This thesis aims to explore the role of the built environment in enhancing education, particularly skills development. The research problem therefore centers on determining the nature of the built environment's impact on education and, in turn, society.
INTRODUCTION
- INTRODUCTION
- Background
- Motivation/Justification for the Study…
- DEFINITION OF THE PROBLEM, AIMS AND OBJECTIVES
- Aims
- Objectives
- SETTING OUT THE SCOPE
- Delimitation of Research Problem
- Definition of Terms
- Stating the Assumptions
- Key Questions
- Hypothesis
- CONCEPTS AND THEORIES
- Introduction
- Built Environment and Empowerment…
- Built Environment and Learning
- Built Environment and Perception
- Conclusion
- RESEARCH METHODS AND MATERIALS
- Research Methods
- Research Materials
- CONCLUSION
Therefore, in the learning component of this section, the literature related to the learning process and the effect of the built environment on learning will be analyzed. This section specifically addresses the goal of improving the perception of the institution.
LITERATURE REVIEW AND THEORETICAL FRAMEWORK 12
BUILT ENVIRONMENT AND EMPOWERMENT
- Introduction
- Individual Empowerment
- Group Empowerment
This means that the built environment is required to empower learners on an individual capacity as well as to empower the collective perception of the college. The body of the university has the potential to empower beyond its boundary walls and the built environment should facilitate this process.
BUILT ENVIRONMENT AND LEARNING
- Introduction
- Learning Theories…
- Learning Spaces
- Introduction
- Perception
- Integration
This motivates the need for users to feel part of the purpose of the built environment, which, in this case, is to empower education in order to facilitate improved socio-economic conditions in South Africa. The built environment must engage with building users as to the raison d'être of the built environment in which they reside. The relationship between the built environment and group empowerment therefore depends on the ability of the built environment to facilitate the organization and creation of a community.
Research into teaching practices, learning processes, human development, human psychology and the impact of the built environment on learning should have significantly changed the way learning spaces are designed. This paradigm adapts to the study of the individual as it grows and develops to create self-actualized, autonomous individuals. The ideas of integrating urban environments and learning environments begin to speak to the physical design of the built environment.
Boll's views are closely aligned with Gestalt theory, which focuses more on the visual perception of the building.
SYNTHESIS AND THEORETICAL FRAMEWORK
This showed that cognitive needs were dependent on meeting deficit needs. The first part of the built environment and learning section looked at learning theory to understand the learning process. The Situated Learning Theory emphasized the role of the learning environment in the learning process.
The second and final part of the section on the built environment and learning investigated the literature related to the influence of the built environment on learning. In this sense, it is necessary to analyze the location of learning environments and not their ability to be placed in an appropriate context, depending on the learning philosophy and vision of the school. The final part of the literature review aimed to review the literature relating to understanding how the built environment can contribute to improving perceptions of FET faculties.
The first component of the built environment and perception section analyzed the mechanics of perception as a phenomenon.
KEY PRECEDENT STUDIES
INTRODUCTION
EWHA CAMPUS COMPLEX (ECC)
- Introduction
- Learning Philosophy and Vision…
- Response of the Built Environment
- Project Drawings
- Conclusions
It also showed how the built environment and the design process can respond to the learning philosophy and vision of the institution. In this sense, the physical conditions of the percentage of the learning environments are good. One respondent suggested that there was a drug use problem among the learners of the college.
Half of the students believed that there was sufficient fresh air and ventilation in the learning spaces with 15% indicating that they were not sure. Glendon believes that the perception of these educational facilities in the eyes of society can be improved through transparency. Just over half of the students believed that there was enough light in the classrooms for reading.
Micro-design of learning spaces should focus on improving the quality of educational outcomes.
MARYSVILLE GETCHELL HIGH SCHOOL CAMPUS
- Introduction
- Learning Philosophy and Vision…
- Response of the Built Environment
- Project Drawings
- Conclusions
CASE STUDIES
INTRODUCTION
In the previous chapter two precedent studies illustrated how the built environment can successfully empower education. This chapter will analyze two vocational education facilities in Durban that contribute to the training of artisans. Empirical research has been conducted in each of these facilities, which will be discussed further in the next chapter.
This process will begin in terms of how the built environment has become a product of learning philosophy. This includes analysis of the design process, location which includes theory of connections, physical design which includes issues of physical connectivity and boundary blurring, micro-design and the physical conditions of learning spaces. This will enable international precedents to be compared with the practices of Durban, South Africa to understand why the perception of vocational training and the quality of educational outcomes is poor and continues to decline.
