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    Technical education Guidelines

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    Technical education Guidelines

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    Unesco Tvet Buildings

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    Technical education Guidelines

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    GUIDELINES FOR PLANNING OF. FACILITIES: FOR TECHNICAL. ‘AND? WOCATIONAL "EDUCATION Dewey 7. Selected bibliography Ader, Jean, Butlding implications of the milti-option school. Paris, ORGD, 1975. 109 p. (ORCD Programme on educational building). Bareither, Harlan D. and Jerry L. Schillinger, Untveretty space planning. University of Illinoise Press, Urbena, Chicago, 1968. 153 p. castaldi, Basil. Creative planning of educational facilities, Chicago, T1l., Rand Menally, 1969. 363 p. Colombo Plan Bureau, Colombo. Seminar on National Planning of Vocational ‘and Teohnical Training, Kathnandu, June 1972; summary record of pro- ceedings. Colombo, 1972. 111 p. Council of Educational Facility Planners. Guide for planning educational facilities, Columbus, Ohio, 1969. 204 p. Hummel, Robert Bavard. Educational planning procedures for school build- ‘ing construction. Ann Arbor, Mich., University Microfilms, 1961. Mh p. Dissertation (Ea.D.) University of Southern California, 1961. Meckley, Richard E, Planning facttities for oocupational educational progran, Columbus, Ohio, Charles E. Merrill, 1972. 161 p. Pakistan, Education Conmissions Reforms. Manual of standards for poly- technic institutes; report of Technical Education Standardization Con- mittee. Karachi, Government of Pakistan Press, 1962. 255 p. Pearson, Eric. School building and education change. Paris, OECD, 1915. 59 p. (OECD Programme on educational building). Ritzen, Josef M. and Judith B. Balderston, Methodology for planning technical education, with a case study of polytechnics in Bangladesh. New York, Praeger, 1975. 161 p. Unesco-UNDP Special Fund Component. ‘Thonburi Technical Institute, That- land report prepared for the Governnent of Thatland. Paris, Unesco, 1969. 52 p. (Unesco-UNDP Special fund component report series no, 14) Boole polyteahnique de Téhéran, Yapport établé a L'intention a (Unesco-PNUD, du gouvernment d’Irun, Paris, Unesco, 1967, 60 p. Elément fonds spécial, collection des rapports, 1). Asian Centre of Educational Innovation for Development, Bangkok. Unesco. 7 32 p. (Baucation Centralized workehops in Singapore. Bangkok, 1975. and work, 1). a Guidelines for Planning of Facilities for Technical and Vocational Education ABSTRACT Monograph; provides guidelines for planning facilities for technical education and vocational edu: cation; defines technical education and vocational ‘education and describes constraints in resources impeding development; discusses facilities planning in relation to building remodelling and construction of new buildings; describe preparation of educational ‘specifications for buildings, furniture, equipment and sites; illustrates need for space standards in relation to group size; discusses planning for equip- ment and furniture and outlines methodology of planning costs. EB EDUCATIONAL BUILDING REPORi 10 D> GUIDELINES FOR PLANNING OF FACILITIES FOR TECHNICAL AND VOCATIONAL EDUCATION by Amphon Pitanilabut ) UNESCO REGIONAL OFFICE FOR EDUCATION IN ASIA AND OCEANIA BANGKOK, THAILAND © vneso 1979 Published by the Unesco Regional Office for Education in Asia and Oceania ‘920 Sukhumvit Road C.P.O. Box 1425 Bangkok, Thailand Printed in Thailand Opinions expressed in this publication represent the viewe of the author and do not necessarily coincide with the official position of Unesco. No expression of opinion ta in- tended herein concerning the Legal statue or the delimitations of the frontiers of any country or territory. Chapter One Chapter Two CONTENTS : Background D0 0 u oO Preliminary considerations « Chapter Three : The approach to facilities planning Chapter Four : Group sizes Chapter Five : Space standards 5 =o uo Chapter Six Equipment and furniture. Chapter Seven : Cost planning for buildings, equipment and furniture. Chapter Bight : Conclusions ANNEXE: Annex 1 : Preliminary enquiry form... Annex Il : Model scheme of a vocational training centre with 368 places and offering 12 trades: India Annex Ill : Model schedule of instructional facilities for an Institution offering diploma courses : India Selected) bibliography) fy tet te ete ‘The author 10 14 7 24 28 32 34 36 41 42 LIST OF FIGURES 1. Land acquisition =... on 2, Site work aoe 6 4 6 3, Utilities 5 6 0 6 OG 4, Buildings 5 6 oo 5 G 0 6 oO 5, Flow chart of facilities development programmes - technical education a6 ee rr 6. The nature of a practical activity determines group size 7. Benches as a basis for sub-group size... 8, Circulation area varies with the plan arrangement selected . 