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Durch die Nutzung von bestehenden außerschulischen und digitalen Räumlichkeiten kann es gelingen, die hohe Bedeutung der Demografie für die Schulentwicklungsplanung zu reduzieren und diese nachhaltig und ressourcenschonend aufzustellen. „Atmende“ Schulen sollen sich je nach Bedarf schulräumlich in ihre Nachbarschaft ausdehnen und wieder zurückziehen können. In höheren Jahrgängen wird zudem durch ein punktuelles „Homeoffice“ für Schüler*innen weniger klassischer Schulraum benötigt. (DIPF/Orig.), Demography plays an important role in school development planning. The use of nonschool and digital spaces can reduce this relevance and take sustainability and resource conservation into account. “Breathing” schools can expand to or retreat from locations in their neighbourhood as needed. In addition, a “home office” for students in higher grades can reduce the need for traditional school space. (DIPF/Orig.)

Die Welt ist im Umbruch. Digitalisierung, Klimaerwärmung und Migration stellen Politik und Industrie, aber auch jeden Einzelnen und jede Einzelne von uns vor große Herausforderungen. Doch wie reagiert das österreichische Bildungssystem auf das sich ständig ändernde Qualifikationsprofil am Arbeitsmarkt? Schleppend. Die Digitalisierung an Schulen passiert schleppend und es gibt nach wie vor zu wenig differenzierten typenbasierten Unterricht. Was wir aber wissen, ist, dass jeder Schüler und jede Schülerin ein eigenes Lerntempo und eine eigene Lernstrategie besitzt. Außerdem gibt es darüber hinaus erhebliche Unterschiede bei den Stärken und Schwächen der Kinder. Der Wille der Pädagoginnen und Pädagogen zu neuen Formen des Unterrichts und zu mehr einzelfördernden Maßnahmen wäre da. Was fehlt, ist die passende Umgebung. Der passende Raum. Der Bildungsbau sehnt sich seit längerem nach einer Neufindung. Das „ideale“ Klassenzimmer mit 63 m2 und den Proportionen von ca. 9 auf 7 Metern, das vor gut 200 Jahren als standardisierte Größe festgelegt wurde, hat sich bis heute nicht wirklich geändert. Damals waren Klassen mit Schülerzahlen von 60 Personen der Standard, wobei jeder Schülerin und jedem Schüler 1 m2 Nutzfläche im Klassenzimmer zugesprochen wurde. Die restlichen 3 m2 teilte sich die Lehrperson mit dem Kachelofen. Obwohl die Schülerzahl je Klasse jetzt nur noch circa bei der Hälfte liegt, kann von genügend Flexibilität der räumlichen Konzeption nicht die Rede sein. Neue Konzepte, wie die Klasse-Plus, die Cluster-Schule oder offene Lernlandschaften halten seit geraumer Zeit Einzug in Österreichs Schulbauwesen. Doch in vielen Fällen werden nach wie vor starre Klassenräume mit circa 60 m2 Grundfläche geplant und gebaut. Was fehlt, ist der Dialog mit den verschiedenen Steakholdern im Bildungswesen. Ein Versagen der Architektur, Politik und Pädagogik. Schon in den Auslobungsunterlagen steht, dass räumlich getrennte Klassenzimmer gewünscht sind. Das Unvermögen der Architektinnen und Architekten, neue Konzepte zu entwickeln, auch auf die Gefahr hin, dass diese scheitern könnten, und der fehlende Austausch mit den späteren Nutzerinnen und Nutzern hat zum Stillstand in der Schularchitektur geführt. Am Beispiel der Volksschule Bludenz Mitte wird in der nachfolgenden Arbeit versucht, eine neue offenere Grundrissgestaltung von Schulen zu untersuchen und zu etablieren., The world is in upheaval. Digitalisation, global warming and migration pose major challenges for politics and industry, but also for each and every one of us. But how does the Austrian education system react to the constantly changing skills profile on the labour market? It doesn’t. Digitisation in schools is happening slowly and there is still too little differentiated type-based teaching. What we do know is that every student has his or her own learning pace and strategy. There are also considerable differences in children’s strengths and weaknesses. The will of the educators for new forms of teaching and more individual support would be there. What is missing is the right environment. The right space. Educational construction has been longing for a re-discovery for some time. The “ideal” classroom with 63m2 and the proportions of approx. 9 by 7 metres, which was established as a standardised size a good 200 years ago, has not really changed to this day. At that time, classes with pupil numbers of 60 were the standard, with each pupil being allocated 1 m2 of usable space in the classroom. The remaining 3 m2 was shared by the teacher and the tiled stove. Although the number of pupils per class is now only about half, there is not enough flexibility in the spatial concept. New concepts such as class plus, cluster schools or open learning spaces have been making their way into Austria’s school building sector for some time. But in many cases, rigid classrooms with a floor space of about 60 m2 are still planned and built. What is missing is dialogue with the various steakholders in the education system. A failure of architecture, politics and pedagogy. Even in the tender documents it is stated that spatially separated classrooms are desired. The inability of architects to develop new concepts, even at the risk that they might fail, and the lack of exchange with later users, has led to a standstill in school architecture. Using the primary school in Bludenz Mitte as an example, the following paper attempts to investigate and establish a new, more open floor plan design for schools.

This research project entitled "Effects of the accelerated school construction program on the students' academic achievement in public secondary schools in Gasabo District, Rwanda" was guided with two specific objectives which are to evaluate the school facilities constructed in the accelerated school construction program and to evaluate the relationship existing between the accelerated school construction program and the students' academic achievement in public secondary schools in Gasabo, Rwanda. The total population of this study was composed of 165 from six selected secondary schools including head teachers and teachers in which a sample of 117 respondents was obtained by using Slovin's formula. Correlation research design was employed and IBM/SPSS version 21.0 was used to analyze data. The findings shown that the accelerated school construction program influences students' academic achievements at 50.1% of R-square. It was revealed that constructed schools, playgrounds as well as smart classroom indicates the accelerated school construction program implementation in public secondary schools as it was confirmed by 60 percent of teachers. It was also shown that there is a significant high positive correlation of 0.780 between accelerated school construction program and students’ academic achievement and that every increase on accelerated school construction program implementation leads to effective academic achievement increase between 49.2 percent and 78.2 percent. The study recommends that educational authorities and superseding people should provide accelerated school construction program facilities and establish a well-coordinated maintenance plan of constructed school facilities which integrates each stakeholder’s role. The researcher suggests that further research can be done to examine the influence of accelerated school construction program on students’ academic performance in public secondary schools in Rwanda so as to come up with comparative analysis. Keywords: School construction, Accelerated school construction program, Smart classrooms, Academic achievement. Title: Effect of the Accelerated School Construction Program on the Students’ Academic Achievement in Public Secondary Schools of Rwanda Author: Nyirahabakwiha Charlotte, Mukamazimpaka Marie Claire, Mugiraneza Faustin International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 9, Issue 4, October 2022 - December 2022 Page No: 10-19 Paper Publications Website: www.paperpublications.org Published Date: 08-October-2022 DOI: https://doi.org/10.5281/zenodo.7162986 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Effect%20of%20the%20Accelerated%20School-08102022-3.pdf, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org, {"references":["[1]\tAigboje, D. G., O., J. A. and Omoregie, E. O., (2005). Allocation and utilization of resources in schools in Agbenta: Fundamentals of educational management. Agbor: Central Books.","[2]\tByiringiro, D. (2015), Physical infrastructure and student academic performance in public secondary schools in Kirehe district, Rwanda.","[3]\tChukwuemeka, O. (2013). Environmental Influence on Academic Performance of Secondary School Students in Port Harcourt Local Government Area of Rivers State. Journal of Economics and Sustainable Development, 14, 12.","[4]\tCohen, A. (2010). Achieving healthy school siting and planning policies: Understanding shared concerns of environmental planners, public health professionals, and Educators: New Solut, 20 (1): 49-72.","[5]\tChristopher N. et al (2011). The Effect of School Construction on Test Scores, School Enrollment, and Home Prices. Yale University, USA.","[6]\tCrook, J. (2006). A study of the relationship between the condition of educational facilities and percentage of students scores on the standards of learning examinations in high schools in the Commonwealth of Virginia. Unpublished doctoral dissertation, Virginia Polytechnic and State University, Blacksburg.","[7]\tKambuga, Y. (2013). The role of community participation in the ongoing construction of ward based secondary schools: lessons of Tanzania. International Journal of Education and Research, 1(7), 1-10.","[8]\tKothari, C.R. (2004). Research Methodology: Methods and Techniques, 2nd revised ed., New Delhi: New Age International (P) Ltd., Publishers. ISBN (13): 978-81-224-2488-1","[9]\tKenn Fisher (2001), The Impact of School Infrastructure on Student Outcomes and Behaviour. Department of Education, Training and Youth Affairs Canberra, Australia.","[10]\tKerr, David. (2003). Citizenship Education in England: The Making of a New Subject. Online Journal of Social Sciences Education. 2. 10.4119/UNIBI/jsse-v2-i2-472."]}

