta-tion Kit”.

The primary function of the presentation kit is to informparents, students, teachers and other communitymembers of the philosophies behind the design of aschool, as well as of the range of facilities to beprovided and the timeline for various stages to occur,and finally to outline the community’s contribution

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to the process. This information is an important aspectof the project. It is fundamental that the audienceunderstands and appreciates the current philosophyof education delivery and is not reliant upon, orrestricted to, their own school experiences, both goodand bad. Through a simple format of presentation

slides, a variety of teaching and learning strategiesare explained leading to the conclusion that howteachers teach and students learn actually drive anddetermine the type and layout of school facilities.

These preliminary teaching and learning concepts areenhanced by showing two-dimensional plans of allthe school facilities together with actual photographsof the spaces so that people can relate to the “theory”.

This slide explains how a variety of activitiescan occur at any given time for a class

with the teacher being a facilitator.

A plan of a two home base complex in a primary school

A primary school home base

The relationships of the facilities on a school siteare also explained.

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Through a process of continual evaluation of newschools, relationships of facilities are also refined. Thisrefinement minimises such things as staff and studenttravel distances and improves operational matters in-cluding student and staff safety.

By now the learning community has acquired a knowl-edge base of how and why school facilities look theway they do; it is at this point that the presentationmoves on to the environment and explains how theseelements can also influence learning. In particular,the themes of colour and landscape, which are sig-nificant features of a school environment, are ex-plained.

At the conclusion of this component of the presenta-tion where a certain level of knowledge has beenimparted and a level of understanding achieved, it istime to actively engage the fledgling learning com-munity in the design process. This active engagementmay culminate in a number of decisions requiringresolution by the learning community. These decisionsinclude the nomination of special learning facilitiesto support the preferred curriculum direction for thenew school, the determination between alternate de-sign layouts and colour scheme selection.

How decisions are finally arrived at is managed bythe educational leader (either a school principal ordistrict superintendent), but the process is one ofcollaboration within the learning community.

Article contributed by:

Cecilia WilsonManager, Education Facilities Research GroupNSW Department of Public Works and ServicesMcKell Building2-24 Rawson PlaceSydney NSW 2000Australiahttp://www.dpws.nsw.gov.au/

INAUGURAL MEETING OF THEAUSTRALIAN CHAPTER OFCEFPI

One of the few international associations ofpractitioners involved in the planning, design andoperation of educational facilities is the Council forEducational Facilities Planning International (CEFPI)with headquarters in the United States.

Following a strong representation at the BaltimoreInternational Conference of CEFPI in 1999 some30 new Australian members have been recruited tothe organisation and the Australian Chapter wasformally launched at LETA 2000.

Andrew Bunting, a leading educational architect andplanner from Melbourne, Victoria, was electedinaugural president of the chapter which received itscharter from Ed Humble, representing the CEFPIPresident Jim Brady and the Board. Also present atthe celebratory dinner were Dave Brittain, PrakashNair and Bruce Jilk from the United States.

Responding to the toast to the new chapter, Buntingsaid, “We have a great deal to learn from each other.CEFPI offers a unique opportunity for people fromarchitecture, education, planning and relateddisciplines to share ideas and information about thelearning environment.”

The new chapter plans to actively recruit membersfrom Australia and New Zealand, establish aprogramme of research into trends in educationalfacilities and develop strong professional linksbetween Australian and other CEFPI members particu-larly in the US and Canada.

News of the Australian Chapter will be available fromthe CEFPI Web site (http://www.cefpi.org) and from theLETA 2000 Web site (http://www.leta2000.sa.edu.au).

………………………………………………………………

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PROJECTS (continued)

THEMULTIFUNCTIONALDIGITAL CENTRE:A CONCEPT FORDEVELOPINGCOUNTRIES IN THEELECTRONIC AGE

Higher education faces multiple problems in the newmillennium, and these are especially acute indeveloping countries, where expansion is taking placeat the same time that state financing is declining andthe challenges of technology, access and the mainte-nance of quality loom ever larger. The idea of themultifunctional digital centre (MDC) provides animportant solution to some of the problems faced byhigher education in developing countries and haslessons for industrialised nations as well.