9. Example of drawing showing critical dimensions of loose furniture for yocational schools in the Democratic Republic of Afghanistan = ee LIST OF TABLI 1, Example of preliminary assessment of a site for technical education - 2. Relationships between group size, activities and required facilities 9. eee 3. Factors affecting the provision of space in dining halls, kitchens and libraries : a6 4a. Schedule of accommodation for a 576 place vocational school inthe Democratic Republic of Afghanistan 4b. Space analysis for a $76 place vocational school in the Democratic Republic of Afghanistan =... 5. Variations in per place area and per place cost with the number of places ina school. 5 0. 6. Phasing of facilities programme . . . . 7, Example of a master equipment list =... 8. Example of detailed description of equipment oo 9. List of loose furniture @ 6 6 a 4 10, Estimated project cost - summary sheet vi we ee 15 15 18 26 16 21 22 22 23 23 25 25 26 31 Chapter One BACKGROUND This report provides general guidelines to the planning process leading to the construction of facilities for vocational and technical education. As its concern is with process rather than product, it does not attempt to deal with the design of specific types of vocational schools or technical colleges. Sub- sequent Educational Building Reports will provide guidelines for detailed design in response to specific problems. For the purposes of this and subsequent Reports on facilities for vocational and technical education, the following definitions from the Unesco: IBE Education Thesaurus,? are used: . Technical education ; Formal education designed to provide knowledge and skills underlying production processes with a wider connotation than vocational education at secondary or higher level. Vocational education Formal education designed to prepare for skilled occupations in Industry, agriculture and commerce, generally at secondary level. Education of either type deals with people and their preparation for employment. Its major roles include the training of young men and women who are about to enter the labour force and the retraining and upgrading of those who are already employed. In both cases vocational and technical educa- tion programmes will be related to national manpower demands. Formerly in all countries of the Asian region, vocational education depended largely upon non-formal apprenticeship training; skills in various trades being handed down from father to son and from generation to generation. In more recent years however, the need for skilled workers and for competent technical staff has sharply increased and the pressures thus generated have been reflected in many countries by the establishment of skill training institutions. Often the model adopted has been that of a western country having a quite different socio-economic background from the country in which it has been In- troduced. Such adoption, it seems, 1s of doubtful value for, while some tech- niques and their associated training requirements are universal, introduction 1. For example: B.B. Report No. 11 provides detailed guidelines for ‘the design of technical schools. 2, Unesco. The Unesco: IBE education thesaurus. The Unesco Press, Paris, 1975. Planning technical and vocational schools in another socio-economic context should always be accompanied by a critical assessment of their real worth and adaptability to local needs. This study is based not only on the experience of the author but also on information obtained from available documents and from observations made during short visits to a few Asian countries. The main issue discussed in this context will be that of an approach to realistic planning of facilities for techni- cal and vocational education, with special emphasis on problems peculiar to this region. ‘The main objectives are as follows: 1, To identify specific problems encountered in providing facilities for vocaticnal and technical education; 2. To suggest methods of planning the facilities at various stage 3. To encourage education authorities in the countries of the Asian region to establish norms and standards which relate to future planning for technical and vocational education; 4. To provide guidelines for educational planners and architects involved in planning and designing technical and vocational edu- cation facilities. Facilities programmes for technical and vocational education are con- strained in a variety of ways, many of which are common in most of the coun- tries of the region. Constraints and problems should be thoroughly identified before policies and strategies for development can be established on a realistic basis. Programmes are mainly constrained by : 1. scarcity of resources, resulting in sub-standard and poorly equipped buildings; 2. shortage of funds for maintenance programmes with the consequence that buildings and equipment deteriorate very rapidly; 3. absence of proper mechanisms for planning and budgeting. It is essential that a planning mechanism be incorporated in the programme to cope with year-by-year as well as with long range changes in the programme. 