Die Qualifizierungsma��nahme ���Beratung P��dagogische Architektur��� ist eine neue Unterst��tzungsma��nahme des Landes Nordrhein-Westfalen, um Schulen in Schulbaufragen zu beraten und zu unterst��tzen. Die Erfahrungen der letzten Jahre haben gezeigt, dass die Qualit��t der Planungsvorbereitungen und die Einbindung p��dagogischer Aspekte zu einem sehr fr��hen Zeitpunkt ma��gebliche Gelingensbedingungen f��r einen p��dagogischen Schulbau sind. Dementsprechend bietet die ���Qualit��ts- und Unterst��tzungsAgentur ��� Landesinstitut f��r Schule des Landes Nordrhein-Westfalen��� (QUA-LiS) ab Februar 2022 eine Qualifizierung f��r Lehrkr��fte zu ���Beraterinnen und Beratern f��r P��dagogische Architektur��� an. (DIPF/Orig.), The qualification program ���Consultancy Pedagogical Architecture��� is a new support measure of the state of North Rhine-Westphalia to advise and support schools in school construction issues. The experience of recent years has shown that the quality of planning preparations and the integration of pedagogical aspects at a very early stage are decisive conditions for the success of pedagogical school construction. Accordingly, the ���Qualit��ts- und Unterst��tzungsAgentur ��� Landesinstitut f��r Schule des Landes Nordrhein-Westfalen��� (QUA-LiS) offers a qualification for teachers to become ���consultants for pedagogical architecture��� from February 2022. (DIPF/Orig.)

In den letzten Jahren hat im Schulbau ein Paradigmenwechsel stattgefunden, dessen Anf��nge bis in die 1960er-Jahre zur��ckreichen. Cluster- und Gro��raumstrukturen l��sen dabei das bisherige System von Gang und Klassenraum ab, wobei Flexibilit��t, Inklusion, Clusterung und Vernetzung die wesentlichen Kriterien sind. Die unmittelbare Wirksamkeit des neuen Paradigmas auf den Lernerfolg ist bisher allerdings durch keine Studien nachgewiesen. Metastudien wie ���Visible Learning��� lassen R��ckschl��sse auf indirekte Wirkungen zu, die sich aus der Idee der ���collaborative expertise��� als entscheidendem Faktor ergeben. F��r einen nachhaltigen Erfolg des neuen Paradigmas gibt es zwei wichtige Voraussetzungen: die partizipatorische Einbindung der Nutzer*innen in den Planungsprozess sowie eine p��dagogische Ausbildung, die auf das Arbeiten in innovativen Lernumgebungen vorbereitet. (DIPF/Orig.), In recent years, a paradigm shift has taken place in school architecture, the beginnings of which date back to the 1960s. Cluster and open-plan structures are replacing the previous system of corridors and classrooms, with flexibility, inclusion, clustering and networking identified as key criteria. However, the direct effectiveness of the new paradigm on learning outcomes has not yet been demonstrated by any studies. Meta-studies such as ���Visible Learning��� allow conclusions to be drawn about indirect effects resulting from the idea of ���collaborative expertise��� as a decisive factor. There are two important prerequisites for sustainable success of the new paradigm: participatory involvement of users in the planning process and pedagogical training that prepares them for working in innovative learning environments. (DIPF/Orig.)

Im folgenden Diskussionsbeitrag wird der aktuelle Stand der politischen Diskussion über das Programm Startchancen der Regierungskoalition kurz zusammengefasst. Nach einigen konzeptionellen Überlegungen zum Kompetenzerwerb von Kindern und Jugendlichen sowie zur notwendigen Handlungskoordination bei der Unterstützung des Kompetenzerwerbs werden anschließend unter Berücksichtigung der verfassungsmäßigen Zuständigkeiten inhaltliche und organisatorische Eckpunkte für das geplante Programm Startchancen abgeleitet. (DIPF/Orig.) The following discussion briefly summarizes the current state of the political debate on the German government coalition’s so-called program Startchancen. Conceptual considerations on the acquisition of competencies by children and adolescents as well as on the necessary coordination of action in supporting this acquisition are followed by contentrelated and organizational cornerstones for the planned program, taking into account the constitutional responsibilities. (DIPF/Orig.)

Baukulturelle Bildungsangebote thematisieren den gebauten Raum und den damit verbundenen Gestaltungsprozess. Sie bieten ein soziales Bildungssetting und st��rken die Selbstwirksamkeit, Kreativit��t und Teilhabe von Kindern und Jugendlichen. Baukulturelle Bildung ist ein multiprofessionelles Feld, in dem Baukultur als Querschnittsthema in Kooperation mit Vereinen, Stiftungen oder Museen bereits in Schule umgesetzt wird. Dar��ber hinaus bestehen Notwendigkeiten und Potenziale, dieses Angebot weiter auszubauen. (DIPF/Orig.), Built environment education programs focus on built space and the associated processes of design, planning, and co-construction. Activities offer a social educational setting and strengthen the self-efficacy, creativity, and participation of children and adolescents. Built environment education is a multi-professional field in which ���Baukultur��� as a cross-cutting theme is already implemented in schools in cooperation with associations, foundations, or museums. In addition, there are necessities and potentials to further expand this offer. (DIPF/Orig.)

Low income countries in sub-Saharan Africa are confronted with a major challenge in terms of expanding access to secondary education. This is also the case in Uganda. This article considers two questions. First, where should new secondary schools be built if the aim is to reduce geographic disparities in access? Second, have new schools, and in particular faith-based schools, been built in the areas that need schools the most? The analysis considers Catholic as well as public and other private schools. Results suggest that new schools are often not located in the areas that need them the most.

