Designing schools for quality: An international,case study-based review |
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| Institution: | 1. University of Cambridge, UK;2. University of Sussex, Brighton, UK;1. Faculty of Engineering, Department of Civil Engineering, University of Manitoba, Room E1-368A EITC, 15 Gillson Street, Winnipeg, MB, Canada R3T 5V6;2. Faculty of Engineering, Department of Civil Engineering, University of Manitoba, Room E3-589 EITC, 15 Gillson Street, Winnipeg, MB, Canada R3T 5V6;3. School of Architecture & Built Environment, Faculty of Science, Engineering and Built Environment, Deakin University, 1 Gheringhap Street, Geelong VIC 3220, Australia;1. Department of Architecture, Thiagarajar College of Engineering, Madurai, India;2. Department of Architecture, National Institute of Technology, Trichy, India;1. Policy, Organization and Leadership Department, School of Education, Drexel University, Philadelphia, PA, USA;2. Center for Identity and Community Development, Pontifica Universidad Javeriana, Bogotá, Colombia;3. Universidad Centroamericana, José Simeón Cañas, San Salvador, El Salvador |
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| Abstract: | Universal access to primary schools is a key millennium development goal, still proving difficult to deliver in low-income countries. Schools designed for the poorest remain inadequate for the numbers enrolled, and for the basic needs and functions of today’s classrooms. The key issue is overcrowding; classrooms designed for forty regularly accommodate more than sixty due to the use of outdated international classroom design standards. These schools also have poor access to infrastructure; electricity, drinking water, sanitation, and ICT/library spaces. This paper highlights these issues and suggests strategies for improved school design through the evaluation the EdQual research project school case studies, the author was involved with, and also recent international examples It is argued that schools designed considering these issues, can become ‘hubs’ for development; providing local assets that can be shared by their communities. |
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