Involving users in the school design process

政府已承诺从2005- 2006年开始实施一项为期10-15年的英格兰和威尔士学校重建或翻新方案。为了使每一名中学生都能获得“符合世纪标准”的设施，本学年的基本建设开支将达22亿元。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，其规模之大是自19世纪世纪以来所未见的。“为未来建造学校”（BSF）项目引发了许多活动，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显着不发达”。设计理事会最近委托进行的一项文献综合审查显示，缺乏对有效学习环境的研究。关于物质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，有一件事强烈地显现出来，那就是建筑物使用者参与的过程与环境变化的成功之间的联系：“......学校使用者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，但也很明显，几乎没有详细的证据（不同方法的优缺点）作为设计这些用户参与过程的基础。在世界各地的小范围内，学校设计采用了渐进式方法，联合王国最近也出现了一波相关倡议（尽管数量仍然相对较小），这些倡议开创了各种方法（例如，学校工程、学校复兴项目和学校联合设计）。虽然这些举措取得了成功，但证据主要是轶事。尽管这一波活动和事实，DfES已经承认用户参与的重要性，仍然存在的问题，'.将建议和讨论与用户的协商，但协商的方式可能无法使有关各方满意，或产生有用的信息，以供规划过程使用。（Woolner et al，2005：41）这项研究将确定让用户参与学校设计和采购过程的有效方法，以支持提供以人为本的学校。虽然这项研究将为国际研究做出宝贵贡献，但它特别寻求为英国政策和BSF计划提供信息。该项目将包括对政策和研究文件进行文献审查，以确定在用户参与学校设计方面采取的各种办法、各种办法的优缺点以及有效解决用户参与政策问题的机会。对参与最近完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。该研究的核心将是4个案例研究，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。这项研究将产生用户参与学校设计的良好做法准则，以及将这些准则纳入政策的建议，这些准则将在受益者专题讨论会上发布。伦敦：设计理事会。Woolner et al，（2005）School Building Programmes：Motivations，Consequences and Implications.纽卡斯尔：泰恩河畔纽卡斯尔大学。

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.