Conversion Strategies for Dutch Primary Schools: Practice and Refinement

Abstract

Handbooks on strategic real estate management are generally based on four strategies for functional adjustment of the building: conversion, expansion, renovation and adaptive reuse. And on a strategic level, this classification in adjustment strategies does work for real estate in general. But when looking at Dutch primary schools as a specific type of real estate, reality can be and is more nuanced. Other accommodation strategies came to the fore in a study into the spatial adaptation of primary schools and children’s centres in the Netherlands. An analysis of 100 school buildings studied in the Atlas of School Building (published in Dutch as Scholenbouwatlas) revealed that nine main strategies were prevalent in practice. This refinement of the strategies fits (better) with integrated conversion actions of primary schools in which several aspects are solved together. In the following article these strategies are analysed and discussed in a theoretical context. The conclusion of the analyses is that the existing general models in the strategic handling of the building stock in the case of specific real estate of primary schools can be refined.

Historic and Constructional Aspects of Stone Schools in Greece: The Case of the Aristotle Municipality in Chalkidiki

“…The evolution of school buildings may be directly linked to various parameters, such as the educational history of each country, the cultural background, the general socioeconomic conditions, as well as the diachronic principles followed in constructions (Watters, 2020;Guarini et al, 2020;Galimullina & Korotkova, 2020;García, 2020;Abreu Marques et al, 2015;Augustinaitė, 2018;Broekhuizen et al, 2020). Their erection started to be systemized during the 19 th century, while in the past eras, education was mostly conducted in private houses, public or religious buildings (Abreu Marques et al, 2015;Watters, 2020;Martinez-Molina et al, 2017;Dascalaki & Sermpetzoglou, 2011;Atkins, 1999;Camacho-Montano et al, 2020).…”

“…Their erection started to be systemized during the 19 th century, while in the past eras, education was mostly conducted in private houses, public or religious buildings (Abreu Marques et al, 2015;Watters, 2020;Martinez-Molina et al, 2017;Dascalaki & Sermpetzoglou, 2011;Atkins, 1999;Camacho-Montano et al, 2020). To this direction, the national educational policies played an important role, as well as the establishment of a stable educational system in each state (Watters, 2020;Guarini et al, 2020;Martinez-Molina et al, 2017;Lerma et al, 2013;Broekhuizen et al, 2020).…”