This dissertation examines technical und design innovations by the French designer Jean Prouvé (1901-1984) in the field of school construction between 1931 and 1974. The trained blacksmith is one of the best-known French developers and manufacturers of prefabricated building elements in this period. For Prouvé, school construction is both an important market and a trigger for new developments. While the strict specifications of the Ministry of Education provide a clear framework for series production, changes to these specifications call into question the foundations of developed systems. Jean Prouvé is actively involved in these processes. Starting with a detailed study of individual examples of planned and built school buildings, the dissertation pursues the interaction of three contexts: the development of Jean Prouvé's working and production methods; the developments in school pedagogy that are decisive for school construction; the measures taken and standards issued by the French Ministry of Education. The aim of the present study is to trace the systematic character of Prouvé's work, beyond the constructive field into the domain of architecture.

O texto incide sobre tema menos esclarecido na História da Educação em Portugal – o estatuto educacional da freguesia no contexto da oferta escolar. A freguesia constituiu a instância geográfica, administrativa e social de alfabetização escolar. É um estudo de micro-história, porventura de “pequena história”, mas representativo de um ciclo histórico de universalização escolar em Portugal, no final de Oitocentos. Fundamenta-se em documentos do Arquivo Municipal de Ovar e da freguesia de São Vicente de Pereira, como livros de atas, correspondências e imprensa. Recupera-se o processo de construção do prédio da escola para o sexo masculino, entre 1888 e 1892, como resultado do esforço da Junta de Paróquia e de um “brasileiro” daquela freguesia que, para esse fim, conseguiu doação de terreno e significativa quantia de amigos residentes no Brasil. Foi possível perceber parte da complexidade do processo de escolarização que se pretendia em Portugal no final do século XIX. The text focuses on a less enlightened theme in the History of Education in Portugal – the educational statute of the parish in the context of school provision. The parish constituted the geographical, administrative and social instance of school literacy. It is a study of microhistory, perhaps of “small history”, but representative of a historical cycle of school universalization in Portugal, at the end of the Eight Hundred. It is based on documents from the Ovar Municipal Archive and the parish of São Vicente de Pereira, such as minute books, correspondence and the press. The process of construction of the school building for boys is recovered between 1888 and 1892, as a result of the effort of the Parish Council and a “Brazilian” of that parish who, for this purpose, managed to obtain donate land and a significant amount of money from friends residing in Brazil. Thus, it was possible to understand part of the complexity of the schooling process that was intended in Portugal in the late nineteenth century., The text focuses on a less enlightened theme in the History of Education in Portugal – the educational statute of the parish in the context of school provision. The parish constituted the geographical, administrative and social instance of school literacy. It is a study of microhistory, perhaps of “small history”, but representative of a historical cycle of school universalization in Portugal, at the end of the Eight Hundred. It is based on documents from the Ovar Municipal Archive and the parish of São Vicente de Pereira, such as minute books, correspondence and the press. The process of construction of the school building for boys is recovered between 1888 and 1892, as a result of the effort of the Parish Council and a “Brazilian” of that parish who, for this purpose, managed to obtain donate land and a significant amount of money from friends residing in Brazil. Thus, it was possible to understand part of the complexity of the schooling process that was intended in Portugal in the late nineteenth century.

This paper leverages quasi-experimental variation in increased access to basic formal education, introduced by a large-scale school construction program in Indonesia in the 1970s, to quantify the benefits to the children of women targeted by the program. Novel and rich data allow the analysis of a range of health, cognitive and socio-emotional development outcomes for children ages 6 to 8 in 2013. The paper finds that increased maternal access to schooling has positive and multidimensional effects on children. The effects are particularly salient at the bottom of the distributions of outcomes. Drawing on insights from economics, psychology, and sociology, the paper examines pathways for these impacts. Evidence suggests that mothers who were exposed to more schooling opportunities during childhood demonstrate less hostility toward their children when parenting and also invest more in their children's preschool education.

Статья посвящена становлению учебно-материальной базы школ в условиях осуществления всеобщего обучения в Тувинской автономной области (1944-1961 гг.). На основе анализа материалов из Национального архива Республики Тыва (НА РТ) показана динамика строительства школ и их учебно-материальное обеспечение. Несмотря на трудности (нехватка зданий для школ и их неблагоустроенность, недостаток учебников, школьного оборудования и наглядных пособий), при помощи Советского Союза, энтузиазма учителей, учёных и общественности, к концу исследуемого периода удалось охватить обучением практически всех детей школьного возраста., The article is devoted to the formation of the educational and material base of schools in the conditions of universal education in Tuvan Autonomous Oblast (1944-1961). Based on the analysis of materials from the National Archives of the Republic of Tuva (NA RT), the dynamics of school construction and their educational and material support are shown. Despite to the difficulties (lack of school buildings and lack of comfort, lack of textbooks, school equipment and visual aids) with the help of the Soviet Union, the enthusiasm of teachers, scientists and the public, by the end of the study period, it was possible to reach almost all school-age children.

Gegenstand vorliegender Arbeit ist der Entwurf einer Modernisierung und Erweiterung der Henry-Dunant-Volksschule im 21. Wiener Bezirk Floridsdorf. Angestrebtes Ergebnis des Entwurfs ist eine st��dtebaulich, p��dagogisch, architektonisch und ��kologisch vertr��gliche Alternative zu dem Bestandsbau zu schaffen, durch eine Auseinandersetzung mit der 55 Jahre alten Bausubstanz. Im Zuge dieser Arbeit wird die Bausubstanz anhand von theoretischen Literaturwerken, einer Umfrage, Interviews und einer Bestandsaufnahme analysiert und in seinen M��ngeln und Sch��den untersucht. Mithilfe von Berichten aus den Hauptakteuren wird ein Nutzerprofil erstellt und die W��nsche der Akteuren f��r den Entwurf ber��cksichtigt. F��r die Modernisierung werden das Potenzial der Wiederverwertung von Bestandsbaustoffen beurteilt und sie werden soviel wie m��glich in den Entwurf integriert. Der CO2-Aussto�� der vorzunehmenden baulichen Eingriffen, Materialherstellung und Zersetzung pr��gen die Auswahl an Baustoffen bei der vorzunehmenden Modernisierung. Der Entwurf befasst sich unter anderem mit dem Thema der energetischen Effizienz, sowohl im Sinne der Behaglichkeit als auch der Ressourceneffizienz in den internen Stoffkreisl��ufen. Die Henry-Dunant-Volksschule erh��lt damit bautechnischen sowie gestalterischen L��sungen, um einer dem Klimawandel angepassten Schulanlage zu bef��higen und den Anforderungen der weiten Zukunft entsprechen kann., The present paper addresses a design proposal for the modernisation and extension of the Henry-Dunant Elementary School in the 21st District of Vienna (AT), Floridsdorf. The intended result of the design proposal is to create an alternative approach to the existing structure. An analysis of the 55 year old building considers the fields of pedagogy, urban planning, architecture and ecology. In the course of this work the existing structure is analysed through literature references, surveys, interviews and an inventory and is further examined for deficits and defects. The key agents of the building are inspected, both by the means of their accounts and the inventory to best interpret the wishes of the main user groups for the final design. The recyclability of the existing building material and its reuse in the design plays a crucial role for the modernisation project. The CO2 emissions of the undertaken interventions, material manufacturing as well as decomposition are forming the material choice for the proposition. In addition to the ecology balance, the design attempts to meet the energy efficiency requirements for the building of the future, both in the spirit of comfort and automation as well as the resource efficiency regarding the internal substance flows. The Henry-Dunant Elementary School thus obtains constructional and creative solutions, in order to match a future-proof school building, adapted as much as possible to the climate change and exploit its current potential to the fullest for the future.

