A workshop on 11-12 September 2008 explored how the OECD can contribute to the development of strategies, curricula, and sustainable schools for the UN Decade of Education for Sustainable Development (2005-2014).
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Articles: Special Primary School Complex in the United Kingdom: Booker Park; A Flexible School for Early Childhood Education in Italy; Primary School Architecture in Portugal: A Case Study; Sustainable Education Campus in Spain: Nature and Architecture for Training.
Links to organisations, online journals and other sites related to school buildings and the environment, instruction, safety and using buildings efficiently.
What better place for 140 delegates to discuss how changing higher education needs will impact on facilities than the campus of the Helsinki University of Technology at Otaniemi in Espoo, Finland, designed by Alvar Aalto?
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L’école de Booker Park est un nouveau complexe accueillant des enfants de niveaux pré-primaire et primaire qui présentent des difficultés de comportement et d’apprentissage.
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Describing primary schools in a small city in Portugal is an opportunity for an overall look at the evolution of schools in general as special public buildings. A look at four of the six primary schools in the city of Caldas da Rainha shows how these public buildings have evolved, what they represent to the community, and how their architecture has corresponded to changing concepts in education and demands for flexibility over the
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The sustainable education campus project for San Agustín de Guadalix is based on an innovative concept of urbanism and architecture. The campus design and landscape aim to support training and exemplify sustainability.
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Booker Park School is a new complex for pre-primary children and primary pupils with a range of behavioural and learning difficulties. To respond to the pupils’ varied needs, the school facilities offer a high degree of flexibility and a quality environment for learning.
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The design of a flexible school for early childhood eduction in Milan, Italy, takes into account children’s development and the different ways they experience space according to their age.
This international conference examined how buildings should respond to continous change in higher education to meet the needs of developing styles of learning, research, innovation and knowledge transfer.