4. education having no background or training in facilities planning; 5. architects unfamiliar with the specific requirements for training activities in certain occupational areas; 6. lack of standards and other data to which educators and architects can refer; restrictions in currency exchange which hinder the essential import of equipment and the spare parts needed for It; unreliable public utilities as, for example, voltage fluctuatl. “the electrical supply which can seriously damage equipment and t- ceby affect whole training programmes. Chapter Two PRELIMINARY CONSIDERATIONS In planning educational facilities, planners and architects commonly face the following problems : 1, The modernization of existing facilities; 2, Additions to the existing facilities or modifications to internal spaces; 8. The acquisition of land-and the design and construction of new buildings. Occasionally the work to be done may involve solutions to combinations of these problems as, for example, when old buildings are remodelled, the site extended and new buildings added to the existing building complex. Changes to existing facilities It will usually cost less to modify the existing facilities than to start a new building programme. For this reason, it is always necessary, where existing facilities are available, to make a careful assessment of thelr adapt- ability to the new requirements from both economic and edv-ational view points. Sometimes the teaching/learning environment can be improved in this way, not only more cheaply, but also in a shorter time than would have been the case had new buildings been constructed. Renovation and modernization can often bring about serious problems of scheduling because the teaching and learning activities must go on while the construction work {s in progress. If alternative facilities are not available, temporary shelter has to be provided so that educational programmes can con- tinue for the often quite substantial periods of time taken for the construction work This particular difficulty is often Increased by the problem of getting a realistic assessment of the bullding elements needing replacement or major repair and of the time the work is likely to take. For the architect, this type of work Is often (wrongly) thought to be non-challenging in nature and many designers shy away from it. Quite often, too, the work, once started, Is found to be far more extensive than had been anticipated, for it is not easy to delect damage and deep-seated deterioration in a superficial survey. Hence it is always Important that buildings destined for renovation should be thoroughly inspected, preferably by a qualified and experienced technician, Useful guidelines for the assessment of building condition should be pro- vided and include consideration of the following : Planning technical and vocational schoola = Structural frame Roof framing - Floor structure and flooring + Roofing and gutters - Walls and partitions Fixed equipment and fixtures = Doors and windows Services - Cellings The items requiring replacement or repair should be carefully listed, together with the suggestions for improvement. Information gathered at this stage will be valuable for the preparation of drawings and specifications at later stages. For example, it may be proposed to replace the existing roof covering of a workshop with a more durable material, or to improve the visual environ- ment ina laboratory by providing more windows and redecorating the internal surfaces In lighter colours. In dealing with a renovation programme, both the technical and the functional aspects of Improvement must be carefully welghed in making the final proposals. The structure Itselt 1s, of course, one of the main Items to be considered, If the building itself 1s structurally unsound, it will endanger the safety of the occupants. To restore such a building to an acceptable standard of structural condition may sometimes involve very heavy expenditure and, where this is the case, the proposals to renovate the building may not be justified. In consider- ing the costs of renovation of an existing building it will also be Important to assess its ultimate suitability In relation to its educational function, adaptability, maintainability and its general appearance from an aesthetic viewpoint. If the cost of renovation Is likely to be of thé order of 50 per cent of the cost of pro- viding a new building to replace the old one, then it will usually be found advis- able to Jeave it as it is or to use it for other purposes such as storage. Demolition Bullaings intended for teaching and learning should no longer be used if: 1, The spaces in the building cannot easily be converted to meet the functional requirements arising from the introduction of new or different technical or vocational education programmes; 2, The building cannot be modified to meet the new needs at reasonable’ “costs 3. The building is structurally unsound and cannot be made safe at reason- able cost; ‘ 4, The building is so badly located on the site that desired expansion is impossible. In any of these circumstances, demolition may well be the most appropriate course of action to be recommended. Normally, it will be important for demolition work to be carrled out after the completion of the new building so