In this work, an innovative methodology to assess the security, habitability and functionality requirements of school buildings have been designed. The objectives are two: to design an evaluative methodology to assess technically the satisfaction of the basic requirements: safety, habitability and functionality that exist in public school buildings, and apply the methodology developed in university teaching so that students of the disciplines related to construction are able to justify, based on the regulations, their project decisions and intervention. The methodology is developed in the subject Applied Construction of the Master in Architecture of the Rey Juan Carlos University. The main result is that, from the detection of a real problem, such as the state of conservation of school buildings, we can developed an educational practice that helps Master students to ensure that their projects comply with current regulations. One of the most relevant conclusions is that the teaching applications of a real research, offer a provided value at academic level and a realistic view of the current constructions. Furthermore, stress the importance of both planning in accordance with the regulations and ensuring the conservation of the buildings

В статье рассматривается история становления системы подготовки кадров специалистов высшей квалификации для Тувы. На всю Сибирь в то время приходилось только 4 вуза. Высших учебных заведений в Туве не было. В 1925 году по решению ЦК Тувинской народно-революционной партии были направлены на учебу в Москву 10 человек. Подготовка кадров специалистов осуществлялась в учебных заведениях центральных городов страны – Москвы, Ленинграда, а также городов Сибири – Новосибирск, Иркутск, Абакан и др. Открытый в 1921 г. в Москве Коммунистический университет трудящихся Востока был центром подготовки национальных кадров, в том числе и для Тувинской Народной Республики., The article discusses the history of the formation of a system of training highly qualified specialists for Tuva. All of Siberia at that time accounted for only 4 universities. There were no higher educational institutions in Tuva. In 1925, by decision of the Central Committee of the Tuva People's Revolutionary Party, 10 people were sent to study in Moscow. The training of specialists was carried out in educational institutions of the central cities of the country — Moscow, Leningrad, as well as Siberian cities — Novosibirsk, Irkutsk, Abakan, and others. The Communist University of the East, opened in 1921 in Moscow, was a center for training national workers, including Tuvan People's Republic.

The past thirty years of conflict and political unrest in Afghanistan has decimated the country’s education system in terms of staffing, premises, curricula, and student attendance, for both male and female students. The education sector has been at the forefront of the political battles and conflicts between competing interest groups during the wars of resistance and ideological and ethnic conflicts that have plagued the country over the past few decades (Changing Profile of Education in Afghanistan, 2013). The changing political ideologies have taken a toll on the quality of education services and weakened governance. The current Government is committed to tackling issues of security, poverty reduction, governance and shared and inclusive growth. It sees service delivery as playing a dual role in Afghanistan: promoting social cohesion and trust in public institutions, while laying the foundation for job creation and growth. Within the context of increased fragility that Afghanistan has been experiencing, the current report aims to provide an up-to-date analysis of the country’s education sector, including the use of public expenditures spanning over the past six years. Supported by recent administrative and household data and using the information from a primary survey of off-budget funding, the report provides more insights on key aspects of the education system performance and provides recommendations for reforms along the themes of outcomes and expenditures.

The World Bank is re-engaging in the education sector in Burundi at a time when the country has launched a major reform of its school education system, including the lengthening of the compulsory basic education cycle to 9 years in line with the Sustainable Development Goals. Due to the withdrawal of many donors from the education sector, after the events of 2015, as well as the general fiscal and economic contraction, the gains achieved in the last decade, especially in primary education, might be rapidly eroded. Consequently, a stock-taking exercise was undertaken by the Bank, focusing on four areas identified at the time of the concept note review. This summary report is based on the four pieces of analytical work and is intended to help the World Bank engage with all stakeholders in order to consolidate the recent gains and move the reform forward. In the next fiscal year, the findings from these studies will be used to engage in a broader dialogue and consensus building with the key stakeholders.

This paper estimates the causal effect of vocational high school (VHS) education on employment likeli-hood relative to general high school (GHS) education in Turkey using census data. To address non-random selection into high school types, we collect construction dates of the VHSs at the town-level and use VHS availability in the town by age 13 as an instrumental variable. The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but gener-ates a substitution from GHS to VHS. The OLS estimates yield the result that the individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS de-gree. When we use the availability of VHS as an instrumental variable, we still find positive and statisti-cally significant effect of VHS degree on employment likelihood relative to GHS degree. However, once we include town-specific socio-economic variables to control for education, employment, and business activity levels in the town, the IV estimates get much smaller and become statistically insignificant. We conclude that although the VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way. We also argue that location-specific controls improve the reliability of the school construction/proximity instruments.

Actions aimed at the generality of elementary education in the course of the period days of the industrialization and cultural revolution in the USSR is under discussion in the proposed paper. On the basis of the archived documents, organization of construction of school buildings in Moscow in the 20ies and 30ies of the 20th century is analyzed. It is noteworthy that industrialization in the periods of the first, second and third five-year plans reshaped the country and Moscow as its capital. Former suburbs turned into large industrial areas that had giant factories and housing built around them to accommodate workers. Thus, the population of Moscow grew in numbers. The need for competent staff facilitated construction of new schools. Peculiarities of school construction in Moscow within the first five-year plan are considered in article on the basis of a school building in Likhobory in 1932. The school building design, work progress, assembly and interior, deadlines and problems of construction are specified. It is noteworthy that, despite any difficulties, 19 new school buildings were completed in Moscow in the years of the first five-year plan. Classes were organized according to the principle of two shifts to implement the general education programme in 1932.

The demolition of the “Francisco Giner de los Ríos” School Group Building was unquestionably a loss for the city of Alicante (Spain) that eliminated one of the most relevant examples of rationalism. This building was a symbol of the modernity and development of teaching in Alicante. The present article aims to provide the documentation that preceded the demolition of this building and presents the results of the study of the building’s history: phases of planning (1933), construction (1934-1935), reconstruction and reinforcement (1943-1944). The causes of the collapse of the building, the scope and magnitude of the damage to the building, and the advanced techniques that were used during the building’s restoration are determined in the present article. In addition, special consideration is given to the interventions of the foundation and the consolidation of the land, pilings and cement grouting, internationally relevant practices that were in place during the post-war period in Spain and World War II., La demolición del Grupo Escolar “Francisco Giner de los Ríos” supuso una pérdida incuestionable para la ciudad de Alicante (España), desapareciendo uno de los más relevantes ejemplos racionalistas, símbolo de modernidad y del desarrollo que en materia de enseñanza significó en la ciudad el “Plan de Construcción de Escuelas y Ordenación Escolar” de 1931. Con el fin de contribuir a subsanar el vacío documental que antecedió su demolición, el presente artículo muestra los resultados del estudio de las fases determinantes de la historia del edificio: proyecto (1933), construcción (1934-1935), reconstrucción y consolidación (1943-1944). Se concluyen las causas que originaron la ruina del inmueble, el alcance y magnitud de los daños y las avanzadas técnicas empleadas en su recuperación, prestando especial interés a las intervenciones de cimentación y consolidación del terreno, pilotajes e inyecciones de cemento, prácticas de relevancia internacional en el periodo de posguerra en España y Segunda Guerra Mundial.

This article examines how a policy oriented toward a specific group within the population can have collateral effects on the economic decisions of other groups. In 1996, the Chilean government approved the extension of the school day from half- to full-day school. This article exploits the quasi-experimental nature of the reform's implementation by time, municipality, and age targeting of the program in order to examine how the maternal labor supply is affected by the childcare subsidy implicit in the lengthening of the school day. Using data from the Chilean socioeconomic household survey and administrative data from the Ministry of Education for 1990-2011, the authors estimate that, on average, there is a 5 percent increase in labor participation and employment rates of single mothers with eligible children (between 8 and 13 years old) with no younger children, who are the group that would be mainly affected by the policy. No significant labor supply responses are detected among others mothers with eligible children.

