Newsletter educational spaces Paris. July 1991/No. 2 In this issue EDUCATION FOR ALL: EDUCATIONAL BUILDINGS AND FURNITURE Newsletter published by the Educational Architecture Units of UNESCOMasars F. Mayor, UNESCO, LJ. Grant, INICEP and W. Draper, UNDP, Visiting the UNESCO Exhibit ‘TAULE OF CONTENTS: Insite oa cover World Conference on Eduaton fr Al, Jomtien Preston f NewAEDE NO.2 eee 3 (Conperaion for Basic Edueation A exible approach 3 Alice: = Beth 4 Burkina an. 5 Guincansnnnscncns 6 SRemdanc 6 [Latin America nd the Carboan: = Coa Rie 8 nsenemsenn 7 “Veneta 5 Niwa 9 Meco ry Ale 7 Ara Stes: Earope: “ Inside back cover Publications, events ack cover: Name ant adresses of UNESCO's schol building wie World Conference on Education for All, Jomtien This exhibit, prepared by the Educational Facilities Development Service of PROAP, provided a Leaming Centre ‘on UNESCO's Education for All activities around the wor This created an environment that brought together basic village technology and high-tech electronic technolog: UNESCO publications from Paris and education field offices ‘were displayed and distributed.EDUCATION FOR ALL: EDUCATIONAL BUILDINGS AND FURNITURE Presentation of Newsletter No. 2 In order to continue the promotion of research, planning, design, construction, management, maintenance and evaluation of educational buildings and furniture, the Educational Architecture Units of UNESCO present their experiences in this field since the issue of the first newslewer ‘uly 1989). By publishing the activities undertaken in different countries, their objectives, implementation and results ‘oblained, UNESCO aims at reinforcing and supporting the ‘development and functioning of the international information network on educational buildings and furnivure. ‘We would also like to inform our readers that, following. the reorganization of UNESCO, the Educational Architecture Unit at H.Q. is now located at a central sector level, thus serving all of the Education Sector. WATER Co-operation for basic education - A flexible approach ‘The development of education for all can only be achieved through the co-operation of all and in consultation with those directly concerned. As a follow-up to the Jomtien Con- ference, the Educational Architecture Unit has developed a first project model on co-operation for Basic Education by means of a package work-plan describing all the activities to ‘be carried out with the community and the time that might be. required to implement them. The sequence and type of activities will depend on the needs of the specific com- munity. The package work-plan includes development of educational information packages, a local newsletter, training, construction and furnishing of Basic Education ‘Centres and school supplies and reading materials. UNESCO is presently implementing a project in Afghanistan using the above approach,PUN BENIN Primary school construction in rural areas In order to improve school attendance rates in rural areas in Benin, the government has launched a programme for the construction of 200 schools, essentially in regions where attendance rates are the lowest. UNESCO, following an education soctor study, assisted the government in the preparation of construction programmes for 72 rural schools and finance was obtained from the OPEC Fund and ‘AGFUND. From 1987 to 1990 UNESCO has assisted in the implementation of the project which is now nearing completion. The aim of the project was also to mobilize local resources for the construction work, i.c using available jing materials and local labour. As such the construction method chosen had to suit local conditions. Each finished school comprises 3 classrooms, an office, a store, a water- cistern and a latrine block. Simple innovative features have been introduced in the design of the classroom claustras to ensure homogeneous and adequate daylight and at the same time prevent rain from entering. BREDA: (see back cover) Directeur national des projets de constrtions scoaires ‘Ministre des enscignements matemel et de base DEP/MEMB B.P 10 - Pononovo - Benin Telex: 1131 CABTLX PortenovoCSN BURKINA FASO Using traditional construction knowledge for school buildings and furniture CRATerre (International Centre Earth Construction) carried out @ mi sion to Burkina Faso in June 1989 to study the different types of traditional architecture used for shelter and other buildings in the country. Further, the idea of using this traditional knowledge for school buildings and furniture