PEB - OECD. PEB AND OECD ACTIVITIES The OECD Programme on Educational Building (PEB) The Programme on Educational Building (PEB) operates within the Organisation for

  • View

  • Download

Embed Size (px)

Text of PEB - OECD. PEB AND OECD ACTIVITIES The OECD Programme on Educational Building (PEB) The Programme...

  • ISSU

    E 42



    Y 20



    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?

  • 2


    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. PEBs 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 gnral de garantie des infrastructures scolaires subventionnes (Belgium)

    Korea Turkey Tokyo Institute of Technology (Japan)

    Mexico United Kingdom


    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 Organisations 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.


    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 Ministre de lducation du Qubec will host alaunch event, scheduled for March 2001 in QuebecCity, Canada, and other marketing events will follow.


    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.


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

  • 3

    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 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.


    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 schools 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 GermanLnder (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

    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


  • 4


    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. A