that teaching and learning programmes cant be continued while the new building \s being constructed. Sometimes; of course, demolition can be delayed and the old building used for a limited period for ancillary purposes such as a garage, for material storage and the like, 6 Preliminary considerations ‘The most difficult situation arises, however, where old buildings have to be demolished to-make way for new buildings to be constructed in more or less the same place. In such cases teaching schedules will be disrupted and alter- native, temporary facilities will have to'be provided. Where the buildings affected are workshops, then one way out of the difficulty 1s to deal with the theoretical aspects of the subject In the classrooms while the new workshops are being built, and to complete the practical work at a later stage. New buildings on a new site ‘The location of a site is a matter of more than usual importance. Ideally the site should be located in areas in which there 1s great demand for technical and vocational education; that 1s in close proximity to industry. This will facili- tate career contacts and give industrial workers better opportunities to attend the institution to upgrade their skills and knowledge from the training program- mes. Good siting of the institution in an industrial area will, moreover, be + beneficial to the teaching and learning process due to the opportunities that will exist for in-plant experience for the students. In addition to this criterion for site selection, the suitability of the site should also be assessed in relation to other factors that have a bearing on the effectiveness of any training programmes that may be developed. In the first place, the area of the land available should be sufficient for the proposed edu- cational facilities. In this context, the buildings which will occupy a consider- able area of the site will be the workshops for practical training, The site should also have sufficient area for : = bulldings for administration and classroom teaching; ~ buildings for communal activities such as libraries, canteen etc. ; ~ buildings for practical teaching including laboratories as well as workshops} = traffic circulation; roads (for material delivery) paths; parkinj - buildings for student and/or staff housing; = physical recreation. Although land values vary from place to place, the cost of land for techni- cal or vocational education will, compared with that for primary or secondary education, usually be found to be high and to this must be added the cost of site development and Infrastructure which are of critical Importance in this area of education. Site surveys to assess the sultability of land should thus be very thorough and provide information on boundaries, existing buildings, availability of services (water, electricity etc. ), contours, surface vegetation, drainage, sub-soll characteristics, etc. An analyals of the data collected will enable planners to reach a final decision on the desirability or otherwise of site acquisition, Such a decision may be based on the result of site analysis as exemplified in Table 1, In addition, in tropical monsoon areas there 1s aiways the risk of occasional storms and floods which can cause serious damage to expensive equipment in single storey workshops and damage services such as power lines. ‘The reliability of public services must thus also be carefully checked and In 7 Planning technical and vocational echoole Table 1, Example of preliminary assessment of a site for technical education Site condition Conclusion Poor sub-soil conditions = possibility of settlement ~ requires expensive special foundations Non-existence of adequate drainage - flood-prone area on site and In locality > unhygente - requires expensive drainage work to make fit for construction and use Non-existence of public utilities - water, power, gas, sewers, essential near to the site for training programmes + high initial development cost for bring- ing utilities to the site Narrow frontage = difficulties in building layout = higher costs for longer site roads and utility nes Lack of nearby basic social and - inconvenience in living conditions community amenities for staff and students some cases the cost of stand-by generators, pumps and water storage tanks must be added to initial estimates of the capital investment required. Figures 1to 4 indicate the main items to be considered in relation to the sequence of operations for site acquisition and building construction. Figure 1. Land acquisition DEMOLITION OF EXISTING STRUCTURE AND SUS- STRUCTURE > eecrRiciTY CONNECTION OF - TELEPHONE UTILITY LINES - WATER $ = SEWERS = GAS Preliminary considerations Figure 2, Site work EXCAVATION FILL AND cor LANDSCAPING CEARING AND GRADING KX: Zo oe ene, yen A Es EP raostan gat = CAR PARKS. = PLAYING FIELD PREPARATION y = FENCE AND GATE Figure 3. Utilities WATER SUPPLY SYSTEM POWEE SUPPLY SYSTEM OTLITY MAINS = ELECTRICAL = TELEPHONE a = PUBLIC ADDRESS 4 = Gas ~ SEWERAGE = WATER = DRAINAGE Figure 4, Buildings UT PHASE BUILDING. Chapter Three THE APPROACH TO FACILITIES PLANNING