was tested through research and extensive interviews. This study confirmed that the existing knowledge offered tech- nical and economic solutions well adapted to the needs and means of the ‘communities and could thus serve as an approach for the promotion of educa- tional projects in the country. Examples of traditional structural solutions: for short spans—timber structure covered with earth; for larger spans—timber structure covered with thatch or metal sheets. New designs were also de- veloped for fixed furniture made of local materials and dimensions deter- mined according to anthropometric studies. Drawings rom the architectural studies on traditional ‘construction methods in Barina Faso done by CRATErre FIXED SCHOOL FURNITURE ‘A. Furniture in timber, wood and adobe BB. Anthropometric studies to determine size of furniture TSour So Teme Gare Ayu Efp einem eon a FRO Tahe SeLarine Pitas Pe lot B'ADSEE ET PUNTA eM Bois oudt Ceexvenss DE Tene Gr BiLv EWDNIT TAMDITICNMEL Homn | Dede AAs ANS For Torker Information "CRA Tere: Cente intemationsl dela construction en Terre Ecole d' Architecture: 10, Galerie des Balding 3810) Grenoble - France “Te: 76. 4,66, 25-Fax: 16 22.72.56-Telex: 308.658 FCRATene Bone, T maa pcre + Hoan Caney) an (nobinne) Mot! be 64 94s © Hroresrs ineniet DAFEGS Gr resem ies cu Pacts Be KAGE BEL enrarsCGT GUINEA Construction of prototype primary schools in rural areas and the development of a self-help construction manual In 1988 the aim of universal primary education in Guinea was far from being achieved. Enrolments in rural areas were about 20% and in urban areas 50%. In order to relaunch the develop- iment of education in the country, a re- search project was embarked upon jointly by the Goverment of Guinea and the architects in UNESCO's Re- gional Office in Dakar. The project's Principal objective was the realization ‘of 4 prototype schools, each located in a different climatic region. The designs developed paid special attention to prevailing material, technical and, especially, local conditions, and at the same time ensured that the educational requirements were met. Each school has 3 classrooms (furnished), latrines and provision for drinking water. The positive evaluation of this prototype experiment has led to the publishing of a step-by-step construction manual, and the designs and implementation methods developed will serve as a basis for large scale projects. Ter fora laformations ‘UNESCO Replonal Office for Bcain in Africa Dieter, Serviced a coopénion technique et des proj (DCTP) “Ministre de l'education nationale ™ [BP 1003 bis - Conky Guinea Telex: 233 /MDECRE RWANDA Educational reforms and educational buildings To assist the Government of Rwanda in the implementation of the reforms of its educational system a project was devel- coped jointly with UNDP's and UNESCO's assistance. The project focused on the implementation and management of educational building programmes in relation to the educa- tional reforms. The project, apart from contributing to the construction of several schools, has also ameliorated the competence of the national stalf and services responsible for school construction through collective and personalized train- ing of architects, engineers, érafismen and managerial staff. ‘Simultaneously, methods and techniques for standardizing construction dossiers and plans, including details, were developed. Particular attention was paid to promoting the use of local materials and developing strategies for maintenance of school buildings and sites. [ For fares infomation ‘Directeur, Deen da financement et des constrctions scolaies, (DFS) Ministre de easeignement pimaize et secondaire (MINEPRISEC) | |___ Riva “RwandaTNS eke aL COSTA RICA A rural one-teacher-school for basic education ‘To cater for the needs of small rural communities in Costa Rica a prototype has been developed which can accom- modate multigrade teaching in one space at primary level as well as serve the community for social, educational and cultural activities. The basic unit Consists of one classroom linked to out- side paved spaces and is supplied with modular furniture which allows for sreater flexibility in use. The basic unit can be adapted and/or multiplied according to the needs of the com- munity. One such prototype has been completed on an experimental basis, using a semi-prefabricated (pre-cut) timber construction system which is casily transponible (truck, horse-back, cic.) and can easily be erected by the Community, requiring