The prefabricated sectors could be made in third world countries by local companies that would be funded by agencies such as UNICEF and other Government and NGO grant schemes as well as by local investors if possible.

The Kits would also include all the necessary utilities, facilities, equipment, furniture, fittings and fixtures including computer and network systems to enable the school to be connected to the Internet. The architect would simply have to order the right Internet connection equipment (Satellite, WiMAX, Broadband or whatever)

A basic set of buildings kits could also be readily available for immediate despatch which would be ideal for emergency situations. A range of Kits could be designed for Schools, Hospitals, Rescue Centres, Emergency Shelters, Communication and Command Stations, and Basic Houses. In fact a complete set of buildings that would be required from the initial emergency to the rebuilding of the community, village, town, city etc. could be available (subject to funding that is).

Martin.

The future school will not only have to resist and respond to stronger natural forces (wind, water, earthquakes, etc) but also act as a shelter when necessary. In the industrial societies people take refuge inside schools and in developing nations children die inside schools. Obviously, something is not working properly.

Climate change will raise the sea water level; therefore we should establish minimum distances for schools from sea or river shores. We visited a school in Myanmar last year that had to be moved 3 times away from the increasing water level in the delta. Heavy rains can cause landslides and flooding affecting structures, placing children in danger.
Site selection for new schools must take into consideration such issues to guarantee the safety of students, and existing schools must reassess their situation and location in order to improve conditions.

Climate change is also a product of deforestation. West Africa has a deforestation rate of 80% and the lowest record on spending for education. The environment and education are 2 of the MDGs that countries are trying to meet. But in terms of school construction, we know that a school for 100 students will required several tons of wood – in which case the school itself will be increasing the problem of deforestation rather than helping to curb the activities. New technologies and construction activities must be studied and put into practice in order to allow schools to be part of the environmental as well as the educational solutions.

We are already familiar with the environmental challenges that both developing and developed nations will face over the next years. When talking about school construction in areas that are already being affected by climate change and will be affected further, what strategies should communities/governments/countries adopt to make sure their schools are resistant to the environmental change.

You also mention schools that go beyond national borders. What role do you see for architecture in fostering cross-border schooling?

Thank you,
Anya

Thank you for your good questions which will allow me to further explain the importance of schools and architecture within the role of education.

Child-friendly schools are “created” rather than built. What I mean by this is that we can take an existing school and progressively improve the learning environment to reflect CFS qualities and standards. For example if an existing school has a ratio of 1 toilet/latrine per 50 students (1:50), we can improve children’s lives by providing extra toilets to bring the ratio down to 1:20 which is the standard UNICEF advocates for. The recently published CFS manual (http://www.unicef.org/publications/index_49574.html) can give you a full view of the principles that are the foundation of these learning environments; health, nutrition, pedagogy, water/sanitation, design and construction are some of the underpinning elements necessary to create a healthy learning environment.

In terms of design features we need to clearly advocate and support the role of architecture when creating “unique” schools that reflect the cultural values and history of the place. So in essence a school in Thailand should not look like a school in Sierra Leone due to that fact that both countries have different cultures, climate conditions, natural resources, etc. Architecture can impact the way lives are lived!

When designing a school, safety should be at the top of any analysis that will determine the location and type of construction of the school. Building materials and labour force will also impact the outcome and final design. More and more we see that climate change is increasingly affecting the way we build structures and how structures should respond to natural disasters. More specifically classrooms should be well ventilated and provide adequate natural light and proper weather insulation from the elements (rain, snow, heat, etc), enough space for students (1.5 mt2) and above all they must be safe environments. In China’s last earthquake hundreds of children died inside schools because of safety issues and low construction standards.

The cost of building is a reality that cannot be avoided. The issue is how well the money is spent and how can we maximize the effectiveness of the investment. When we properly analyze the local environment and sun movement, we can make better decisions as to how best to place our schools within the site. For example, too much sun exposure can generate high heat gain, and low sun exposure will create dark interiors. This exercise does not cost any more money or investment other than a few hours of analysis.
When we compare the schools built in the last 40 years to the upgraded designs, there will be an obvious difference in cost. The problem is that we would not be comparing apples to apples. The real value of the investment is that CFS schools and learning environments go beyond text books by creating a larger social change within the communities they are built in.