Educational building is receiving more and more attention in Latin America. Public policies in several countries have dedicated additional resources to educational facilities through various programmes and reforms. The following pages include articles describing recent developments in three Latin American countries to expand public education facilities. They are followed by a report on UNESCO's recent seminar on architecture for an inclusive education.Chile, Brazil and Venezuela have undertaken various efforts related to building new schools. Chile, as part of its educational reform, is designing new learning spaces. In Brazil a new kindergarten network is being developed to meet demand for early childhood education. Similarly, in order to meet the demand for school places, Venezuela is studying construction costs of public schools.For Latin America and the Caribbean region, UNESCO is working toward the design and use of educational spaces that contribute to reducing inequalities and exclusion.Mexico, the only Latin American country which is a Member of the OECD, has participated in PEB since 1999, and PEB is looking forward to collaborating with other Latin American countries in the future. 16 Development of school architecture in ChileThis article presents Chile's educational reform and subsequent investment in infrastructure, the need for a new type of learning spaces and the history of the country's school architecture. Educational reform and investing in infrastructureIn the 1990s, against the background of educational reform in Chile, the Ministry of Education decided to take a proactive role in investing in infrastructure, linking up and joining forces with other ministries and organisations then in the vanguard of reform in seeking new forms of building to meet curricular and educational innovations.1990 saw the birth within the Planning and Budget Division of the Infrastructure Unit, now the Department of Infrastructure Investment, offering an approach that united the isolated efforts of each of the ministries and institutions. It paved the way for collaboration in training interdisciplinary and inter-institutional technical teams at different levels of action, both national and regional. It also allowed for the participation of all the bodies and players involved in the process, defining a specific role for each yet, at the same time, a concerted role in achieving an infrastructure to deliver quality education.The first steps in this new approach were targeted at better management, financing and quality by involving the educational community in formulating and prioritising needs, followed by dialogue with the architects. As to financing, all ministerial programmes included an infrastructure component to ensure the minimum conditions necessary for the educational reform they introduced. Then in 1994, the Educational Infrastructure Fund was set up and transferred to the regional governments so as to contribute to improving the installed capacity in the education service in different regions of the count...
Many Latin American countries are undertaking projects, in line with practices disseminated by PEB, to share school facilities with the local community, to adapt traditional schools for students with disabilities, and to collaborate with private companies to finance educational buildings. The articles below describe current initiatives in five countries: Argentina, Brazil, Chile, Mexico and Venezuela.Mexico, Brazil, financing, community, architecture, Argentina, disabilities, public-private partnerships, Chile, Venezuela
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