no sophisticated equipment. Tor fanier information: ‘UNESCO Subregional Adviser for Central America and Panama ‘Apanado Postal 220, Sen Francisco de Guadalupe 2120 ‘San José - Conta Rica ‘el:35.71.27- Cable: UNESCO - SAN JOSE, ‘Telex: 3370 UNESCO CR Ministerio de Bdveacin Pibli ‘Apartado posal 393 - 2050 San José - Costa RicaVENEZUELA TIN AMERICA AND THE CARIBBEAN School maintenance as a joint community/government venture To cope with the problem of adequate- Fy cplatning fags hoot bedi stock Venezuela augmented, during the 1980s, its annual school maintenance budget to the extent that it now slightly surpasses the budget for new con- struction. The policies developed are based on the necessity to rely largely (on the educational community (parents, teachers and pupils) to make the major inputs in terms of manpower to the maintenance programme, with the state providing technical and some materia in this respect, FEDE (Funda- Edificaciones y Dotaciones Educativas), the government depart- ‘ment responsible for school building, has developed and disseminated a set of nine self-help maintenance manuals giving the necessary technical and Managerial information to those responsible at school/community level “rade”, ie, electrical works, plumbing, furniture repairs, etc. and is amply illustrated to initiate non-technical people in basic preventive main- tenance, The programme also aims at making the public at large aware of and responsible for the riches it has at its disposal through preserving and respecting public buildings, FEDE, ‘Torre Mesics, Mezzaninas 1y 2, ‘Av. Frincisco de Miranda, CCruce con Mis encantos, hacao Carseat = Venenicla ‘Tel: 263.14.397263.29.55- ‘Telex 29157 - Fax: 31.60.64 MANUAL DE MANTENIMIENTO SS SHS ) =NESW eke NICARAGUA. Maintenance and natural disasters Following the cyclone that devastated parts of Nicaragua in December 1988, the Ministry of Education solicited UNESCO's assistance in the develop- ment of a maintenance programme, realizing that much of the cyclone damage was due to badly maintained buildings. The UNESCO assistance resulted in the publication of a mai tenance manual aiming at the active ‘participation of the community in the execution of the work. The manual, apan from covering basic maintenance issues, also gives guidelines on rein- forcement of existing and new educa- tional buildings to withstand cyclones and earthquakes [Nieeagu, Clone, December 1988 M NIMIENTO DE ESPACIOS EDUCATIVOS CON PARTICIPACION COMUNITARIA or Foier infomation’ ‘Mininerio de Edacacién - Centro Civico Camilo Onega Seavedra*-Aparade Postal Na.108 Managua, NIC A.C ~ Nicarag ‘Tel: $0, 342 oS, 45 Telex: 227 MED - Fax: (505-2) 5. $95TIN AMERICA AND THE CARIBBEAN MEXICO CAPFCE (Comité Administrador del Progama Federal de Construccién de Escuelas) During the period 1982 to 1988 the Mexican Government, through its specialized school building authority, CAPFCE, made impressive efforts to promote school building programmes in the country at all educational levels, as part of its overall development policy. The main achievement of CAPFCE was the development of catalogues of standard plans and site layouts, with corresponding furniture, ‘electrical and sanitary layouts, as, well as detailed equipment lists. This streamlined approach ensurcd that Schools were designed in conformity with current educational, anthro- ‘pometric and functional needs, leaving, however, the choice of actual con: struction system and building materials to the local authority/community. Further, the community could thus also easily phase the development of its school according to its needs and availability of financial resources. Thousands of schools, from pre- primary (o university, were built, based on CAPFCE's designs during this period { For faher information ‘CAPRCE: Vito Alessio Robles 380 |) Bag. Av. Universidad» Merion [Te 584,67.97 0593.1 SSB SSS" ara pe anes 10INDIA Andhra Pradesh Primary Education Programme Pilot Project ‘The British Government's Overseas Development Agency (O.D.A.) is working with the Andhra Pradesh Government to introduce improved teaching techniques in up t0.35,000 rural schools. The pilot project in- cluded the construction of prototype schools utilizing several designs more Suited to the new teaching methods, two multi-standard (1 10 V) schools having only one of two teachers An essential component of the project was the provision of appropriate toilet facilities and access to a water supply for each school. One school in each