Notes
Building Processes and Operations for Sustainable Learning Environments at Compulsory Schools
Reiko Shimokura (National Institute of Technology, Kure College)
The transition towards competency-based education requires us to rethink and update learning environments at compulsory schools. Providing a variety of furniture and small spaces in and around classrooms enables pupils to learn independently, socialize and collaborate. It is, however, challenging to provide places to promote active learning.
We conducted field surveys at nine compulsory schools in Sweden which pursue active learning and found three schools in particular which facilitate learning environments linked to their educational methods. The three are Kuskapsskoan Spånga, Vittra Brotorp and Glämstakolan. The first two are independent schools and the last one is a municipality school.
This paper reveals what distinguished these schools through the building process as well as operations after completion. The methodology is to compare differences between these schools and others. We conducted interviews with nine school principals, four education providers, the Educational Administration in Stockholm and the Stockholm school properties company.
The education providers, Kunskapsskolan and Vittra, each possess a unified vision of facilities planning. Kunskapsskolan has engaged an architect, retained to design the buildings and furniture. Vittra has facilities management guidelines in order to share their strategies with architects. These management strategies can be afforded because the education providers are private. Despite Glämstakolan being a municipality school, it also has thoughtful organization and special furniture. Schools normally select furniture and architects don't touch the subject, however Glämstakolan shared their educational methods with a few architects and planners when selecting furniture and even made original pieces. The planner comes the school periodically and advises on the furniture arrangement.
These three distinguished schools have opportunities and systems in place to share their educational visions. The findings highlight that a collaborative approach in the design and construction process as well as the operations are important in making innovative learning spaces for various pedagogical needs.