The multifunctional digital centre is based on a simpleconcept – the provision in one physical space ofaccess to knowledge. It is part traditional library, partmultimedia station, and part link to the Internet andall of the resources of cyberspace. Staffed by profes-sionals skilled both in information technology andretrieval and in pedagogy, the MDC serves the needsof people studying in traditional academic institutions,those involved in formal study through distanceeducation and people simply interested in acquiringknowledge and information.

The MDC is hardly a new idea. It links the old conceptof the public library, committed to storing and providingknowledge without cost, with the idea of a “universityextension” offering educational programmes for degreesor for specific training or personal opportunities, eitheron campus or at other sites. The MDC depends on skilledprofessionals and innovative uses of new technologies.Such a programme requires sponsorship for both fundingand ideas.

The multifunctional digital centre is ideally suited tothe realities and the new technologies of the21st century. It can introduce established educationalinstitutions, such as universities, to new approachesto communication and knowledge and provide accessto people with different interests, backgrounds andneeds. Public and private institutions are able to enterinto co-operative arrangements. The MDC can also

provide a forum for people who are concerned witheducation, and in this way it can be an importantcontributor to the maintenance of a civil society. Inshort, this approach combines the technologicalaccess of the 21st century with the human interactionnecessary in all eras.

New Realities

Everywhere facing new challenges, traditionalacademic institutions are no longer able to cope withdemands for access, training and research in a growingnumber of fields. The problems are especially acutein developing countries.

World-wide, the demand for higher educationcontinues to grow, but the demand is greatest indeveloping nations, where in 2000, half the studentsin post-secondary education were located.

Providing sufficient funds for higher education isespecially problematical in developing countries.There is resistance everywhere to the ever-expandingpublic expenditures for higher education. In devel-oping countries, enrolment pressures add to thegeneral fiscal difficulties.

Privatisation is a key characteristic of higher educa-tion in developing countries. Private institutions,sometimes profit-making, are taking hold in highereducation. In many developing countries, the privatesector is the fastest growing part of the higher educa-tion system.

The knowledge revolution is dramatically altering thelandscape of higher education. Knowledge is expand-ing rapidly, and the means of storing and distributinginformation is being transformed by the Internet andcomputer-based technologies.

Developing countries control neither the sources northe means of delivery of the knowledge, and conse-quently they are in danger of being overwhelmed bythe new technologies. These countries may benefitfrom the knowledge revolution, but at present thesecountries are falling further behind. Individualacademic institutions in developing countries canrarely make the investments needed to access the newtechnologies.

The Advantages for Developing Countries

The MDC concept can have key advantages fordeveloping countries. Without question, the needs aregreatest in low per capita income nations of Africa,Asia and Latin America – many of which lack adequatehigher education institutions and all of which lag far

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behind in Internet access and other elements ofknowledge-based economy.

In countries with poorly developed basic infrastruc-tures, including telephone systems and electricityprovision, the MDC can set up a central facility ableto provide basic access such as auxiliary generators,satellite-based Internet access (to circumventunreliable telephone systems and speed up datatransmission), suitable computers and adequatemaintenance of facilities.

The multifunctional digital centre can promote co-operation among public and private agencies toprovide support and funding. As a public facility, theMDC should generally be available without cost or ata very low cost to individuals and organisations, butit can also be supported by many agencies. Academicinstitutions, both public and private, governmentagencies, local and regional organisations, and privatesector firms may all contribute. The MDC wouldprovide technology firms with an opportunity toexpose the public to the advantages of knowledgeproducts of all kinds.

Such projects can be a conduit for support from non-governmental organisations, foreign assistanceagencies, the World Bank and similar organisations.Donor groups appreciate the variety and importanceof services offered and the ease of monitoring foreffectiveness and fiscal accountability.

MDCs can be strategically placed throughout a countryto allow access to a broad segment of the population,minimising regional disparities and political conflicts.

The multifunctional digital centre can be used as anextension agency by agencies to offer programmingand access to Internet and library facilities in areasinadequately served by traditional educational insti-tutions. The MDC will be especially useful for theburgeoning open university movement which providesacademic degree study through non-traditionalmethods. They can serve as regional centres, resourcebases and meeting places for seminars for the offeringsof the open universities.