Relation to educational programmes ‘The facilities provided should obviously meet the functional requirements of the planned educational programmes, both quantitatively and qualitatively. From this it follows that educators will have to spend time in drawing up educa- tional specifications which will form the basis for long-term, total development. ‘The policies and standards decided upon will dictate the nature of the teaching/ learning activities which, in turn, will lead to decisions on the types and number of different facilities to be provided. ‘The abstract part of the educational specification dealing with educational philosophy and concepts is usually of little consequence to facilities planners. However, planners should familiarize themselves with the overall aims of tech- nical and vocational education as this will help to develop insights into the prob- lems of manpower development. These insights will enable them to discharge their responsibilities more effectively. Statistical information ‘The section of the educational specification providing the most useful guideline for the planning process Is likely to be that including the analyses of Programmes, data, schedules and Information expressed in terms of tangible, numerical values. These values may include areas of occupational training, the sizes and numbers of teaching units, the student population, the ‘levels’ of training and other Information on development policies. Detailed descriptions of teaching/learning activities for various occupational areas and of thelr inter~ relationships should also be sought. Analysis of all this Information will provide a basis for more efficient preparation of the economic requirements for space and for instructional equip- ment. Research and development ‘The planning of facilities for technical and vocational education requires much more research and development than 1s needed in planning facilities for general education. The design of specialized accommodation involves more complex architectural and engineering work in providing spaces for special types of training and in the installation of equipment and services in these spaces. Such complicated work requires close collaboration with the educators speclal- izing in each of the fields for which facilities are to be designed. 10 Planning technical and vocaticnal eohools ‘The educational specification ‘The comprehensive educational specification, mentioned above, 1s pre- pared by a team of educators and planners, It forms the basis for the building programme from which the team of architects and engineers develop the re~ quirements into functional building designs. In its developmental work, the team will need to lean heavily on trade specialists whose guidance will be re- quired in Identification of the main items of equipment to be installed, the lay- out of the equipment and the services needed. Planning responsibilities In the Initial stage, the responsibilities for planning should be assumed by a group of educators, The leader of the group should have competency in one of the occupational areas for which the facility is to be provided and experi- ence in planning and administering similar programmes. The other members of the group should comprise specialists in appropriate trades or technologies and be drawn from institutions similar to that for which they are to provide planning guidance. Experienced teachers having a broad knowledge of the trade or technology for which programmes are to be provided In the new Institution, will be the most suitable candidates for membership of the planning group. ‘The detailed responsibilities of this group will include a survey of require- ments, collection of pertinent data, development of policies and strategies and Initlation and analysis of innovative solutions to the problems posed, Essential activities will include the establishment of or revision of standards, preparation of schedules of accommodation and instructional equipment, determination of the arrangement of teaching spaces, and of thelr relationships to each other as well as of the grouping of equipment within them and finally the related facilities needed, ‘The studies and surveys of the planning group should be supplemented by reviews of objectives, preparation of work schedules and by visite to similar institutions in the vicinity where useful Information can be obtained from com- petent staff members, Im making surveys and developing the studies, several techniques may be used. These include use of available documentary sources in the form of publi- catlons from the parent Ministries and research institutions, interviews, ques- tlonnaires and visual observation. Initially problems in planning and program- ming will have to be identified and vet in context so that the relevant sources of information can be reached. Significant data must be sorted out, then arrange- ments made for its editing, codification and tabulation, ‘The planning process ‘The initial stage of planning should proceed according to the following sequenc: a) Roughly outline the facilities needed for