学校区の多様性に適応した学校施設計画の特徴と改修

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  • CHARACTERISTICS AND CONVERSION OF SCHOOL PLANNING IN RELATION TO DIVERSITY OF SCHOOL DISTRICTS
  • CHARACTERISTICS AND CONVERSION OF SCHOOL PLANNING IN RELATION TO DIVERSITY OF SCHOOL DISTRICTS : A study on rural community schools of Nepal(Part 2)
  • －A study on rural community schools of Nepal: Part II－
  • －ネパール農村地域におけるコミュニティスクールの研究：その２－

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<p> This is the second part of our study on the existing situations and issues of community school facilities in rural areas of Nepal. The rural school facilities are limited, compared to the urban areas. New educational concepts such as multi-grade, active-learning classrooms, and school-community functions, continued from the practice of traditional schooling can be seen in many countries. In Nepal, despite the significance of these concepts, schools have implemented them less. These planning factors were found to be more important in small school districts. In our previous studies, the support in rural community schools was discussed, and we found prominent financial support from communities and identified some integration possibilities of community functions in schools. Similarly, a study on the integration of functions and community participation in administration clarified that some schools with community support and essential integrated spaces, supplemented to improve educational standards and rural services. However, the scale and diversity of school districts are further influencing factors that play an essential role in connecting resources and learning, which are discussed in this paper.</p><p> This paper is based on the field survey of 45 community schools in three rural areas of Nepal. In addition, the document called School Improvement Plan (SIP) prepared by School Management Committee (SMC), was used for the analysis of existing school facilities in each school district. The size of school districts and states of transformation of schools are classified in chapter 2. In chapter 3, the status of existing school facilities such as buildings, playgrounds and tangible socio-cultural spaces are analysed based on the above classifications. In chapter 4, school functions are described and analysed in relation to the diversity of school districts. Chapter 5 concludes that planning of the school should focus on the physical spaces for learning and community services in every school district regardless of their rurality and size of the school districts.</p>

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