The Shape of the Commons

What will a multifunctional digital centre look like?Of course, there will be variations among them, butthere are central elements. It is not a virtual entityalthough one of its main purposes will be to provideaccess to the new technologies of communication andinformation retrieval – it is a place where severalcentral knowledge functions are offered. It must behoused in a facility that provides both the needed

materials and adequate access. The closest analogymay be the public library, a building that providesaccess to information, largely through books but insome countries now through Internet based technol-ogy, and is staffed by people trained to assist peopleto effectively use the materials available.

But the MDC is much more than a library, not onlybecause it emphasises several ways of accessinginformation, but also because its mission goes farbeyond the storage and retrieval of information. Itshould be noted that adequate public library systemsare in any case rare in developing countries and, ingeneral, are unfortunately not seen as central elementsfor the information society.

The multifunctional digital centre starts with a build-ing that houses all of the elements of the moderninformation society. Traditional books and journals aswell as the newer technologies for knowledge retrievaland dissemination are a central part of the equation.The new technologies will, of course, play a promi-nent role in the MDC and will no doubt receive thebulk of attention, energy and funding. Among theelements of the revolution are the following:

• The Internet is the most powerful and in many waysthe most controversial part. It is the key element ofglobalisation and is the means of bringing the world’sstorehouse of knowledge to the most remote loca-tions. However, the Internet is dominated by a fewindustrialised countries, and it is increasinglycommercialised. The major world languages, andespecially English, dominate the Internet. The struc-ture, organisation and financing of the Internet has,so far, largely ignored the needs of developingcountries. It is, of course, necessary for developingcountries to have access, but attention also needs tobe given to how this powerful new mechanism canbe most effectively used by them.

• Electronic mail and related communicationsarrangements are an essential tool to bring usersin developing countries in touch with each otheras well as with colleagues in the rest of the world.The MDC will provide a central node of commu-nications for individuals and groups.

• “The electronic classroom” or seminar is in theprocess of development, and this tool will be acentral contribution of the MDC. The ability tobring groups together electronically, through videoconferencing and other means, helps to overcomeisolation. The multifunctional digital centre willhave facilities for group communications that canbe used by educational institutions and others.

• Older “new technologies” such as CD-ROM andDVD will be a part of the services provided by the

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MDC. In developing countries, it is rare thatacademic institutions or other organisations haveready access to these knowledge products.

A central feature of the multifunctional digital centre isa staff that provides expertise in the new technologies,as well as in traditional librarianship. Many assume thatthe new technologies are user-friendly and can easilybe accessed – and maintained – by clients. This is farfrom the truth, especially in developing countries, wherethere is no tradition of expertise or widespread indi-vidual access to computers, the Internet or the othertools of communication. Technological librarians are acentral part of the MDC concept and must play a keyrole. It is not enough to provide the “hardware” of tech-nology – the human “software” of expertise must bepart of the equation. An added element is the mainte-nance of equipment; decision-making with regard tothe purchase of new machinery, software and otherknowledge products is central, and often one of theweaknesses in developing countries. The MDC will needto have excellent staff and access to spare parts as wellas to “upgrades” in equipment if it is to be effective andsustainable.

The location of the MDC is an issue of considerableimportance, and perhaps controversy. If limited to thecapital or major academic centres, the underlyingconcept will be lost. The MDC must be available tousers outside metropolitan centres in developingcountries. It will not be possible to establish one in ruralareas or villages, but care must be taken to ensure thatthe MDC will not simply be another initiative that furtherstrengthens the domination of the urban centres.

Funding the Multifunctional Digital Centre

While the MDC will be much less costly than auniversity or even a specialised educational institu-tion, it will require investment, both for initialdevelopment and long-term operation. Withoutadequate funding, the MDC cannot fulfil its promise,especially since information technology rapidlychanges and it is important to keep up with newproducts and services. One of the advantages of theMDC concept is that it can receive financial supportfrom many sources. The multifunctional digital centreshould be a non-profit entity separated from directgovernment control. This not only permits autonomybut also makes it easier for non-governmental organi-sations to provide support.

