BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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- various agencies co-operated in the establishment of the physical and educational master plans and particularly the building and rehabilitation of one school (Mack); - other projects already begun gained considerable support (Community High School, Teaching-Learning Communities, Environmental Plans for. School Sites, etc.); - the trend for schools to de-institutionalise and to become jointusage community centers has gained momentum and now seems irreversible. Problems arose because of: - time-pressure, fast implementation and decentralised procedures; - the lack of a unified decision-making process between the local level and the central level; - long-standing conflicts between people; - the planners' error of offering too many choices to local citizen groups who became overwhelmed not only by the choices, but also by the complex ramifications of each choice. 106. Whenever a planning study has been done to explore the possibilities of co-operation on a city-wide scale, schools have played a significant role. Out of the eleven projects of co-ordination of school and other social services visited in the course of this study six have been on a city-wide scale: Arlington, Virginia (cf. Part One) Flint, Michigan New Haven, Connecticut East Windsor, New Jersey Hartford, Connecticut Ann Arbor, Michigan The high percentage of cases falling into this category seems to indicate that where the community/school concept has been successful, it seldom has been confined to one school in its area. If one includes Wharton, New Jersey and Mount Holly, New Jersey (see paragraphs 82-96) where converted school buildings serve the entire, rather small community, the ratio is even higher. According to a recent estimate by the Educational Facilities Laboratories in New York: 10% of all school districts in the United States are now using or planning schools as an integral part of the total social services network; 86
30% use empty schools for new purposes, among them community activities; 40% follow the "lighted school house" concept which means educational and recreational uses take place after school hours. 107. In the present study of different projects of. co-ordination on a city-wide scale a number of common problems have been identified: a) ' The provision of community education programs and co-ordinated social services is, in the first place, a social and not a technical problem which requires first a social, and only thereafter, a technical solution. This basic truth has often been overlooked where technical problems (e.g. the lack of adequate facilities and equipment) have been the initial impetus for co-ordination. b) The problem of co-ordination can only be solved at local level. The central decision-making bodies may hinder or enhance the opportunities for co-ordination; however, the specific outcome depends on the abilities and willingness of local groups to co-operate. c) The increased complexity of planning and implementing coordinated programs necessitates increased autonomy at local level and creation of new local power structures, which in turn may create conflict situations in cases where the central decisionmaking structure is not willing to delegate responsibilities. d) Two groups play a particularly important role: local leaders and consultants. In general, it might be said that the nearer they both are to the local project in terms of physical distance and the longer and more continuous their involvement is, the more likely is their success. e) The complexity of planning and implementation requires new techniques for intersectoral planning, as it is impossible to proceed sequentially in an overlapping decision-making process. f) In terms of co-ordination of facilities on a city-wide scale, substantial savings occur when community resources (human resources, institutional resources, commercial establishments, etc.) are used for the educational program. Difficulties arise in respect of the pursuit of the resources 8 own objectives, and where they need to protect themselves from being depleted. The danger remains on both sides: schools may be inundated by public use, and community resources may be inundated by educational uses. • 87
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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
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
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79: 86. He organised marathon basketbal
Page 80 and 81: school, (the largest In New Jersey,
Page 83 and 84: Part Two CO-ORDINATION ON A CITY-WI
Page 85: was conducted, neither of these pla
Page 89 and 90: ORGANIC GROWTH OF THE COMMUNITY SCH
Page 91 and 92: "Almost without exception, the vari
Page 93 and 94: supermarket has proved to be an exc
Page 95 and 96: - working at a large enough scale;
Page 97 and 98: 126. The list of projects dedicated
Page 99 and 100: and to specific measurable educatio
Page 101 and 102: ii) Problems and Barriers 133. Desc
Page 103 and 104: Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106: open warehouse space into highly pe
Page 107 and 108: 107 PEB Secretariat
Page 109 and 110: parts of the community. He often co
Page 111 and 112: tion of new teachers; staff develop
Page 113 and 114: iii) produce a detailed planning pr
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
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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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