It has been a common observation that when schools are built, the emphasis on the finer correlations between pedagogy and infrastructure is missed out. Typically, school promoters emphasize on the construction of a school building which is just in compliance with a given board of affiliation. The directions given by the education boards or councils are generic, primarily containing the directives about the size of the school land, the area of the labs, playground, number of facilities and the size of the classroom. Then, as a measure to preclude crowding, maximum strength a class is fixed.
Despite the competition between schools, the learning environment design does not find the place it deserves. Those who want to start a school and take school building as a brick and mortar construction with only quantitative not qualitative difference from any other sort of building, are not few. In the resulting scenario of sheer ignorance or compromise, ideas of ‘collaborative learning’, ‘interactive learning’ and campus experience turn into irrelevant terms with hardly any impact on teaching-learning practices of schools and boarding schools are no different from bunkers. We have seen that the school promoters often find it difficult to understand the emphasis that is placed on the master plan and architecture by the international education organizations.[….]
We recommend school promoters to opt for school master plan, school architecture and school interior designing services from professional agencies with exclusive expertise in designing 21st-century learning environments.
Vinod Kakumanu 2018
Read more: https://www.schoolserv.in/impact-of-school-architecture-and-master-plan-on-learning-outcomes/
Knightsbridge International School Morges (former LLIS)