Because the MDC is a public service, it must have basicsupport from governmental sources. Other providerscan easily participate in supporting the MDC. Forexample, academic institutions that use MDC servicescan provide support, as can private enterprise. Computerand software firms, where they exist, are a natural source

of support, especially since the users of the MDC willbe using computer products and familiarising them-selves with the potential of computers and of informa-tion technology. Supporting the MDC is an effectiveway for a firm to show its support for education and thepublic good through a highly visible agency.

The multifunctional digital centre lends itself very wellto support from external donors and such multilateralagencies as the World Bank. The MDC combines a physi-cal facility with support for human resources. It canpotentially contribute to education at all levels, and es-pecially at the post-secondary level. It directly assiststhe development of civil society through providing in-formation to people and organisations and serving as ahub for communications. Care must be taken to ensurethat the basic decisions concerning choice of equip-ment and related issues remains with local policymakers,since external donors often seek to tie aid to particularproducts, and in the area of information technology,problems of compatability may arise. Because themultifunctional digital centre serves a variety of purposesand because it is so clearly a contribution to educationand socio-economic development, it will appeal todonor agencies. While it is always difficult to manage amultiplicity of funding sources, the MDC can benefitfrom the fact that it serves many purposes.

Conclusion

The multifunctional digital centre has the potential oflinking the technologies of the 21st century with theidea of community of an earlier era in a cost-effectiveway. It can provide universities that cannot affordsophisticated computer systems with the access thatthey need to the world of research and communica-tion. It can link public and private institutions. It canattract financial supporters at home and abroad.Perhaps most important, the multifunctional digitalcentre is an idea that can bring information, commu-nication and knowledge to people in developingcountries.

Note: I am indebted to Kamal Ahmad for articulatingthe idea of the Learning Commons initially, related tothe MDC, and to the staff of the Task Force on HigherEducation and Society for discussions concerning it.

This article was originally published in “InternationalHigher Education” number 20 and was contributed by:

Philip G. AltbachMonan Professor of Higher Education207 Campion HallBoston CollegeChestnut Hill, MA 02467 USAE-mail: altbach@bc.eduhttp://www.bc.edu/cihe

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SCHOOLS FOR THE21ST CENTURY: ARE YOUREADY?Prakash Nair of the United States proposes the listbelow for evaluating how a school measures up tothe most important requirements of the 21st century.It addresses architects, administors, headteachers,pupils and others responsible for or interested in thedesign of a new school or the renovation of an exist-ing building.

There are 15 trends happening in the field of educa-tion and related educational technology. Many of themhave direct facility ramifications. Use them as a check-list to see how many of these trends your school facilityis designed to accommodate.

1. Ubiquitous Computing: Leading educators andmajor school systems in the Unitd States (includ-ing New York City which is the country’s largest)have accepted the notion that all children fromthe fourth grade onward should have access tolaptop computers and the Internet when theyneed it, where they need it. This view is endorsedby the US Department of Education which saidin a recent report on technology, “Access to techno-logy requires that it be readily at hand for use asneeded, not simply for uses that can be predictedin advance and squeezed into a fixed time slot.”From a practical standpoint we can assume thatstudents will spend a significant amount of everyschool day using computers in class. By exten-sion, we can assume that since it is impossibleand impractical to put 30 PCs in every room,there will be laptops or some other portablecomputing device for use in the classroom.

2. Wireless Networking and Robust InternetAccess: While it is still a relatively new trend,wireless networking is possibly the one innova-tion that schools cannot afford to be without. Notonly does this bring the Internet and the schoolnetwork to every child in every room, but also itis now possible to painlessly bring these servicesto forgotten annexes and “temporary” buildingswithin the school grounds.

3. Technology-intensive Teaching and Learning:Schools are finally figuring out that computers canredefine not only how to teach, but also what toteach. From a practical standpoint this has resultedin the advent of more project-based and collabo-rative learning and less lecture-style teaching.

4. Emphasis on Informal Learning: By somemeasures, less than 25% of all learning occurs

within the classroom. We now know that the so-called “un-programmed spaces” in schools areextremely important because it is in these “nooksand crannies” that much of the socialisation,interaction and real learning take place. Manyarchitects are now building such informal meet-ing places into the design of schools.