Evidence on the impacts of a large-scale expansion in pre-primary education is limited and mostly circumscribed to high- and middle-income nations. This study estimates the effects of such an expansion on progression in primary school in rural communities in Guatemala, where the number of pre-primary schools increased from about 5,300 to 11,500 between 1998 and 2005. Combining administrative and population census data in a difference-in-differences framework, the analysis finds that access to pre-primary education increased by 2.4 percentage points the proportion of students that progress adequately and attend sixth grade by age 12. These positive although limited effects suggest the need for complementary actions to produce substantial improvements in adequate progression.

The relative return to input-augmentation versus inefficiency-reduction strategies for improving education system performance is a key open question for education policy in low-income countries. Using a new nationally-representative panel dataset of schools across 1297 villages in India, this paper shows that the large investments over the past decade have led to substantial improvements in input-based measures of school quality, but only a modest reduction in inefficiency as measured by teacher absence. In the data, 23.6 percent of teachers were absent during unannounced visits with an associated fiscal cost of $1.5 billion/year. There are two robust correlations in the nationally-representative panel data that corroborate findings from smaller-scale experiments. First, reductions in student-teacher ratios are correlated with increased teacher absence. Second, increases in the frequency of school monitoring are strongly correlated with lower teacher absence. Simulations using these results suggest that investing in better governance by increasing the frequency of monitoring could be over ten times more cost effective at increasing teacher-student contact time (net of teacher absence) than hiring more teachers. Thus, at current margins, policies that decrease the inefficiency of public spending in India are likely to yield substantially higher returns than those that augment inputs.

Die AutorInnen des Bandes nehmen die Bedeutung der Schulhaus- und Klassenzimmerarchitektur für Lehr- und Lernprozesse aus internationaler Perspektive in den Blick. Die Gestaltung des Schulhauses und des Klassenzimmers werden dabei als gebaute Lernumgebung betrachtet und diese Betrachtung wird im Dialog zwischen Erziehungswissenschaftlern, Architekturpsychologen, Architekten und Lehrkräften vorangetrieben. Ausgehend von einem Überblick über die theoretische und empirische Forschung zu Schulgebäuden und Klassenzimmern im Zusammenhang mit Lehren und Lernen tragen die AutorInnen Ergebnisse aus den differierenden Forschungstraditionen zusammen. Dadurch kann die Bedeutung der gebauten Umgebung auf Lehr-Lernprozesse nachgezeichnet werden. Neben den Möglichkeiten zur Evaluation von Zusammenhängen zwischen Gestaltung der gebauten Lernumgebung, Lehren und Lernen werden auch neuere Forschungsmethoden diskutiert, die die Beteiligten im Designprozess von Schulhäusern und Klassenzimmern einbeziehen. Weitere Ergebnisse aus der erziehungswissenschaftlichen Forschung illustrieren, wie Lehrkräfte, SchülerInnen mit ihrem Klassenzimmer, ihrer Schule umgehen. International anerkannte ArchitektInnen aus Deutschland, Amerika und Portugal thematisieren, wie Lehren und Lernen durch architektonische Planungen gezielt unterstützt werden kann. Architekturpsychologische und phänomenologische Betrachtungen runden die Gesamtschau auf den Gegenstand ab. Die Multiperspektivität der Beiträge ermöglicht es zum einen, die jeweiligen fachwissenschaftlichen Diskurse nachzuvollziehen, und zum anderen sich ein umfassendes Bild zu Lehren und Lernen in der gebauten Umgebung zu machen, sowie Ideen und Ansatzpunkt für zukünftige Forschung und Gestaltung von Schulgebäuden und Klassen weiterzuentwickeln. (DIPF/Orig.)

The certification program aimed to certify all teachers by 2015. The program was rolled out at a rate of approximately 200,000 teachers each year. This report evaluates the certification program as it was implemented, in terms of its impact on student-learning outcomes. Results of the analysis are sobering: despite its massive fiscal implications, the certification program has not led to substantial improvements in student-learning outcomes so far. The report provides leads into how to gradually transform the system into one that can yield higher returns in educational performance going forward. It emphasizes the importance of a system that rewards useful demonstrated competencies, such as minimum levels of subject-matter knowledge, rather than loose proxies for quality such as bachelor’s degrees or seniority alone (which is essentially what the current certification program does). The report also highlights the need for reforms in the pre-service system of teacher training and teacher hiring. Chapter one gives decade on for teacher certification in Indonesia; chapter two presents an empirical review of the teacher certification program in Indonesia; chapter three presents beyond certification: what matters and what doesn’t matter for student learning?; and chapter four presents policy options for sizable and lasting changes in education quality.

Rezension von: Ulrike Stadler-Altmann (Hrsg.): Lernumgebungen. Erziehungswissenschaftliche Perspektiven auf Schulgebäude und Klassenzimmer. Opladen: Barbara Budrich 2016 (154 S.; ISBN 978-3-8474-0709-6; 22,90 EUR).

Die AutorInnen des Bandes nehmen die Bedeutung der Schulhaus- und Klassenzimmerarchitektur für Lehr- und Lernprozesse aus internationaler Perspektive in den Blick. Die Gestaltung des Schulhauses und des Klassenzimmers werden dabei als gebaute Lernumgebung betrachtet und diese Betrachtung wird im Dialog zwischen Erziehungswissenschaftlern, Architekturpsychologen, Architekten und Lehrkräften vorangetrieben. Ausgehend von einem Überblick über die theoretische und empirische Forschung zu Schulgebäuden und Klassenzimmern im Zusammenhang mit Lehren und Lernen tragen die AutorInnen Ergebnisse aus den differierenden Forschungstraditionen zusammen. Dadurch kann die Bedeutung der gebauten Umgebung auf Lehr-Lernprozesse nachgezeichnet werden. Neben den Möglichkeiten zur Evaluation von Zusammenhängen zwischen Gestaltung der gebauten Lernumgebung, Lehren und Lernen werden auch neuere Forschungsmethoden diskutiert, die die Beteiligten im Designprozess von Schulhäusern und Klassenzimmern einbeziehen. Weitere Ergebnisse aus der erziehungswissenschaftlichen Forschung illustrieren, wie Lehrkräfte, SchülerInnen mit ihrem Klassenzimmer, ihrer Schule umgehen. International anerkannte ArchitektInnen aus Deutschland, Amerika und Portugal thematisieren, wie Lehren und Lernen durch architektonische Planungen gezielt unterstützt werden kann. Architekturpsychologische und phänomenologische Betrachtungen runden die Gesamtschau auf den Gegenstand ab. Die Multiperspektivität der Beiträge ermöglicht es zum einen, die jeweiligen fachwissenschaftlichen Diskurse nachzuvollziehen, und zum anderen sich ein umfassendes Bild zu Lehren und Lernen in der gebauten Umgebung zu machen, sowie Ideen und Ansatzpunkt für zukünftige Forschung und Gestaltung von Schulgebäuden und Klassen weiterzuentwickeln. (DIPF/Orig.)

CEPS Journal 1 (2011) 2, S. 11-24, In schools, children experience their environment on three different levels: firstly, they constantly make spatial decisions by positioning themselves in relation to others and organising their immediate environment; secondly, they can potentially contribute to shaping the classroom spaces; and, thirdly, they are confronted with the designed school as a whole. It is argued here that our experiences of spaces are related to our memories, which provide us with a framework of references that allows us to ‘read’ and construct spaces. Whereas on the lowest level of spatial involvement children are natural decision makers, the higher levels require access to, and an understanding of, shared practices and discourses. Although existing data on children’s perceptions of their schools suggest that children’s participation in the school design process is laudable for all sorts of reasons, such participation means overcoming considerable barriers for comparatively little gain in terms of the design quality. It is the level of the classroom where a more genuine shared organisation and (re)creation of space can take place on an everyday basis. (DIPF/Orig.)

