Involving users in the school design process

政府已承诺从2005- 2006年开始，在英格兰和威尔士实施一项10-15年的学校重建或翻新计划。为了让每一位中学生都能拥有“21世纪标准”的设施，本学年的基本建设支出预计将达到22亿英镑。该项目要求学生具备采购、设计和建造教育建筑的专业技能和知识，其规模自19世纪以来从未见过。这个面向未来的建筑学校（BSF）项目推动了许多活动，大型建筑公司、建筑师和非营利公司都热衷于参与其中。然而，有人指出，“设计学习环境的科学目前明显欠发达”。最近由设计委员会委托进行的一项文献综述显示，缺乏关于有效学习环境的研究。关于自然环境对使用者的福祉、行为和成就的影响，很难得出明确的结论。然而，有一件事非常明显，那就是建筑用户参与的过程与环境变化的成功之间的联系：“……学校用户参与学校设计过程的程度和方式决定了最终设计的成败。（Greany in Higgins et al.:3）虽然从文献中得到的总体信息似乎很清楚，但同样清楚的是，很少有详细的证据（关于不同方法的优缺点）可以作为设计这些用户粘性过程的基础。参与式学校设计方法已经在世界各地的小范围内被使用，英国最近也出现了一波相关的倡议（尽管数量仍然相对较少），这些倡议开创了各种方法（例如学校工程，学校复兴项目和为学校而设计）。虽然这些举措取得了成功，但证据大多是道听途说。尽管出现了这一波活动，而且DfES也承认用户参与的重要性，但仍有人担心“……将建议和讨论与用户的协商，但可能无法以使有关人员满意或产生有用信息的方式进行，以供规划过程使用。（Woolner et al ., 2005:41）本研究将确定用户参与学校设计和采购过程的有效方法，以支持以人为本的学校的交付。虽然这项研究将为国际研究提供有价值的贡献，但它特别寻求为英国政策和BSF项目提供信息。该项目将包括对政策和研究文件的文献审查，以确定用户参与学校设计的各种方法，各种方法的优缺点以及有效解决用户参与政策的机会。对参与最近建成的学校的专业人员和用户进行的调查将进一步发展调查结果。研究的核心是4个案例研究，这些案例研究将跟踪4所学校的设计和采购过程，作为BSF计划的一部分。案例研究将侧重于描述和分析设计/施工团队与用户之间的沟通过程，确定这些互动对最终设计和用户本身的影响。这项研究将产生使用者参与学校设计的良好做法准则和将其纳入政策的建议，并将在一个受益者专题讨论会上发表。参考文献：Higgins等人（2005）《学校环境的影响：文献综述》。伦敦：设计委员会。伍尔纳等人，（2005）学校建设计划：动机、后果和影响。纽卡斯尔：泰恩河畔的纽卡斯尔大学。

The Government has committed to a 10-15 year programme of school re-building or refurbishment for England and Wales, commencing 2005-06. With the aim of achieving facilities 'of 21st century standard' for every secondary school pupil, the capital building expenditure is due this academic year to reach 2.2 billion. This programme calls for specialist skills and knowledge about the process of procuring, designing and constructing educational buildings, on a scale not seen since the 19th Century.This Building Schools for the Future (BSF) programme has fuelled much activity, with large construction firms, architects and not-for-profit companies all keen to be involved. However, it has been noted that 'the science of designing learning environments is currently remarkably under-developed'. A recent comprehensive review of literature commissioned by the Design Council revealed a lack of research on effective learning environments. Clear conclusions were difficult to reach with regard to the effects of the physical environment on users' well-being, behaviour and attainment. However, one thing that emerged strongly was a link between the process of involving the building users and the success of environmental change: '...it is the extent to which, and the ways in which, school users are engaged in the school design process that determines the success or failure of the resulting design.' (Greany in Higgins et al.:3)While the over all message from the literature seems clear, it is also clear that there is little detailed evidence (of the strengths and weaknesses of different approaches) on which to base the design of these processes of user engagement. Participatory approaches to school design have been used in small pockets around the world and the UK has also seen a recent wave of relevant initiatives (though numbers still remain relatively small) which have pioneered a variety of approaches (e.g. School Works, Schools Renaissance project, and joined-up-design-for-school). While such initiatives have seen success, evidence is largely anecdotal. Despite this wave of activity and fact that the DfES have acknowledged the importance of user involvement, there remain concerns that '...consultation of users will be recommended and talked about, but might fail to be carried out in a way that satisfies those involved or produces useful information to feed into the planning process.' (Woolner et al, 2005:41)This study will identify effective approaches to user-involvement in the school design and procurement process, in order to support the delivery of people-centred schools. While the research will provide a valuable contribution to international research, it seeks in particular, to inform UK policy and the BSF programme. The project will include a literature review of policy and research documents to identify the variety of approaches taken to user involvement in school design, the strengths and weaknesses of various approaches and opportunities to effectively address user-involvement in policy. A survey of professionals and users involved in recently completed schools will further develop the findings. The core of the study will be 4 case studies which will track the design and procurement process of 4 schools as part of the BSF programme. The case studies will focus on describing and analysing the process of communication between the design/construction team and the users, identifying the effect of these interactions on the resulting design and on the users themselves. The study will result in good practice guidelines for user involvement in school design and recommendations for their integration into policy, to be launched at a symposium for beneficiaries.References: Higgins et al (2005) The Impact of School Environments: A Literature Review. London: The Design Council. Woolner et al, (2005) School Building Programmes: Motivations, Consequences and Implications. Newcastle: University of Newcastle upon Tyne.