5. De-emphasis of Classrooms: As evident fromtrends three and four above, the dominance ofthe classroom as the centre of the learning universeis now in serious jeopardy. Classrooms themselvesneed to be redesigned so they function well in anenvironment where self-directed learning andcollaborative projects will largely replace “chalkand talk.”

6. Food Court vs. Cafeteria: Noted facility plannerand writer Paul Abramson recommends that foodcourts replace school cafeterias. If the poorquality of cafeteria food were not reason enough,students should have greater variety in their dietand be able to eat lunch at their schedule andwhen they are hungry. Will this create havoc withscheduling the school day? Perhaps, but it is achallenge that institutions of higher learning havealready faced and successfully overcome.

7. Shared Common Areas: Reluctantly, and againstthe protestations of custodial personnel, schoolsare opening their doors to the community at large.The flip side of the coin is that many new schoolsare dispensing altogether with traditional audi-toriums, gymnasiums and school libraries, choos-ing to partner instead with local communityinstitutions to create shared common areas andhigh-quality media centres.

8. Imaginative Furniture Design: This is an obviousarea needing improvement where the impact ofinnovation can be immediate and significant.Fortunately, worktables and computer-friendlyfurniture including ergonomic desks and chairsare beginning to replace the horrendous desksand tablet armchairs that have unfortunately said“school” more loudly than anything else.

24

9. Team-teaching, Non-Chronological Groupingand Inter-disciplinary Curriculums: This will callfor more flexibility in classroom shapes and sizesincluding the use of temporary partitions,moveable walls, etc. The old one-size-fits-allapproach will severely limit the ability of schoolsto provide quality 21st century education to theirstudents and deny them the flexibility they needto implement these ideas effectively.

10. Emphasis on Service Learning: More and moreschools are requiring students to do some levelof community service as part of their graduationrequirements. Some schools have structured off-site programmes for students. The impact of thistrend is that space will be freed up within schoolsfor varying periods of time during the day.Creatively programming these spaces for thestudents that remain will be an interestingchallenge to both architects and educators.

11. Students Creating Products for Business: Thenumbers of tech-savvy students are rising eachday even as business struggles to fill hundreds ofthousands of hi-tech vacancies. Suddenly,business is finding out that partnering withschools goes beyond community outreach andcan actually help them financially. For schools,such partnerships, when well managed, bringmuch-needed revenue and for students itprovides the hands-on work experience andfinancial benefits that beat working in fastfoodrestaurants. As more students get involved withreal-world projects both on and off site, it willbe time to rethink equipment, room uses andspace configurations in school design.

12. Computer Laboratories Replaced by DistanceLearning Electronic Studios: With the advent ofwireless laptops, every room and every subjectcan be taught in a so-called “lab” setting withinthe primary classrooms. This frees up the tradi-tional computer laboratory for other uses. Onelogical choice (since laboratories are fully wiredand “technology ready”) is to convert these oldlaboratories into distance-learning studios wherestudents can meet and work with experts fromaround the world. Such rooms can also serve asfull-blown presentation “theatres” so that studentsget to present their work individually and in teamsin a professional setting.

13. More Hi-tech Production Facilities: Even asschools adopt a wireless standard, there will beincreased demand for high-bandwidth applica-tions like film and video production, broadcastjournalism and the exchange of large quantitiesof data between partnering institutions. Wirelessnetworks will not be ready to handle such data-

intensive tasks for several years. In the meantime,schools will need fully wired production facili-ties where students would work on these kindsof projects. The exact number and design of suchfacilities will vary by school and the educationalprogramme it offers.

14. Parent and Community Educational Programmesin Schools: Trend number seven touched uponthis, but schools are realising that for technologyto make a real difference in the life of a child, itis important that its effects be felt at home and inthe community. Schools that have tried it findthat involving parents and local communitymembers through technology literacy programmesin school is an excellent way to improve their par-ticipation in children’s education while oftenimproving their economic situation. A properlydesigned distance learning centre (preferably withmonitors recessed inside glass-topped desks) asnoted in item 12 above can double as the parentand community training centre in the evenings andwhen school is not in session.