implementation of the programme; b) Identify the spaces needed for : = non-specialized accommodation ~ specialized accommodation : 2 The approach to facilities planning ~ communal facilities ~ living and recreational facilities; c) Compile and assess the proposed accommodation standards; 4) Prepare a provisional Ust of equipment and furniture; e) Gather information from past records and calculate past unlt costs; f) Prepare a cost estimate. This process would be followed by macro-planning based on cost per student or area per student methods and by detailed planning in which standard teaching units are {dentified and described and standards for equipment estab- Ushed and applied. Figure 5 summarizes the total planning process and shows hov: the work of the group concerned with the preparation of educational specifications flows on into the work of the team of architects and engineers concerned with detailed design. Figure 5. Flow chart of facilities development programmes - technical education Curriculum development Prepare educational specification L Determine focilities ro Equipment needed Specify main item ‘of equipment Educationists and ” ‘rade specialists Building and furniture [ isenity specialized ‘end non-specialized I ‘accommodations Prepare laboratories layout Determine services and utilitos needed Propare master | 7 ‘Specification writing Bidding end contract awards Delivery and | ‘ecceptance Preparation of drawings and Architects and_ engineers Bidding and contract awards Construction installation of equipment and furniture 13 Chapter Four GROUP SIZES In technical and vocational education the sizes of groups of students for various types of activity are both more complex and diverse than is the case in general education where, by and large, the groups are uniform in size, If both teaching and learning are to he effective, then the teaching groups in technical and vocational education may range from the very small (eight students in a practical, woodcutting machinery group) to the larger groups of from 30 to 40 students. Group size will depend on many factors—type and level of activity, safety requirements; possibilities of and needs for supervision and the arrangements of work spaces. Combinations of smaller groups into larger are also possible. For example, where study groups are kept small due to the nature of the practical activities, two or three groups can be combined for sub- Jects such as draughting or mathematics. As a general rule, the nature of the practical activities determines the group size. Where the practical work requires comparitively smaller equip- ment, larger group sizes are common. Conversely, where the equipment is much larger, then the group size will usually be smaller. 4 Grow ‘Typical of this situation are typing and welding activities. A typing group might well comprise 36 students and a welding group, each member of which requires an Individual booth, 12 students. Figure 6 illustrates this situation. Figure 6, The nature of a practical activity determines group size oonoongd orm moooag mo ooo0oooao cols ooogo00 om nooooo0 onnAnono Zn Typing Gas Welding From observations made in a number of countries in the Aslan region, teaching groups are made up of sub-groups of four students. Group sizes are commonly in the range, 12-16-20-24-28 students, The baeis for the sub-gzoup- ing seems to be that of the system of work assignment In the practical areas. Four-station bencheo are very common and sometimes two-station benches are used in certain situations, as shown in Figure 7. Figure 7. Benches as a basis for sub-group size ab af Fouir Station Bench Two Station Bench Planning teohnical and vocational schools Because of thelr high cost, facilities for technical and vocational education have to be used to the maximum. It 1s thus important that the sizes and numbers of teaching spaces should be identified clearly at the earllest stage, preferably during the preparation of the educational specification, This 1s because deci- sions on facilities requirements in terms of spaces, equipment and furniture, will be based on the number of students In each occupational area and on the total student population of the institutton. Table 2 gives some examples of relationships between group size, activi- tes and the sort of facilities that might be required. ‘The number of students, nature of the activities, the equipment and furniture and thelr arrangement deter mine the total area required for each space and group of spaces. Analysis of these requirements leads to the establishment of space standards which are usually expressed in terms of area per student. Table 2, Relationships between group size, activities and required facilities Size of teaching Type of nai Activities | ocommmodation [Furniture [_ Pantpment Small group _| Arc Welding | - Welding Boothes | benches |- Welder, Arc 12-16 students ~ Bench Area - Storage - Assembly Area | cabinets ~ Material Storage |- Boothes = Project Storage | and Hoods Cabinet - Machine Area |- 2 Station |- Wood-working making - Bench Area Benches | Machines = Assembly Space |- Cabinets | - Standard ~ Fishing Room ~ Shelves Tool Kits - Storage Medium group | Drafting | - Drafting Room |- Drafting | - Drafting ~ Storage Tables Equipment = Stools ‘Typing ~ Typing room - Typists' |- Typewriters chairs | - Duplicating and machine tables —__ + ___}_____ Large group | Lecturing | - Lecture Theatre |- Closed | - Teaching 90-120 students | viewing seat media e.g. movies chair Projectors with writing space 18 Chapter Five SPACE STANDARDS ‘The cost of facilities for vocational and technical education Is always high and there is thus a need for rigorous control over what 1s planned to ensure that money is not wasted. Space standards help In achleving this end as well as providing guidance to the designer on the educational need for space. Many factors affect the amount of space finally provided, one of which Is the way that teaching spaces are grouped together. Laboratories and workshops for various occupational areas can be arranged so that they are all in one, single-storey bullding, in a multi-storey building or separately with workshops in one block and laboratories in another. Whichever arrangement 1s adopted will affect the amount of bullt space required, the amount of land needed and, In turn, both pf these factors will directly affect the cost. Figure 8 shows typical arrangements of buildings for technical and vocational education in the countries of the Asian region. From it can be seen that the amount and thus the cost of circulation space varies depending upon the grouping adopted. Space standards In the teaching and learning areas will vary, depending on the purpose for which the space Is to be used. In textile technology and the printing trades, much of the space will be occupied by machines, In other areas, the size of the projects may be an important factor in allocating space. ‘This {s the case in carpentry workshops where students may work on framing- up full size roof trusses and In the auto-repalr shop where the students will be engaged in working on one or more motor vehicles. In all these types of activity the area per student will be comparatively high. ‘The main factors affecting the allocation of space and thus the deter- mination of space standards are summarized below : 4) The number of students; b) The equipment - number of items, size, required clearances for ‘ ‘operation; ¢) Furniture - number of tems, size and spacing; 4) Size of project assembly area and live project working stations. But, beside the space essential for the activities In the workshop or laboratory, provision has to be made for other related ancillary activities. This may include teachers’ offices, material stores, project stores and Preparation roams. An allowance of about 30 per cent of the workshop area should be added in calculating the total area for each particular activity. ‘The planner is, of course, interested in space standards ae they can be used for framing initial estimates of cost, for determining the size of sites needed and 7 Planning technical and vocational schools Figure 8 Circulation area vaties with the plan arrangement selected |. ONE BUILDING WITH SEVERAL AREAS OF TRAINING Single —} = Same ames a antenel Peal Smee ara es eae fe con ou si feat xa write baere! wa fe lee eee cae ae to provide guidance to the designer through the education brief. The designe: however, will need to make a very much more detailed study In order to deter- mine the elze and quality of space needed, An Idea of the Importance and com~ plexity of this task is provided by Annex 1, Workshops and laboratories are commonly categorized as ‘heavy’ or ‘light’, according to the nature of the activities. The following provides an example of the differences in respect of standards that might be expected in ‘heavy' and ‘Light’ workshops and laboratorie: 18 Planning technical. and vocational schools a) Heavy’ workshops (auto, machine, cabinet, electric, sheet meta}, body and fender work, welding, cazpentry, cooking and baking, graphic arts). ° Space are metres per student 5 In the space Minimum 10 Adequate 5 Desirable 20 5) "Light" workshops and laboratories (drafting, power, sewing, radio, industrial science). Space Square metres per student in the space Minimum 5 Adequate 75 Desirable 10 It is rcressed that the above 1s purely an example to show the differences between iseavy' and ‘light’ workshops and laboratories and is a standard used in a particular country. Each country will have to decide on its own standards. Few Asian countries would regard the 10 sq. m. per place, given in the example for drafting, as reasonable and even the minimum of 5 sq. m. might be thought wasteful. Information regarding the derivation of standards for workshops and their applications will be found in the Iiterature on school building design, some items from which are included in the references in this Report. Further information will be found in subsequent Reports to be published as, for example, Educational Building Report No. 11 which will deal with the design of technical schocis. Examples of space standards for accommodation other than workshops and