Centre for Effective Learning Environments (CELE)

OECD/CELE collaborate with EIB in workshop on Strategic Investment Planning for Educational Infrastructure, June 2010, Luxembourg


If tomorrow’s education is to be effective, funds need to be strategically invested in the facilities in which teaching and learning occurs. To ensure that facilities continue to support the changing needs and demands of the knowledge economy, substantial initial and sustained investments are needed.


From 28-29 June 2010, the European Investment Bank and OECD/CELE co-organised a workshop on Strategic Investment Planning for Educational Infrastructure at EIB Headquarters in Luxembourg, as part of a joint international project launched in 2009. The workshop drew on the outcomes and findings of previous meetings and sought to develop guidance, based on existing technical expertise and good practice in different countries, with a view to maximising the effectiveness of capital planning projects for educational infrastructure.



Participants at the Workshop on Strategic Investment Planning for Educational Infrastructure,
28-29 June 2010, Luxembourg.



The workshop brought together 33 participants from Albania, Belgium (Flanders), Croatia, FYROM, Finland, Greece, Ireland, New Zealand, Portugal, Serbia, Turkey, the United States and the United Kingdom (Scotland), in addition to EIB, OECD/CELE, UNESCO and the Council of Europe Development Bank.

Three themes were explored through a series of presentations by key international experts in the field and parallel workshop sessions, with a view to developing a set of guidelines/best practices on each topic.

  • Optimising the planning process using principles of good governance. This theme explored factors that enhance good governance, thus ensuring that projects will run safely, smoothly and according to budget and schedule. These include, for example, the existence of a clear decision-making authority process and system of accountability; clear roles and responsibilities of principal actors; knowledge of competing projects and priorities and how they should be ranked; and an understanding of project risk.

  • Collecting critical information to assist planning. Developing inventories and conducting property condition assessments. This theme explored how inventories and assessments of property condition and quality can be conducted in different contexts with different capacities. It also explored the data and information that can most effectively serve capital planning projects, and how inventories and data are used in priority setting, decision making, monitoring capital planning projects and gaining the support of stakeholders.

  • Developing an effective “educational brief”. An “educational brief” outlines a school’s educational objectives and planned activities in order to inform spatial requirements and design. Spatial requirements may be expressed as space standards, or as broad performance-based standards, interpreted at the local or school level. This theme explored the purpose of an “educational brief” and how it is developed, implemented and reviewed, with a view to facilitating the capital planning process.


A full report on the project is forthcoming.
For further information, contact Hannah.vonAhlefeld@oecd.org or www.oecd.org/edu/facilities/evaluatingquality.



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