15. New Learning Partnerships with Other Schoolsand Universities: Ubiquitous computing anddistance learning now make it possible to havereal-time communication with a variety of edu-cational partners. For example, District Four inEast Harlem, New York City, now routinely runstechnology-intensive interdisciplinary projects inwhich students from various other school districtsare invited to participate.

The insular citadel that used to be school is quicklychanging to a model where “school” is not just a place,but also a doorway to a lifelong learning experience.The ease with which students will be able to passthrough this doorway will determine the success orfailure not only of any particular school, but theinstitution of school itself.

Prakash Nair is the Director of Educational Planningfor Vitetta and President of Urban Educational Facilitiesfor the 21st Century (http://www.designshare.com/uef.htm). He is an internationally recognised expertin the field of school facilities and technology. Hewelcomes your comments, thoughts and ideas. Pleasecontact him via e-mail at prakash@designshare.com

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OECD PUBLICATIONSAvailable from OECD distributors. See page 27.

Where Are the Resources for LifelongLearning?

There is broad political support for lifelong learningbecause it is so vital to sustained economic progressand social cohesion in the “new economy”. But itsimplementation is potentially costly and depends onmaking the learning process more cost-effective andon securing financial and in-kind resources from theprivate sector. What can be done to keep lifelonglearning from becoming prohibitively expensive andto ensure that there are strong and transparentincentives to invest in it? This book looks at recentexperience of selected OECD countries as they havearticulated their goals and strategies for lifelonglearning. It examines policies and practices thatinfluence the rates of return to lifelong learning andmechanisms that are being put in place to channelfinancial resources to lifelong learning. It identifiesresource issues that need to be addressed if lifelonglearning is to be an affordable and workable guide topublic policy.

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Strategic Asset Management for TertiaryInstitutions

Universities and other tertiary institutions maintainbuildings, sites and communications infrastructureworth many millions of dollars. A more strategicapproach to asset management is essential for suc-cess in a new environment, where tertiary educationis becoming increasingly competitive, direct publicfunding is being cut back and technology andglobalisation are bringing new challenges. Whatimpact will new information technology have onspace requirements? What steps can institutionalmanagers take to manage risks in rapidly-changingcircumstances? In what ways is the role of facilitiesmanagers changing, and what skills and tools will berequired for them to do their job more effectively inthe future? This book provides some answers to thesequestions and shows how the resources invested infacilities can be made to work more efficiently in thepursuit of institutional objectives. It is based on theproceedings of an international workshop thatexamined current trends in tertiary education policy:a more open market, student-centredness and userchoice, lifelong learning and the blurring of sectoraldifferences.

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Special Needs Education: Statistics andIndicators

This book provides a full account of a totally newapproach to making international comparisons in thefield of special needs education. It makes comparisonsof students with disabilities, learning or behaviourdifficulties and disadvantages on the basis of theadditional resources made available to them to accessthe curriculum, which in some countries covers some35% of school-age students. Among the manyanalyses provided, the book highlights the numbersof students involved, where they are educated (specialschools, special classes and regular schools) and abreakdown by gender.

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26

OTHER PUBLICATIONS

Tableau BlancBy Jean-Marie Moonen

describes training and evacuation procedures andprovides guidance on fire precautions, alarm systems,fire fighting equipment and escape routes. Theguidance is aimed at headteachers, governors,premises managers and all those concerned withmaking schools safer places.

Published by The Stationery Office and available fromThe Publications CentrePO Box 29, Norwich NR3 1GNUnited KingdomTel.: 44 870 600 5522, fax: 44 870 600 55332000, 49 pages, ISBN 0-11-271040-9, GBP 8.50

Low Energy Cooling Systems – A Summary ofIEA Annex 28

The project of the International Energy Agency on lowenergy cooling systems aimed to investigate thefeasibility of alternative cooling strategies for build-ings and to provide design tools and guidance on theirapplication. This report contains a summary of thework carried out, including the review of technolo-gies, detailed design tools and case study descriptions.It is designed to be accessible to the non-expert andto give an introduction to the benefits of low energycooling.

