By Organisation for Economic Co-operation and Development Staff Staff
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The agreement also considers the “School Strategic Plan”, which includes assessments of property and available funding and the established 10-year property plan. The total value of projects is based on a pre-determined budget, calculated according to the size of the school and previous expenditure on buildings at the school. The total funding pool available to all schools is based on an annual depreciation calculation for all school buildings. • Successes. Results of a recent survey indicated that 95% of schools were satisﬁed with the new system, which allowed them to target funding more accurately and spend money on several smaller projects, rather than waiting for larger problems to arise as evidence of need.
G. ﬁttings, wall lining), roof, ﬂooring, windows and other buildings; “services” refer to ICT, security, water, electricity, heating, ventilation and air conditioning; and “grounds” refers to paving, playing ﬁelds and entrances. Source: Ministry of Education, New Zealand. 14. Beneﬁts of 5YA, New Zealand (2000-03) Percentage of respondents* who believe that 5YAs have provided certain beneﬁts to educational facilities and management: A lot Moderately To some extent A little Not at all Ability of 5YA to: Innovate Better integrate funding Maximise funding Increase certainty of funding Provide opportunity to self manage Align educational property with educational priorities Enhance school culture Enhance development of overall property strategy 0 20 40 60 Percentage of respondents 80 100 * Boards of trustees in participating schools responded to this survey.
Teachers should therefore engage with students, designers and others to help shape future learning environments and to create comfortable, effective staff spaces outside the classroom. 36. Reece High School, Devonport, Tasmania, Australia Canvassing community commitment to rebuilding a school. Reece High School was destroyed by arson on 5 December 2000. The redesigned school, which was completed with a modest budget two years after the ﬁre, is an example of how a successful 21st century learning environment can be created through the combined efforts of the planning and architectural team, parents, staff, state government ofﬁcials, local school personnel, business owners and civic/cultural organisations.