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Environments  \nDESIGNING FOR EDUCATION  \nCompendium of Exemplary Educational Facilities 2011  \nThis work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.  \nPlease cite this publication as:  \nOECD (2011), Designing for Education: Compendium of Exemplary Educational Facilities 2011, OECD Publishing.  \n[http://dx.doi.org/10.1787/97892641](http://dx.doi.org/10.1787/97892641) 12308-en  \nISBN 978-92-64-11229-2 (print)  \nISBN 978-92-64-11230-8 (PDF)  \nPhoto credits: Cover © Photothèque Départementale – Conseil Général du Nord.  \nCorrigenda to OECD publications may be found on line [at: www.oecd.org/publishing/corrigenda](at: www.oecd.org/publishing/corrigenda).© OECD 2011  \nYou can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [rights@oecd.org. Requests](rights@oecd.org. Requests) for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d’exploitation du droit de copie (CFC) at [contact@cfcopies.com](contact@cfcopies.com).  \nDesigning for Education | 3  \nDesigning for Education  \nCOMPENDIUM OF EXEMPLARY EDUCATIONAL FACILITIES 2011  \nContents  \nForeword 4  \nAcknowledgements 6  \nIntroduction 7  \nPart One: Meeting the needs of education  \nChapter 1: OECD looking back over 50 years of educational buildings 13  \nChapter 2: Learning environments for the 21st century 19  \nChapter 3: Transforming spaces for learning 24  \nChapter 4: School building rehabilitation: thinking strategically towards excellence 34  \nPart Two: Exemplary educational facilities  \nChapter 5: Introduction to exemplars 45  \nChapter 6: Commendations 47  \nChapter 7: Multiple levels 73  \nChapter 8: Pre-primary and primary levels 117  \nChapter 9: Secondary level 175  \nChapter 10: Tertiary leve 221  \nAnnexes  \nAnnex 1: Classification of levels of education 244  \nAnnex 2: Contact information for schools 245  \nAnnex 3 : Contact information for architects 248  \nAnnex 4 : Copyright credits for photos and drawings 251  \nAnnex 5 : Index of exemplary educational facilities 253  \nIntroduction to the OECD and CELE 255  \n 4 | CELE | Designing for Education  \nForeword  \nEducation facilities are the theatre, the stage and the backdrop for learning at all levels from pre-primary to higher education and beyond. Educators everywhere are encouraging their students to explore more individualised learning and active engagement with learning within, and beyond, the classroom. As our approaches to teaching and learning evolve, so too must our learning environments.  \nHigh-quality education and skills development underpin innovation and economic growth. Schools, kindergartensand universities can also be an essential strand in a local urban regeneration policy. In times of budgetary rigour, investments in well-designed, multi-purpose local education facilities serve as a visible commitment to the community and a cost-effective way to revitalise local economies. CELE is leading the way in the international debate on the critical role of learning environments in supporting the needs of education and communities.  \nThis fourth OECD Compendium showcases inspiring examples of how we can improve physical learning environments from around the world. It testifies to the commitment of many governments to creating more sustainable, ma","cbCairzFypATE7U8","https://ap.wps.com/l/cbCairzFypATE7U8","pdf",45854361,258,"English","# Foreword\n# Acknowledgements\n# Introduction\n# Part One: Meeting the needs of education\n## Chapter 1: OECD looking back over 50 years of educational buildings\n## Chapter 2: Learning environments for the 21st century\n## Chapter 3: Transforming spaces for learning\n## Chapter 4: School building rehabilitation: thinking strategically towards excellence\n# Part Two: Exemplary educational facilities\n## Chapter 5: Introduction to exemplars\n## Chapter 6: Commendations\n## Chapter 7: Multiple levels\n## Chapter 8: Pre-primary and primary levels\n## Chapter 9: Secondary level\n## Chapter 10: Tertiary leve\n# Annexes\n## Annex 1: Classification of levels of education\n## Annex 2: Contact information for schools\n## Annex 3 : Contact information for architects\n## Annex 4 : Copyright credits for photos and drawings\n## Annex 5 : Index of exemplary educational facilities\n# Introduction to the OECD and CELE","[{\"question\":\"What is the main purpose of Designing for Education and the CELE compendium?\",\"answer\":\"It showcases inspiring examples of educational facilities and explains how learning environments evolve to support education and communities through flexibility, effectiveness, and efficiency.\"},{\"question\":\"Why does the foreword emphasize flexibility in learning space design?\",\"answer\":\"Because as pedagogy, technology, and community engagement change, buildings must allow for change and enable teachers to adapt environments to their educational goals.\"},{\"question\":\"Which educational levels are addressed in the compendium’s scope?\",\"answer\":\"It covers learning from pre-primary through higher education, with chapters dedicated to multiple levels, pre-primary and primary, secondary, and tertiary education.\"}]","Designing for Education - Compendium of Exemplary Educational Facilities 2011 | PDF",650]