UMBILO SKILLS TRAINING CENTRE
- Introduction
- Learning Philosophy and Vision…
- Response of the Built Environment
- Conclusions
The learning philosophy and vision of the USTC is to provide learners with the most applicable skills as they would experience in the workplace. There is a strong focus on keeping up with the requirements of the industry and enabling the learners to become work-ready. The philosophy aims to connect the learning process to the needs of industry, but industry played no role in the design process or in establishing the philosophy and vision.
This contributes to the success of the facility as the catchment area for students in Umbilo is significant. The philosophy aims to integrate skills development with the needs of the industry, but the physical design does not meet this. While the USTC's location allows for interaction with industry, its physical design hinders integration.
There are marked boundaries between subjects, which largely depend on the existing planning of the building.
COASTAL KZN FET COLLEGE
- Introduction
- Learning Philosophy and Vision…
- Response of the Built Environment
- Conclusions
The conclusion can therefore be drawn that this facility falls far below the standards set by the theoretical framework and the standards of the international precedents in order to improve the quality of educational outcomes and the perception of skill development institutions. These principles and the vision of the institution should guide the design of the built environment in order to achieve a holistic development and empower the turnaround strategy by improving educational outcomes and the perception of further education and training centres. The physical design of the campus can be more associated with modernism high school design as opposed to university campus design.
The narrow floorboards are easily ventilated, providing comfortable learning temperatures and improving the quality of the learning environment. Weaknesses included the lack of a physical design and design process that would be a manifestation of the institution's philosophy and vision. Because of this, the philosophy and vision of the faculty were unsustainable in terms of the effective implementation of the set values.
As for the micro-design of the learning spaces, it has failed to demonstrate an understanding of the learning process to improve the quality of educational outcomes in this day and age.
ANALYSIS AND DISCUSSION
INTRODUCTION
UMBILO SKILLS TRAINING CENTRE
- Questionnaire Analysis
- Detailed Questionnaire Results
- Interview Analysis
- Conclusions
When asked if there is a focus on student individuality and social learning, half of respondents agreed with 16% of respondents disagreeing. When asked if the college is visually appealing, a quarter of respondents strongly agreed with 40% agreeing. Half of the students believed that there was enough light in the classrooms for reading with the majority of the remaining students strongly agreeing.
When asked whether there are also beautiful views outside the learning environments, the respondents were divided into three. When analyzing the public's perception of the college, just under half of students agreed that the perception is good and a third of respondents strongly agreed. This means that the learning material is based directly on industry needs and current practice.
As far as students' perception of these educational institutions is concerned, he believes that the perception of higher education is just much better.
KZN COASTAL FET COLLEGE
- Questionnaire Analysis
- Detailed Questionnaire Results
- Interview Analysis
- Conclusions
When asked if the faculty was visually appealing, only 13% of respondents strongly agreed with just under half of respondents. A little more than half of the respondents agreed that the furniture was comfortable, while a third of the respondents were not sure about it. In the category of physical conditions, students were asked to rate the temperature of the learning spaces and half of the respondents agreed that the temperatures were conducive to learning, while 37% said they were not sure.
Just under half of students believed there was sufficient fresh air and ventilation in learning areas, while 42% said they were unsure. When asked whether there are also good insights outside the learning environments, almost half of the respondents agreed, while the other half indicated that they were unsure. Because philosophy has not been integrated into practice, but only into theory, it has had no effect on the development of the learning spaces.
The college is considerable in terms of the size of the premises, but the demand for space is still much greater.
CONCLUSION AND RECOMMENDATIONS
- INTRODUCTION
- AIM, KEY QUESTION, OBJECTIVES,
- HYPOTHESIS
- RECOMMENDATIONS
The final objective and sub-question was to critique existing FET colleges in the context of the study to analyze whether the built environment is insufficiently empowering education. The vision of skill-based training centers within the FET colleges must be built around playing their role in empowering learners to play their role in the development of the country in terms of improving socio-economic conditions. The design process must combine the values upheld by the philosophy to embed the philosophy of the school in the development.
The design process should be a bottom-up approach, involving industry, faculty and students wherever possible so that the college's philosophy can be integrated into the design process through the establishment of citizenship. The facilities management will be provided with subsidized facilities and business opportunities for student and industry development. Retrieved March 3, 2014, 5:30 PM from http://www.skillssummit.co.za/articles/decade-of-the-artisan-need-to-bolster-sa-economy.
Managing the Physical Environment in the Classroom and Gym: It's Not So Different” in Teaching Elementary Physical Education.