This paper estimates the impacts of secondary school on human capital, occupational choice, and fertility for young adults in Kenya. The probability of admission to government secondary school rises sharply at a score close to the national mean on a standardized 8th grade examination, permitting the estimation of causal effects of schooling in a regression discontinuity framework. The analysis combines administrative test score data with a recent survey of young adults to estimate these impacts. The results show that secondary schooling increases human capital, as measured by performance on cognitive tests included in the survey. For men, there is a drop in the probability of low-skill self-employment, as well as suggestive evidence of a rise in the probability of formal employment. The opportunity to attend secondary school also reduces teen pregnancy among women.

This study examines the effects of the extension of compulsory schooling from 5 to 8 years in Turkey in 1997—which involved substantial investment in school infrastructure—on schooling outcomes and, in particular, on the equality of these outcomes between men and women, and urban and rural residents using the Turkish Demographic and Health Surveys. This policy is peculiar because it also changes the sheepskin effects (signaling effects) of schooling, through its redefinition of the schooling tiers. The policy is also interesting due to its large spillover effects on post-compulsory schooling as well as its remarkable overall effect; for instance, we find that the completed years of schooling by age 17 increases by 1.5 years for rural women. The policy equalizes the educational attainment of urban and rural children substantially. The urban-rural gap in the completed years of schooling at age 17 falls by 0.5 years for men and by 0.7 to 0.8 years for women. However, there is no evidence of a narrowing gender gap with the policy. On the contrary, the gender gap in urban areas in post-compulsory schooling widens.

There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region. To collect and synthesize the insights about what actually works to improve learning and other education outcomes, this paper conducts a systematic review and meta-analysis of 29 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply-side of the education sector are generally much more adept at improving learning outcomes. In addition, interventions that provide different actors with resources and those that incentivize behavioral changes show moderate but statistically significant impacts on student learning. A mix of input- and incentive-oriented interventions tailored to the specific conditions on the ground appears most promising for fostering education outcomes in South Asia.

Management of the primary education system in Madagascar follows a centralized model, supported by de-concentrated services. Education is divided into (a) preschool, (b) 5 years of primary education, (c) 4 years of lower secondary, (d) 3 years of upper secondary, and (e) higher education. An important feature of the Malagasy education system is the relatively well developed framework for school-based management. The school management committees (FAFs, Fiaraha-miombon’Antoka ho amin’ny Fampandrosoana ny sekoly) consist of parents, teachers, the school director, and representatives from the local community. They have been in existence in each school since 2002, when the government started providing annual grants to schools on a per capita basis to cover part of schools’ operating expenses. The FAFs are responsible for managing these grants, and play a critical role in improving accountability of service delivery and promoting community engagement and social dialogue among local stakeholders. The FAFs are also increasingly participating in the financing of school operations, including hiring and paying community teachers and financing basic supplies. Trends in contributions from school committees in the financing of education are examined in details later in the paper.

The research - referred in this report - comes from a doctoral thesis entitled Indoor air quality control. Intervention criteria for environmental and technological restoration of school buildings; research that has shown the actual relationship between the degradation of school buildings, the levels of indoor air pollution and the effects on the health of the occupants. This study path is subsequently directed to the analysis of unavoidable dependencies that exist between the aspects of the healthiness of the indoor air and the energy performance of buildings in order to provide, through the use of a diagnostic protocol, useful information for the definition of redevelopment interventions., TECHNE - Journal of Technology for Architecture and Environment, TECHNE 9 (2015): Architecture for health and education

In der Schweiz wurde der Kindergarten für 4- bis 6jährige Kinder als Institution in die Volksschule integriert. Kindergärten werden nun vermehrt in Schulhäusern der Primarstufe eingerichtet. Damit stellt sich die Frage, welche Bedeutung die zahlreichen Quartierkindergärten mit eigener Lokalität in Zukunft haben sollen. In einem Projekt der qualitativen Sozialforschung wurden vier Quartierkindergärten mit unterschiedlichem Sozialkontext empirisch untersucht. Die Ergebnisse aus den Beobachtungen, Fotografien, Plandaten und Interviews wurden unter den Aspekten Sozialformen, Spielen und Lernen, Arbeitsplatz der Lehrpersonen und Förderunterricht dargestellt. Die Schlussfolgerungen betreffen die Nutzung der Räumlichkeiten, die Planung und den Bau von Kindergärten sowie allgemein die Möglichkeiten der Erhaltung von Quartierkindergärten in der Zukunft. Das interdisziplinäre Projekt wurde 2014 als Strategische Initiative der Fachhochschule FHNW finanziert und mit einem Forschungsteam aus den Disziplinen Architektur, Erziehungswissenschaft, Psychologie und Soziologie durchgeführt. Mit qualitativen Methoden der Sozialforschung wurden vier Quartierkindergärten mit unterschiedlichem Sozialkontext (Stadt, Agglomeration, Land) empirisch untersucht. (Autoren), In Switzerland, the kindergarten for 4- to 6-year-old children was integrated as an institution in the elementary school. Kindergartens are now increasingly being set up in primary school buildings. This raises the question of what significance the numerous neighborhood kindergartens with their own locality should have in the future. In a project of qualitative social research, four neighborhood kindergartens with different social contexts were empirically investigated. The results from the observations, photographs, planning data and interviews were presented under the aspects of social forms, playing and learning, teaching staff and remedial teaching. The conclusions concern the use of the premises, the planning and construction of kindergartens and, in general, the possibilities of maintaining neighborhood kindergartens in the future. The interdisciplinary project was funded in 2014 as a strategic initiative of the Fachhochschule FHNW and carried out with a research team from the disciplines of architecture, education, psychology and sociology. Using qualitative methods of social research, four neighborhood kindergartens with different social contexts (city, agglomeration, land) were empirically investigated. Written in German Language. (Authors)

The current research was aimed at determining the role of school building donorsin financing education in the Western Azerbayjan. The present research is a survey type research and the statistical population of this research included all principals and deputies of education offices in the Western Azerbayjan who amounted to 144 people according to the announcement by the education site. To determine the volume of the sample, given the fact the statistical population was limited, all people were tested; however due to lack of cooperation by some of the subjects, the number of 100 people was chosen to compose the final sample. Data gathering was done by using the researcher made questionnaire for the variable of role of school building donors in financing education with the reliability coefficient of 0/828. Also, to analyze the data, the SPSS software in proportion to the level of measurement, descriptive statistics at the descriptive level, and univariate t coefficient at the explained analytical level were used. The results of testing the first hypothesis suggested that participation in school building affairs would reduce education related crises (Sig=0/001); cash and non-cash contributions by donors would increase the educational financial power (Sig=0/001); elimination of existing obstacles and shortcomings would increase participation in school building affairs (Sig=0/001) and reinforcement of spiritual and eternal motivation would cause motivation for building schools (Sig=0/001).

