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By CABE & RIBA

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Some of these principles may be universal, whilst others may be highly context specific: 1. Understanding the local learning culture: Within each local context, the purpose of learning and the function of the ‘school’ should be defined as clear aims. This will become increasingly important as new models of learning emerge. The design (and the design process) of each education setting should take every opportunity to reinforce these aims; the environment can be a very powerful tool for learning. 2.

Understanding indirect relationships- policy, pedagogy and environment: Learning and education do not exist in a vacuum; many policies or protocols within the sector and indeed beyond the sector have a significant impact upon both learning and the learning environment. This includes capital funding regimes, employment issues, salaries, parental choice, and social policy. Greater understanding of the implications and more sensitive management of inter-related factors are required. 31 Investing in the renewal of a ‘safe’ school building stock without investing far more substantially than at present in research exploring radical alternatives is not justified.

The school clearly illustrates how radical approaches to learning organisation impacts upon every detail from the architecture to the school-parent relationships. 21ST CENTURY SCHOOLS: LEARNING ENVIRONMENTS OF THE FUTURE THERE ARE MANY ISSUES EMERGING THAT DESERVE FURTHER EXPLORATION, IF LEARNING ENVIRONMENTS IN THE FUTURE ARE TO SUCCESSFULLY MEET THE NEEDS OF YOUNG PEOPLE, THE COMMUNITY AND SOCIETY. HOWEVER WITHIN TODAY’S CONTEXT OF PRESSING NEED FOR ADEQUATE SCHOOL ACCOMMODATION, THE FIRST STRUGGLE IS TO CREATE THE SPACE FOR SUCH EXPLORATION AND REFLECTION.

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