administrative area includes a space which can be adapted for in-service teacher training, Also included were the establish- ‘ment of a specialized Design Cell with- in the Ministry of Education and the production of a Design Guide, restating the essential physical, educational and climatic design parameters and setting ‘out the Design Data necessary to suppor the ongoing development of appropriate primary school buildings. ‘Prototype schools were designed to accommodate the use of local materials to demonstrate alternative roofing techniques to the conventional flat concrete roof, whilst at the same time demonstrating that more appro- priate classrooms can be built, at com- parable cost. For forer information ‘Mr obo B. Shelley: 2, Chestnut Drive - Polegate, E Sussex - England BN'26,5AL_ Tel: (03212) S685 - Telex: 878.777 ASAPG - Fas: SECTIONS AND TYPICAL SPACE ARRANGEMENT UNESCO is assisting 0.D.A. in taining the Architects and Engincers of the Design Cell (os212) 4382 PLAN ~ OME POSGIBLE SPACE ALEANGEMENT 4BANGLADESH Educational be and natural Earthquakes, flooding and typhoons are the unfortunate periodic disasters faced by some of the Member States of ‘UNESCO in the Asia region. UNESCO. is focusing on designing disaster. school buildings. For Bangladesh, educational buildings have been designed to serve as disaster refuge and disaster relief centres for local populations. This activity has been ‘supported under UNESCO emergency funds for disaster areas. Primary school buildings for flooded areas in Bangladesh A report on an internship by an engineer and an architect from the Facilities Department, Ministry of Education, has paved the way for preparation of plans for schools that not only resist damage by floods, but can also serve as a shelicr. Modified designs with flat roofs will be used in areas where citizens need to take refuge ‘on roof tops. UNESCO is funding the construction of three prototype buildings which wil also test the use of construction technologies such as pre- stressed, pre-cast concrete and brick For forthe information: ‘Shiekha Bhaban, Dhaka - Bangladesh ‘UNESCO Principal Ofice of Asia and the Pacific (sce back cover) Director, Faiities Department, Ministry of Education Jack-arches not currently used in school building construction. Cyclone resistant school buildings for Bangladesh Strong winds from cyclones or from local storms frequently damage school THAILAND Innovation in construction of small secondary schools INNOVATION IN CONSTRUCTION OF SMALL SECONDARY SCHOOLS IN THAILAND buildings in Bangladesh A training course supported by UNESCO, which Was repeated in four locations, oriented 170 engineers on how to desiga schools to resist such damage. One. important by-product of this training is the first ever. proposed wind code for Bangladest The planning and design of small secondary schools has become an Important issue as countries sek to expand post fucation and ty to find ways to locate secondary schools within reach of the entire Population. Philippines and Thailand are developing small rural secondary schools which can serve the accessible catchment arca, In India special board- ing schols are being bil. in Thala, the government has completed, a prototype and is constructing 6 similar Schools each one bearing the name of son of the crown prince of Thailand. ar farerinomation: ‘Diecor, Design and Constraion Division, Deparment of General Eaucstion, ‘Ministry of Education Bangkok 10300 Thailand 12NEPAL. Community participation in school bui ‘The School Building Construction Programme under Education for Rural Development in the Seti Zone has been carried out successfully as a result of tripartite co-operation between vil- agers, the Nepal Government and funding agencies. The schools are constructed from local materials and use local tech- ing niques. Reinforcement against earth- quakes has been introduced and the schools receive occasional visits of UNESCO specialists. Supervision of villagers” work is carried out by trained Nepalese site supervisors. Under this project some 250 schools and 141 la- trines have been completed in the remote areas of Far Westen Nepal. ‘CONSTRUCTION PHASES LAOS Expansion and renovation of the University Institute of Education, Vientiane ‘This building is the first stage of a UNESCO-executed project for the improvement and expansion of the existi ampus. Future new buildings will include a physics block and a library. Funding comes from three sources: labour and local Gensruction