Title Transformation and the Utilization of the School Garden of the Elementary School Jílové u Prahy Since Establishment Until Today. Annotation The goal of my thesis is to monitor the establishment and the development of our school garden. In the first, theoretical part of my thesis, I outlined the historical events and attempts that would lead to the establishment and the decline of school gardens in the Czech Republic. This is closely linked to the historical developments of the Czech educational tradition. This part of my thesis is backed up by the information found in specialised and professional literature. In the second part of my thesis, i.e. my research, I have focused on collecting the information about the process of building a new school in Jílové u Prahy and about the development and changes in the adjoining school area from the day it was opened until now. My research is based on documents found in the archive, class records and annual reports. I gained lots of valuable information from interviews with eyewitnesses. In my conclusion, I compare the development phases of the school area and outline my findings in terms of the function of the school garden for the teaching process at the ground school. Key Words Key words: history of school gardens, ZŠ Jílové u Prahy, school area, school garden,...

Sammelrezension von: 1. Joachim Kahlert/Kai Nitsche/Klaus Zierer (Hrsg.): Räume zum Lernen und Lehren. Perspektiven einer zeitgemäßen Schulraumgestaltung. Bad Heilbrunn: Klinkhardt 2013, 296 S. ISBN 978-3-7815-1927-5; 2. Wolfgang Schönig/Christina Schmidtlein-Mauderer (Hrsg.): Gestalten des Schulraums Neue Kulturen. des Lernens und Lebens. Bern: hep 2013, 272 S.; ISBN 978-3-03905-922-5

Denna rapport är en del av ett examensarbete på avdelningen för "Byggteknik och design" med inriktning "husbyggnad, projektering och konstruktion" på Kungliga Tekniska högskolan i Stockholm, Sverige. Rapporten handlar om byggandet av ett tak för en skolbyggnad i byn Lwengo Basilla som ligger i sydöstra delarna av Demokratiska republiken Kongo. Skolprojektet finansieras av en ideell organisation i Sverige som heter "Elikia na Biso" och leds av Miza Landström. Designen och konstruktionen av skolan har tagits fram med hjälp av studenter från olika avdelningar inom Kungliga Tekniska högskolan (KTH). En grupp studenter från KTH hjälpte till att lägga grunden och väggarna i skolan. Nästa grupp av studenter skickades för att hjälpa till med byggandet av skolans tak. Denna rapport fokuserar på att dimensionera och konstruera taket på skolan med hjälp av lokala material på ett effektivt sätt. Stegen för att bygga en geringslåda (precisionslåda), samt sågning och spikning av takstolen, och uppsättning av takstolarna på rätt plats har beskrivits i detalj. Virket som användes till takstolarna var mycket mer hållbara än vad som förväntades, och detta förstärker stabiliteten och säkerheten av hela taket. Taket på den första skolan blev klar, och de anställda kommer att bygga taket på den andra skolan själva med de erfarenheter de fått under byggandet av den första skolan. This report is a part of a thesis in the department of “Construction engineering and Design” with specialization in “house building, planning and construction” at the Royal Institute of Technology in Stockholm, Sweden. The report is about the construction of a roof for a school building in the village of Lwengo Basilla located in south eastern parts of Democratic Republic of Congo. The school project is funded by a non-profit organization in Sweden named “Elikia na Biso” headed by Miza Landström. The design and construction of the school has been put forth with the help of students from different departments of the Royal Institute of Technology (KTH). A group of students from KTH helped to lay the foundation and the walls of the school. The next group of students was sent to help with the construction of the school roof. The focus of this report is to dimension and construct the roof of the school using local materials in an efficient way. The steps of constructing a mitre box(precision box), the sawing and nailing of the roof truss, and raising the roof trusses into place are all described in detail. The timber used for the roof trusses was much more durable than what was expected, this ensures the stability and safety of the roof. The roof of the first school was finished, and the workers will build the roof of the second school by themselves with the experience they gained during the construction of the first school.

The purpose of this study is to develop a model to arrive at a joint optimising strategy for capital budgeting for the construction of new school buildings and for the renovation of existing schools. This model provides a practical tool for ranking construction projects so as to yield the maximum positive impact on the education system. A key aspect of the model is that it provides the optimal mix of renovation and new construction that should be undertaken under a fixed budget constraint.The model is applied to a sample dataset from the education sector of Limpopo province, South Africa, in order to quantify the benefits of using the model. The benefits from using this model for decision making on the evaluation of new and renovation investments in school infrastructure is estimated to increase the effectiveness of these investments by up to 300 percent over the counterfactual system for making these decisions.

Denna rapport är en del av ett examensarbete på avdelningen för "Byggteknik och design" med inriktning "husbyggnad, projektering och konstruktion" på Kungliga Tekniska högskolan i Stockholm, Sverige. Rapporten handlar om byggandet av ett tak för en skolbyggnad i byn Lwengo Basilla som ligger i sydöstra delarna av Demokratiska republiken Kongo. Skolprojektet finansieras av en ideell organisation i Sverige som heter "Elikia na Biso" och leds av Miza Landström. Designen och konstruktionen av skolan har tagits fram med hjälp av studenter från olika avdelningar inom Kungliga Tekniska högskolan (KTH). En grupp studenter från KTH hjälpte till att lägga grunden och väggarna i skolan. Nästa grupp av studenter skickades för att hjälpa till med byggandet av skolans tak. Denna rapport fokuserar på att dimensionera och konstruera taket på skolan med hjälp av lokala material på ett effektivt sätt. Stegen för att bygga en geringslåda (precisionslåda), samt sågning och spikning av takstolen, och uppsättning av takstolarna på rätt plats har beskrivits i detalj. Virket som användes till takstolarna var mycket mer hållbara än vad som förväntades, och detta förstärker stabiliteten och säkerheten av hela taket. Taket på den första skolan blev klar, och de anställda kommer att bygga taket på den andra skolan själva med de erfarenheter de fått under byggandet av den första skolan. This report is a part of a thesis in the department of “Construction engineering and Design” with specialization in “house building, planning and construction” at the Royal Institute of Technology in Stockholm, Sweden. The report is about the construction of a roof for a school building in the village of Lwengo Basilla located in south eastern parts of Democratic Republic of Congo. The school project is funded by a non-profit organization in Sweden named “Elikia na Biso” headed by Miza Landström. The design and construction of the school has been put forth with the help of students from different departments of the Royal Institute of Technology (KTH). A group of students from KTH helped to lay the foundation and the walls of the school. The next group of students was sent to help with the construction of the school roof. The focus of this report is to dimension and construct the roof of the school using local materials in an efficient way. The steps of constructing a mitre box(precision box), the sawing and nailing of the roof truss, and raising the roof trusses into place are all described in detail. The timber used for the roof trusses was much more durable than what was expected, this ensures the stability and safety of the roof. The roof of the first school was finished, and the workers will build the roof of the second school by themselves with the experience they gained during the construction of the first school.

