OECD Home › Directorate for Education and Skills › Education, economy and society › Centre for Effective Learning Environments (CELE) › Latest Documents
11-January-2007
English, , 553kb
This paper presents three experiences on evaluation projects in Portugal over the last 10 to 15 years: characteristics of existing school property; diagnosis of existing laboratories in secondary schools; and a general survey of school facilities.
11-January-2007
English, , 707kb
The paper is concerned with the spatial condition of school buildings and the preconditions it contains for encouraging and facilitating learning through a social, cultural and informational interface.
11-January-2007
English, , 1,103kb
The paper describes past, present and future directions in education infrastructure policy in Mexico in the context of the development of guidelines and regulations on quality in Mexico’s educational facilities.
11-January-2007
English, , 846kb
The Evaluation School Building Indices Quality System aims to develop principles, methodology and appropriate indices for the evaluation of the educational infrastructures in the Greek State.
11-January-2007
English, , 411kb
This paper presents the methodology and preliminary results of a post-occupancy evaluation, which is currently being conducted at the Galopim de Carvalho School in Lisbon.
11-January-2007
English
In 2006, the OECD/PEB Governing Board agreed to form a Working Group on Evaluating Quality on Educational Facilities to advance this work.
4-December-2006
English
CELE Exchange, la revista del Centro de la OCDE para Ambientes Pedagógicos Eficaces
19-June-2006
English
This U.K. summit explored trends in teaching and learning and how these are supported by the design of learning environments. Themes included sustainability, ICT, community usage, small schools and refurbishment. The PEB Compendium was launched.
29-May-2006
English
A selection of presentations made at this international PEB seminar are now available.
3-April-2006
English
School buildings have a crucial contribution to make to raising educational achievement. Designing high performance school buildings for the 21st century for all children is a shared concern amongst OECD countries. Innovative research seeks architectural answers that make efficient use of the resources invested in building, renovating and running schools. Changes in the design of those buildings must serve the educational process and
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