Faculty of Education - Theses
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ItemSecondary school building design for the knowledge age( 2005)This study sought to identify, firstly, the social, economic and educational trends which may influence secondary schools in developed countries during the next ten years. Secondly, it sought to determine the extent to which these trends would impact on secondary school building design. Educational buildings can only be understood when considered in the context of their social, economic and educational environments. The literature has documented the significant changes which are occurring in the social and economic environments of developed countries. These changes, in turn, have impacted on the provision of education; particularly on the curriculum content and to a lesser degree, on the pedagogy. In time, these influence the physical environment of the school. A Delphi study was conducted with a panel of 46 international experts. The panel was divided into 23 architects and 23 educators who responded to three iterations of the survey. In the First Round of the survey, the panel identified 170 issues relating to societal and economic changes, educational changes and the impact these could have on secondary school building design for the next ten years. In the Second and Third Rounds of the survey, the panel rated the desirability-of-occurrence and probability-of-occurrence that these events would take place. Statistical measures were used to identify levels of consensus. There was strong agreement between the architects and educators on nearly all of the 170 responses. This was a significant finding which differed, if not contradicted, findings in previous studies. There was also a high level of consensus within the panel of experts that the desirability-of-occurrence for these responses was greater than the probability-of-occurrence. This study confirmed the major societal changes which are impacting on life in developed countries. Developments with transport and communications technology have severed the nexus between space, place and time - the foundations of traditional architecture. The necessity of a physical presence for human communication has eroded. This has called into question the need to attend school in the traditional way. At the same time there was a clear finding from the research that people were desirous of a re-conceived sense of community. Also identified were changes in the workplace. Structural employment changes, wrought by globalisation and the influence of all technologies, have had a profound effect on the nature and type of employment opportunities. This, in turn, has led to calls for alternative educational outputs from secondary and tertiary educational institutions. Educational changes identified included those relating to curriculum content and alternative avenues for learning. The panel recognised that the secondary school curriculum is broadening to include greater subject choice particularly with applied learning opportunities. Also recognised were alternative forms of learning based on the greater understanding, and application of, learning theories. Of particular significance is the impact of information and communication technology on the learning process. This study identified a need for secondary schools to be re-conceptualised. There was a desire for schools to re-integrate with the external community, and, at the same time, generate a higher level of community within themselves. The re-integration of schools in community calls for a re-evaluation of the 'stand alone' school. The community of learners within schools can be fostered by more appropriate design for informal and social interchanges. Learning spaces, too, must change from the traditional 'egg-crate' classrooms to a greater variety of spaces more suited to 21st century learning. The recommendations from this study include a re-examination of the provision of secondary schools to foster their greater relevance, and use as elements, of community infrastructure. A consideration of the concept of learning centres as opposed to secondary schools is recommended. These facilities could incorporate other community activities, be managed by entities other than state governments (in Australia) and generally be of greater value. Irrespective of the above, a further recommendation is that the design of secondary schools should be reviewed so that appropriate learning and social spaces can be incorporated within the school. The traditional 'egg-crate' model of secondary schools was a design for education in a previous time. In general, the findings suggest that the standard of amenity in secondary schools in the public sector is poor. Competition from the private sector is strong. If students are to be encouraged to stay on for the maximum time in secondary education, the places of learning must be conducive to learning and congregating. This study has also highlighted areas for further research, particularly in areas relating to the interface of school and community and appropriate learning spaces in secondary schools.