BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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The Organisation for Economic Co-operation and Development (OECD) was set up under a Convention signed in Paris on 14th December 1960, which provides that the OECD shall promote policies designed: — to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; — to contribute to the expansion of world trade on a multilateral non-discriminatory basis in accordance with international obligations. The Members of OECD are Australia, Austria, Belgium, Canada, Denmark, Finland, France, the Federal Republic of Germany, Greece, Iceland, Ireland, Italy, Japan, Luxembourg, the Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Socialist Federal Republic of Yugoslavia is associated in certain work of the OECD, particularly that of the Programme on Educational Building. The Programme on Educational Building (PEB) was established by the Council of the Organisation for Economic Co-operation and Development as from January 1972. Its present mandate expires at the end of 1981. The main objectives of the Programme are: — to facilitate the exchange of information and experience on aspects of educational building judged to be important by participating Member countries; — to promote co-operation between such Member countries regarding the technical bases for improving the quality, speed and cost effectiveness of school construction. The Programme functions within the Directorate for Social Affairs, Manpower and Education of the Organisation in accordance with the decisions of the Council of the Organisation, under the authority of the Secretary-General. It is directed by a Steering Committee of senior government officials, and financed by participating governments. ©OECD, 1978 THE OPINION EXPRESSED AND ARGUMENTS EMPLOYED IN THIS PUBLICATION ARE THE RESPONSIBILITY OF THE AUTHORS AND DO NOT NECESSARILY REPRESENT THOSE OF THE OECD except for" The Development of Community Education Education" Englund and Tremper, which according to U.S. Legislation is copyright free. Queries concerning permissions or translation rights should be addressed to: Director of Information, OECD 2, rue Andre-Pascal, 75775 PARIS CEDEX 16, France.
PREFACE CONTENTS THE DEVELOPMENT OF COMMUNITY EDUCATION The Development of Community Education FROM INDIVIDUAL PROJECTS TOWARDS CITY-WIDE NETWORKS Introduction . -. 25 Part One CO-ORDINATION IN SINGLE PROJECTS Summary 35 The Purpose-Built School and Community Center 40 New Uses for Empty Schools 73 Part Two CO-ORDINATION ON A CITY-WIDE SCALE Summary 83 Organic Growth of the Community School Concept 89 The Interventionist Approach 94 Bibliographic References 135 USER PARTICIPATION IN PLANNING AND DESIGN Introduction 145 Part One INDICATIONS OF CHANGE 151 Part Two CO-ORDINATION OF FACILITIES: SOME MECHANISMS 167 Part Three CONCLUSIONS 203
Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
Page 3: OECD PROGRAMME ON EDUCATIONAL BUILD
Page 8 and 9: strictly speaking a case study repo
Page 11 and 12: INTRODUCTION 1. Change and the deve
Page 13 and 14: different groups within the communi
Page 15 and 16: Congress passed the National Defens
Page 17 and 18: programs continued through the 1940
Page 19 and 20: 36. There are now approximately 1 1
Page 21 and 22: Secretary of the Department of Heal
Page 23: 53. All of these trends have combin
Page 27 and 28: INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30: is available on these projects, thi
Page 31 and 32: school to widen its uses to include
Page 33 and 34: In 1935 financial support for commu
Page 35: GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39: the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 42 and 43: Background Information THE PURPOSE-
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55:
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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iii) produce a detailed planning pr
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problems associated with them. None
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158. Even though the intention to d
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Figure 14 THE ORGANISATIONAL UNITS
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e) Examples of Cases Implemented 16
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- and the indoor recreation buildin
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Figure 16 FLOOR PLAN OF MACK SCHOOL
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Figure 17 FLOOR PLAN OF BRYANT SCHO
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of its curriculum, it also sets an
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Meeting to select new staff and str
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iii) in terms of process: - the pro
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BIBLIOGRAPHIC REFERENCES PUBLISHED
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Ann Arbor, Michigan CASE STUDY MATE
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"How to Get the New Jersey- High Sc
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Pontiac, Michigan "Whitmer Human Re
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INTRODUCTION 1. Co-ordination of sc
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student comes out of the educationa
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Part One INDICATIONS OF CHANGE Resu
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neighborhoods there at all, at leas
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HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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Making Maps 69. Every community and
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Children Making Maps RE-USE OF THE
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ANN ARBOR, MICHIGAN Children and pa
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citizens to walk in off the street
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design. Two young people from the c
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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user/needs are being properly met,
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120. Perhaps the most radically new
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125. The reasons for this growing c
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134. But a new building (or even a
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