laboratories, will be found In Annexes II and III. However, to provide guidelines for the planning process, factors to be considered in the application of standards for non-teaching areas are Usted in Table 3. ‘The relationship between teaching and non-teaching accommodation is well exemplified In Table 4, which is the accommodation schedule for a new 576 place vocational school in the Democratic Republic of Afghanistan, The table shows, first, how the numbers of teaching spaces are calculated and, secondly, the areas of teaching and non-teaching accommodation. A similar method of approach can, of course, be applied to a school of any other size and having any other curriculum. Another consideration that is of great importance to the planner is the size of the school. A furthor example from the Demoeratic Republic of Afghanistan (Table 5) shows clearly that as the number of places increases, the per place area and hence the per place cost, reduces. The reduction in per place cost as between a 384 place and a 960 place school Is of the order of 13 per ct:<. Coupled with this, It should be noted, there Is Ikely to be much better utilization, in per cent, of workshops and laboratorles and thus much better use of very expensive equipment, in a larger than ina smaller school, 20 Space standards Of course a.new technical or vocational school such as that for 576 places, described in Table 4, would not be fully occupled the first year it was opened for the student population would build up year by year. If a projection can be made of the new enrolment for each new academic year until the original first year students reach and enrol for their final year, then accommodation can be provided (In advance) by phases to meet the annual needs up to final completion of the whole bullding complex, Obviously in phasing construction as shown in Table 6, 1t would be necessary to construct all the non-teaching areas in the first phase and Just sufficient classrooms, laboratories and workshops for the first year, Further teaching accommodation can then be built in phases, de- pending. on the educational programme and the length of the course. But, if the building is actually constructed, however, it will be Important that, when finished, it meets the standards that have been established at the planning stage. Table 3. Factors affecting the provision of space in dining halls, kitchens and libraries Space Factors to be considered Dining halls 1, Number of stldents to be accommodated at one time. . Cafeteria type or family (small group) dining type. 3. Will the space be used for other purposes? e. g. dining/teaching/physical education/auditorium. 4. Required ancillary space - storage, toilets, stage, changing rooms. Kitchen 1. Catering services system (normally 50 per cent 2, Number and accommodation of kitchen staff - e. g. of the dining room area) toilets, rest rooms. ‘ Libraries 1, Number of students to be provided with seats and desks for reading (commonly between 7-10 per cent of total enrolment) 2, Number of books to be housed (about 30 books per metre of shelving) 3. Auxillary spaces required for other activities - Ubrarian’s office; audio-visual area; meeting room. Staff common rooms —_1, Number of teaching/non-teaching staff (a school of the type in Annex II would have a staff of some 40 teachers). 2; Activity in common room - relaxation, staff mect- Ings, catering, marking, preparation. ~a Planning technical and vocational schools Table 4a. Schedule of accommodation for a 576 place vocational school in the Democratic Republic of Afghanistan Calculation of the teaching els 3 § ‘accommodation schedule = 5 i i Helela 24 students in a clas; 3 e/8 le a ‘5 asinaseiowsinawee | 15] 2! [ale l Ele i a/2/8l5 2) Gls $ 3 Ale] 3] se] | 8] é| él aie bl é [Total number of space periods |30 [36 [72 [72 [120/126] 90 |ia2[s4 [72 [72 [156] 24 No, of teaching spaces needed fog loo |i.9 |1.9 [36 |33 [24 [aol ]23{23]47]- | |Teaching space needs ‘Summary of teaching spaces needed: Total space period — 0D ation facto | Laortories 8 |Utilization factor: Classrooms: 95% | Workshop units tl Workops and loboratores ex, | Technical information laboratories 6 Table 4b. Space analysis for a 576 place vocational school in the Democratic Republic of Afghanistan wet [Romber [Tow | ave? gee aration |"or | marge | pig (m2) | units | (m2 (m2) acho rn cs a iszocm nox2 | re | aeso2 | 1218 [atortoes car | 's | wom | 204 rato un ono | a | omm | na nano wee tan | 6 | msc | 12 ost eg se aan jsossching ars ned on 76 lcs) ivy cm | 1 | sav | ans ary cont ui me | 1 | x90 | cose Gweeteasminsratin wm | 1 | eo | oso Stn sommavavon un tem | 4 | wom | oan [Department heads/counselling 31,72 2 63.44 0.110 Sit common foon ecm | 2 | was | oa mererce workthop and sore woe | | te | co oom and minor watt gros | 2 | ton | ose Sena sre an ps et sre ter | > | a0 | toe Scstnaroom mar | 1 | mo | cow ou sat tom | 2 | dao | Oboes oe: scene me | | nea | on00 Greaton mes 10% dorm | OBs« ott nontesehing see 10 Towa eo [| aoraco | ams | stein a0 et) = 62.085 of lw

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