Windisch : Fachhochschule Nordwestschweiz 2014, 114 S., Die Publikation ist das Ergebnis einer interdisziplinären Sozialforschung des Instituts für Architektur, des Instituts für Kooperationsforschung und -Entwicklung sowie des Instituts für Vorschul- und Unterstufe an der Fachhochschule Nordwestschweiz. Verschiedene für die Schweiz relevante Schulhaustypen wurden empirisch erfasst. Das empirische Material bestand aus Plänen, Fotografien, Notizen aus Begehungen und Interviews mit Schulleitungen und Lehrpersonen. Die Interviews betreffen die Erfahrungen mit dem Schulbau, resp. dem Umbau von Schulen. Für die Planung künftiger Schulbauten wurden fünf Faltblätter entwickelt, die als Verhandlungsthemen in einer Planungskommission auf dem Tisch ausgebreitet werden können und die Auskunft geben, welche Möglichkeiten sich für den Schulbau ergeben. Die Faltblätter umfassen fünf Themen: Lernorte, Einbindung von Kindergärten in die Schule, Integration, Tagesstrukturen und Schulhaustypen. (Autor)

مشكل البنايات المدرسية واقع نلمسه من خلال فقر هندستها المعمارية. تؤثر علاقة تطور مناهج التعليم المترجمة في المرور من بيداغوجيا سلبية إلى خطوة أكثر نشاط من حيث مساهمة التلميذ، في تنظيم الفضاء الدراسي. تحتاج -بهذا المعنى- مفاهيم البيداغوجيا النشيطة و المدرسة المفتوحة إلى تعميق أكثر ليتسنى للتجديد الخلاق في التصور المعماري أن يسير. Le problème des constructions scolaires est un fait que l’on remarque à l’indigence de leur architecture. La relation avec l’évolution des méthodes d’enseignement qui se traduit par le passage d’une pédagogie passive à une démarche plus active de participation de l’élève, influe sur l’organisation de l’espace scolaire. Dans ce sens, de nouveaux concepts de pédagogie active et d’école ouverte sont à approfondir pour que puisse s’exercer l’innovation créatrice dans la conception architecturale. The problem of school buildings is a fact that we notice because of their architectural poverty. The relationship with evoluing teaching methods expressed by a move from a passive pedagogy to one of more active pupil involvement, has an effect on school space organisation. In that new active pedagogical concepts and open school are to be studied thoroughly, so that we can bring about a creative innovation in architectural conception. El problema de las construcciones escolares es un hecho que deducimos de la indigencia de su arquitectura. La relación con la evolución de los métodos de enseñanza que se traduce por el paso de una pedagogia pasiva a un proceso más activo de participación del alumno, influye sobre la organización del espacio escolar. En ese sentido, nuevos conceptos de pedagogia activa y de escuela abierta deben profundizarse pura que se pueda ejercer la inovación creadora en la concepción arquitectural.

Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.

Systems approach for better education results (SABER) school finance collects, analyzes, synthesizes, and disseminates comprehensive information on school finance policies in primary and secondary education across a range of different education systems. The goal is to enable policymakers to learn about how other countries address the same policy challenges related to school finance and thus how to make well informed policy choices that will lead to improved learning outcomes. SABER school finance is a framework that guides the collection of standardized data to characterize and assess school finance systems around the world. The project primarily examines education finance policies, relying on key informants and official document review to map out the policy landscape. To describe the essential functions of an education finance system, SABER school finance collects information in five data collection areas: (i) school conditions and resources; (ii) allocation mechanisms; (iii) revenue sources; (iv) education spending; and (v) fiscal control and capacity. After identifying how a particular education finance system functions, SABER school finance determines the extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. This country report uses this framework to characterize and assess the education finance system in Guinea.

Gedruckte Version im Universitätsverlag der TU Berlin erschienen, ISBN 978-3-7983-2396-4, ISSN 2193-6846, Patenschaften zwischen Schule und Stadt als Motor für eine soziale Stadtentwicklung Wie können SchülerInnen an der Konzeption ihrer gebauten Umwelt beteiligt werden und dabei einen neuen Austausch zwischen Schule und Stadt initiieren? Pfefferwerk Stadtkultur gGmbH und das Fachgebiet von Prof. Susanne Hofmann am Institut für Architektur der TU Berlin erproben unterschiedliche Modelle der Nutzerbeteiligung. Im Rahmen von Schule aktiv - Durchstarten im Brunnenviertel entwickeln ExpertInnen aus den Fachbereichen Architektur, Szenografie, Design und Pädagogik gemeinsam mit SchülerInnen unterschiedliche Konzepte der Raumgestaltung an der Ernst-Reuter-Sekundarschule (ERS) und der Gustav-Falke-Grundschule (GFS) im Berliner Wedding. Parallel dazu erforschen die Grund- und SekundarschülerInnen zusammen mit Architekturstudierenden die Ressourcen der Nachbarschaft und entwickeln experimentelle Formen für eine Vernetzung der Schule mit dem Stadtteil. Im gegenseitigen Austausch konzipieren sie architektonische Visionen für die Belebung der strikten Grenzen ihrer Schulen. Sie entdecken den öffentlichen Raum als nachbarschaftlichen Lernort und sie zeigen wie die Interessen der Jugendlichen als Imagefaktor ihres Stadtteils ihren Kiez über seine Grenzen hinaus bekannt machen können., Mentoring between school and city - Driving force for social urban development How can pupils contribute to the creation of their built environment and thereby initiate a new sort of exchange between schools and the city? Professor Susanne Hofmann of the Technical University Berlin and Pfefferwek Stadtkultur are testing different modes of user participation. As part of the project “Schule aktiv - Durchstarten im Brunnenviertel” experts in architecture, scenography, design and education will be working with pupils to develop different interior concepts for two schools, Ernst-Reuter-School and the Gustav-Falke Elementary School, in the Wedding neighbourhood, Berlin. In parallel, primary and secondary school pupils will be working together with architecture students to explore the area’s resources and develop experimental modes of networking between the school and local neighbourhood. Through mutual exchange they will develop an architectural vision for the school’s revitalisation and connection to its locality. They will investigate the possibilities of the public realm as a space for neighbourhood learning and demonstrate how the interests of young people can transform the identity of place, and thereby the wider perception of the neighbourhood.

Überlingen : Institut für Schulentwicklung 2012, 16 S., Ausgehend von dem Wandel des Verständnisses von schulischem Lernen werden in 12 Thesen die wichtigsten Veränderungen von Unterricht und Schule beschrieben sowie die daraus folgenden Konsequenzen für die pädagogischen Anforderungen an einen zeitgemäßen Schulbau abgeleitet. (DIPF/Autor)

Although the availability of financial resources does not guarantee quality education, it is impossible to achieve this goal without adequate resources which often come from public sources. Understanding how to use resources for education wisely should thus be a top priority for education policymakers. Systems approach for better education results (SABER) school finance informs this conversation with a focus on the policies that drive performance in a school finance system. SABER school finance collects, analyzes, synthesizes, and disseminates comprehensive information on school finance policies in primary and secondary education across a range of different education systems. To describe the essential functions of an education finance system, SABER school finance collects information in five data collection areas: (i) school conditions and resources; (ii) allocation mechanisms; (iii) revenue sources; (iv) education spending; and (v) fiscal control and capacity. SABER school finance determines the extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. This country report uses this framework to characterize and assess the education finance system in Jamaica.

Appel, Stefan [Hrsg.]; Rother, Ulrich [Hrsg.]: Schulatmosphäre - Lernlandschaft - Lebenswelt. Schwalbach, Taunus : Wochenschau Verl. 2012, S. 33-42. - (Jahrbuch Ganztagsschule; 2012), In dem Beitrag [...] wird die Gestaltung einer anregenden Lernatmosphäre im Schulbau in den Mittelpunkt gerückt. Die Verfasserin, eine pädagogische Architektin, begreift den Raum als eine zu gestaltende pädagogische Dimension. Sie beschreibt detailliert die Gestaltungsmöglichkeiten der Räume, damit die Schule den Kindern ein zweites Zuhause sein kann. Auch die Farben, die Materialien, die Lichtverhältnisse und die Akustik werden als ein wesentliches Gestaltungsmittel für einen ansprechenden und anregenden Lern- und Lebensort angesehen. Das Motto heißt: Das Leben in einem Schulbau soll zum Erlebnis werden und damit das Lernen intensivieren! (DIPF/Orig.)