BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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- the elderly are often retired people who represent a wasted resource of intellect and skill which could be used in education; - the community also contains a number of families from different nationalities and cultures who also represent a useable resource. 55. It became clear very soon that the traditional divisions between public service departments, with their own budget lines, priorities, and regulations would make it very difficult to respond to these issues, since they were all issues of interrelationship in a very local context. There was only one way of dealing with them, and that was comprehensively, i.e. as a network, rather than in traditional and separate categories. 56. The process therefore proceeded as a definition of networks, interrelationships and priorities. Gradually a comprehensive program emerged. More and more people joined the process. Progress was slow. Many obstacles had to be overcome, ranging from conflicts of priority within the community to legal questions with regard to procedures governing the various public programs and budgets involved. Three-dimensional design, in the form of diagrams, drawings and models, were used as a means of defining how recommended programs might look in terms of space and physical interrelationship. As parts of the program took shape (elementary education, adult education, food services, recreation, etc.) task forces, composed of citizens, officials, and staffs, were formed to study these programs intensively and to report back to the Council. After eighteen months of .work, a building design was approved. The primary school had grown into the Human Resources Center. Its education component alone provides for 1 800 children and 5 500 adults. The "Critical Path" Alternative 57. Theoretically, the Joint Planning Council is a debating chamber. Issues and interrelationships are discussed and defined. Its main advantage is that co-ordination is debated and enacted publicly. All participants know why certain programs are possible and why others are not, and what the ramifications are of alternative courses of action. But it is a time-consuming method. One of Its main drawbacks is its lack of dynamic structure. New faces turn up at almost every meeting, and other people, important to the process, might drop out for one reason or another. 58. An alternative is the "Critical Path". A critical path is, of course, the diagram of a planning process as it moves forward from one stage to the next. 170
59. Turned into a method, it is as follows: a) Once the initial project or issue is identified a Steering Committee is formed. This should be relatively small: 7-12 people is a good number. They should be: - people who are completely "credible" to citizens and officials alike, and representative of the range of points of view likely to be encountered as the process moves forward; - people who are prepared to serve on the Steering Committee from the start of the project to the end. The question of how the Steering Committee itself comes into being cannot be answered in the abstract. Each local situation will undoubtedly have a pattern of leadership within it which will become the vehicle for a Steering Committee. Although ideally speaking, the Steering Committee should contain a mix of citizens and officials, it is conceivable that in some situations the Committee could be composed entirely of citizens, in other cases entirely of officials. Important though the composition of the Steering Committee is, the critical path method is nevertheless all-inclusive; i.e. anyone who wants to participate, can. This section will show how. b) The first task of the Steering Committee is to design the critical path. In designing the path the Steering Committee will certainly want to consult with officials, architects and others to ensure that the path is likely to be realistic. The path will set out a firm but realistic time-frame. The Committee may say: "because of thus-and-so political and economic pressures, we must be 'through design and into construction within twelve months". The path will then be set out as a sequence of steps to be taken in reaching the goal of an identified product within an identified period of time. The path is important. It enables all participants to see what their role is as the process unfolds. They can see how their tasks interrelate with those of others, how close they are to their goals, and what the remaining interim steps are before the product is realized. c) A critical path diagram is illustrated here. Although each local situation will produce its appropriate path, this diagram is offered as a prototypical illustration of what the main steps are likely to be. The diagram is a simplified version of the 171
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OECD BUILDING FOR SCHOOL AND COMMUN
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OECD PROGRAMME ON EDUCATIONAL BUILD
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PREFACE CONTENTS THE DEVELOPMENT OF
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strictly speaking a case study repo
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INTRODUCTION 1. Change and the deve
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different groups within the communi
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Congress passed the National Defens
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programs continued through the 1940
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36. There are now approximately 1 1
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Secretary of the Department of Heal
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53. All of these trends have combin
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INTRODUCTION CONTENT OF STUDY 1. Th