ECBCS BookshopESSUSovereign CourtUniversity of Warwick Science ParkSir William Lyons RoadCoventry CV4 7EZ, United KindgomTel.: 44 24 7669 2050, fax: 44 24 7641 6306,http://www.ecbcs.orgOct. 2000, order code: ANN 28 TSR 07, GBP 20

This book is a colourful dictionary of terms related toarchitecture for education, written for “those whodream of building a school”. From “access” to “zebra”and covering evaluation, noise, stairs and violence, itprovides imaginative definitions of the elements thatcontribute to the design of a healthy environment forlearning. The author, Jean-Marie Moonen, has recentlyretired from his post as Deputy Director General ofthe Service général de garantie des infrastructuresscolaires subventionnées. For many years he hasrepresented Belgium’s French Community at PEBmeetings and was a member of the jury for the secondPEB compendium of exemplary educational facilities.

June 2000, 82 pages

For a copy of this French-language publication,contact:Françoise BarridezService général de garantie des infrastructuresscolaires subventionnées44 Boulevard Léopold II1080 Brussels, BelgiumTel.: 32 2 413 38 44, fax: 32 2 413 27 61

Fire SafetyManaging School Facilities Guide 6

This booklet offers guidance on how to manage firesafety and minimise the risk of fire. It sets out whatlegislation school buildings must comply with in theUnited Kingdom and covers the major risks. It

27

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March

The Ministère de l’Éducation du Québec will host events to launch the PEBpublication Designs for Learning: 55 Exemplary Educational Facilities in Quebec,Canada. Similar events are expected to follow in other countries. For moreinformation, contact the PEB Secretariat.

July

3-6 – The Environmental Design Research Association will hold its 32nd annualconference in Edinburgh, Scotland. The conference is open to design educatorsand professionals, planners, social scientists and others interested in therelationship of people and places and the design and management of placesthat are responsive to human needs. Participants will learn about the latestdevelopments in the field of environmental design research and will exchangeinformation on the state of behavior-oriented design and research. Contact:EDRA, Edmond, Oklahoma, USA, tel.: 1 405 330 4863, fax: 1 405 330 4150,e-mail: edra@telepath.com, http://www.telepath.com/edra/home.html

18-20 – CIB will sponsor the 1st International Conference on Innovation inArchitecture, Engineering and Construction. The event, organised by the AdaptiveEnvironments Center (Boston, Massachusetts, USA) and the Commission of theEuropean Communities, will be held in Loughborough, United Kingdom.Contact: Jo Brewin, AEC2001, Loughborough University – Department of Civiland Building Engineering, Leicestershire LE11 3TU, UK, tel.: 44 1509 228549,fax: 44 1509 223982, e-mail: j.c.brewin@lboro.ac.uk, http://www.lboro.ac.uk/cice/aec/index.html

22-24 – The Association of Higher Education Facilities Officers (APPA) will organiseits 2001 Educational Conference & 88th Annual Meeting in Montreal, Canada.Contact: Suzanne Healy, Alexandria, Virginia, USA, tel.: 1 703 684 1446,e-mail: suzanne@appa.org, http://www.appa.org

October

8-10 – “Federations of Learning, Research and Technology in the 21st Century”is the theme of the 2001 ATEM/AAPPA Conference which will take place inCanberra, Australia. A subtheme on facilities will consider whether buildingsfor tertiary education will be needed in the future and if so what they will belike. In particular, the facilities management stream will focus on areas includingspace management, environmental performance, interaction with academiccommunity, the future of regulatory changes and pursuing funding opportunities.To register for the conference, complete the expression of interest form athttp://www.anu.edu.au/facilities/atem-aappa/

Association for Tertiary Education Management Inc.Secretariat, O’Connor, Australia, tel.: 61 2 6249 5300, fax: 61 2 6249 5262.

17-20 – The 78th Annual International Conference & Trade Show of the Councilof Educational Facility Planners International will be held in Denver, Colorado.Contact: CEFPI, 9180 E. Desert Cove Drive, Suite 104, Scottsdale, Arizona85260, USA, tel.: 1 480 391 0840, http://www.cefpi.org