materia are paid by te government, imported building mails by for AGFUND and technical assistance and equipment UNDP, ‘new waler supply by ‘These illustrations are taken from a forthcoming Educational Buildings Report of UNESCO, Bangkok, on design and construction of primary schools in the Seti zone of Nepal. This UNESCO- executed project is funded by UNDP and UNICEF. For fonher information ‘UNESCO Principal Regional Office of Asa andthe Pacific: (see back cover) Engineering Unit, Seti Zone Project, [Ministry of Edsation and Culmre Kesher Mahal, Kathmandu - Nop Regional Office of Asia and te Pacific (ne back cover) Directeur, Projet 32/1 AON0 IUPY, Ministre de Edveation Viendane Lao People's Democratic RepublicEGYPT A multifunctional centre for early childhood development ‘The area of early childhood education has recently received particular attention in Egypt. At present only about 7% of Egyptian children are in pre-school institutions. As pre-school years are the formative years of the individual's personality, the goal of the government is to increase a child's Social competence and to give it the skills nceded to meet future challenges. To achieve this goal, the National ‘Couneil for Childhood aid Motherhood (NCCM) has, with the assistance of UNESCO, prepared a first project for the development of care and education for pre-school children, The main ‘objective ofthis project is to establish a model institution catering for early childhood development needs. The planned centre will have a eréche, a ‘pre-school and a workshop for produc- ing educational toys and materials and, at the same time, serve as a training centre for early childhood educators ‘and support staff or fanher information “The National Council fr Childhood and Mothethood. (NCCM ) Madi, Caro - Egypt ‘Tel: 363.36, 77 oF 363, 36, 8 GREECE ARAB STATES KINDERGARTEN FURNITURE, ‘TRAPEZOID TABLES FOR VARIOUS COMBINATIONS. Prototype study for urban areas of Greater Athens ‘A scale mode ofthe classroom wait was made 1 study solar coro and atu! lighing. For father information ‘Ministry of Education and Religious Affi 15, Mitropleos Street 85 ~ Greece 750 or 22.29. 901G.John “Esducation and Leisure in North European ‘Urban Spaces” UNESCO) UIASLT 1989, (Educational Buildings and Equipment 11) Sponsored by UNESCO, the Sports, Leisure and Tourisre (SLT) Working Gro of the UIA {Interaaiional Union ol “Architeets) held a seminar of experts in {London (Apri, 1989) to debate dhe problem of quality of lie and revival of inner eto. ‘This resulted in the above publication featuring a number of initiatives including commonity development on a self-help bosis and inthe creative use of education Mexico Congress Final report on the International Congress “Planning and Management of Educational Development” (Mexico City, 26-30 March 1990) organized by UNESCO in colle boration with the Government of Mexico ‘The Congress examined significant de- velopments in this field since the 1968 Intemational Conference held in Paris and the implications of the Jomtien Declaration ‘on Education for All (March 1990). Of particular interest to architects is the epott on the Round Table discussion on “Educational Planning and Educational Infrastructures RECENT PUBLICATIONS] ‘Education and Lesa in North ‘ropean Urban Spaces wy Used ge L. Revtersward “Handbook on Design Guidelines for Easy ects to Eiatondl Bulg by Physically Handicapped Persons” Sweden Habitat AB; 1990, 135 p. ea ew Tenens eect fanbock also contains a sei analyst of RG. Pastrana “Habitat nia a urgenes”™ TETRAUNESCO 1996.37, ‘The above study gives a resumé af types of sata dss an ats te ny needs of the subsequent emergency phase. Forthr, proposes at avaiable emer. gency shelter types be evaluated and lasted according to a standard format, isamply filustrated with examples of existing types of emergency shelter and includes « Est of orgeneations involved in emergency elie! anda biography EVENTS (Caracas, Veneruela - UIA/UNESCO Xth Intemational Seminar 1991 In collaboration withthe Fundacién de Edifieaciones y Dotaciones Edueaivas (FEDE), the UIA Working Group on Educational and Cultoral Spaces and UNESCO held its 10h Incrtional Sensiae ia Caracas, Venezuela fom 8 1 12 April 1991. | ‘The theme of the Seminar is "Management and Maintenance of Educational Buildings in Rural and Peri-urban Areas ‘We welcome relevant information from readers about recent and forthcoming publications as well as news and events which will go into this news and events section. 5