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is available on these projects, thi
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school to widen its uses to include
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In 1935 financial support for commu
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GLOSSARY OF TERMS 19. Mainly for th
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the study, depends largely on the a
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to the acceptability of uses. State
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Background Information THE PURPOSE-
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-P- -P- Center a) Dana P. Whitmer H
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4> C^ Table 5 ACHIEVEMENTS AND PROB
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Figure 1 PLAN OF DANA P. WHITMER HU
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Figure 2 PLAN OF THOMAS JEFFERSON J
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Figure 3 PLAN OF PAUL LAURENCE DUNB
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VJl 4> Figure 3 PLAN OF PAUL LAUREN
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came out was what the community wan
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social pressures and economic condi
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Figure 4 TEAM TEACHING ORGANISATION
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ut the ungraded home base system al
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Figure 6 SITE PLAN OF DANA P. WHITM
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however, at the seam between large
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Figure 8 DIAGRAM OF SPACE USAGE FOR
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agencies, but also an office for pa
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71. The author then proceeds to ana
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districts in the United States to t
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the inner city were changed to acco
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86. He organised marathon basketbal
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school, (the largest In New Jersey,
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Part Two CO-ORDINATION ON A CITY-WI
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was conducted, neither of these pla
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30% use empty schools for new purpo
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ORGANIC GROWTH OF THE COMMUNITY SCH
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"Almost without exception, the vari
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supermarket has proved to be an exc
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- working at a large enough scale;
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126. The list of projects dedicated
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and to specific measurable educatio
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ii) Problems and Barriers 133. Desc
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Figure 13 ORIGINAL PROPOSAL FOR A M
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open warehouse space into highly pe
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107 PEB Secretariat
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parts of the community. He often co
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tion of new teachers; staff develop
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Page 115 and 116: problems associated with them. None
Page 117 and 118: 158. Even though the intention to d
Page 119 and 120: Figure 14 THE ORGANISATIONAL UNITS
Page 121 and 122: e) Examples of Cases Implemented 16
Page 123 and 124: - and the indoor recreation buildin
Page 125 and 126: Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128: Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130: of its curriculum, it also sets an
Page 131 and 132: Meeting to select new staff and str
Page 133 and 134: iii) in terms of process: - the pro
Page 135 and 136: BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138: Ann Arbor, Michigan CASE STUDY MATE
Page 139 and 140: "How to Get the New Jersey- High Sc
Page 141: Pontiac, Michigan "Whitmer Human Re
Page 145 and 146: INTRODUCTION 1. Co-ordination of sc
Page 147 and 148: student comes out of the educationa
Page 149 and 150: Part One INDICATIONS OF CHANGE Resu
Page 151 and 152: neighborhoods there at all, at leas
Page 153 and 154: HUMAN RESOURCES CENTER, PONTIAC, MI
Page 155 and 156: 44. Such a design was somewhat exce
Page 157 and 158: assignments, etc.(l) Thus education
Page 159 and 160: 47. The remainder of this paper wil
Page 161 and 162: Part Two CO-ORDINATION OF FACILITIE
Page 163: 54. The impact on co-ordination was
Page 167 and 168: citizens and users have been involv
Page 169 and 170: j) The planners and architects will
Page 171 and 172: GAME 1. Developing an Inventory The
Page 173 and 174: FIRST NEIGHBORHOOD CENTER, GANANDA
Page 175 and 176: Making Maps 69. Every community and
Page 177 and 178: Children Making Maps RE-USE OF THE
Page 179 and 180: ANN ARBOR, MICHIGAN Children and pa
Page 181 and 182: citizens to walk in off the street
Page 183 and 184: design. Two young people from the c
Page 185 and 186: 89. Gradually a design for the buil
Page 187 and 188: and representatives of the communit
Page 189 and 190: IX. Final Town Meeting. The followi
Page 191 and 192: III. Third day. Team executes desig
Page 193 and 194: user/needs are being properly met,
Page 195: 120. Perhaps the most radically new
Page 198 and 199: 125. The reasons for this growing c
Page 200 and 201: 134. But a new building (or even a
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