Nasreen Peters

209004800

MIP: Essay (Final)

November 2011

Primary education is by far the most important aspect for any young child. It stimulates the child’s academic abilities and sets a good solid foundation for future learning. This needs to be done with passion to fuel their desires to go forward and achieve what they want from life instead of just dreaming of what could be. The success of the student depends largely on what is being taught, the extra help, the passion of the educator and whether he or she is encouraged to go far and last but not least, the structure of the institution itself. In terms of Architecture, what and where you learn goes hand in hand. If where you are is exciting, it will always be a place that you would want to return. The structure incorporates everything from design to the choice of materials and its sustainability. There are many educational institutions that have become a success due to their structure and care for their environment being incorporated into their everyday studies. Below I have mentioned a few institutions that have set a solid foundation in terms of their structure, what is being taught and how education is passed on from one student to the next. The Noah Nothing Caring and Teaching House is an academic design/build project consisting of revamping the old to make room for the new which in essence is more sustainable for the future growth of this institution. The previous structure, an old, small wooden frame house which did not have adequate space for the amount of people it needed to house and no further room for growth either, was replaced by a more energy-efficient and cost effective structure where most of the materials were recycled elements. The idea was brought forward by The University of South Florida Design/Build program and directed by Stanley Russel. The students of The University of South Florida School of Architecture and Community Designs Design/Build program had a major role in seeing that this project was carried through in terms of construction. They were also the same students who previously earned certificates of Recognition from the City of Temple Terrace for a pavilion they created for Temple Terrace Riverfront Park which was honoured by the Hillsborough County City-County Planning Commission. This project also earned the students a ‘Green Project’ award at the county’s 27th Annual Community Design Awards competition. Amongst the Noah Nothing Caring and Teaching house and Riverfront Park project there are other projects as well which gained these students both recognition for their work and self-satisfaction with regards to their contribution to sustainable design – it is safe to say these young students know what they are doing and what they are capable of achieving.

This project began in 2008 and the main idea of it all was to create an energy efficient facility for a food bank, social and tutoring services supplied within the facility. The proposal of it was set forward, won a few awards and then got cracking to actually achieving the desired outcome.

As mentioned above, the students had a major role in seeing that this project was carried through in terms of construction. They were the main force behind it all and this project can be seen as another successful task under their belt amongst the many others they have had a role in as well as receiving awards for their contribution to sustainable living and caring for those other than yourself. The aim of this project was to replace an existing structure. The institute offers tutoring although the main aspect is the food back. Children are given food and a place to learn from one another in a safe, secure and friendly environment. The structure itself contributes to the learning environment. Considering the structure was built on quite a modest budget and with the use of recycled materials it shows those young, old and all willing to learn that something can indeed be created from next to nothing. It expands their education horizon by simply enhancing the environment in which they are learning. The Noah Nothing Caring and Teaching facility houses a pantry area, computer room, kitchen, reception area, meeting room and a multi-purpose area. These spaces are arranged in a ‘pin-wheeled pattern’ and boasts a 3.65m high ceiling as well as clerestory which runs on the south and west side of the structure to provide daylight for the interior spaces. Shipping containers were uses as the main components of the design in conjunction with other environmentally friendly elements such as Thermablok aerogel insulation. This insulation reduces the thermal bridging through the wood stud walls and a white TPO (Thermoplastic Olefin) single roof ply which reflects majority of the insolation which reduces the cooling load. The cooling loads are further reduced by portioning the different spaces with sliding doors as well as painting the containers with a reflective white paint. Lumber is used for framing and on the other hand, concrete is conserved by exhausting the use of the container floors and placing them over gravel crawl space. The roof gives the impression that it is floating above the containers and cantilevers over the entrance which houses a bench for social activities.

In my opinion, the project was pulled off quite successfully and recognizes the capabilities of students once they put their efforts into a project which contributes to the idea of sustainable design and living. The use of containers shows us how far we can go in terms of design with a modest budget, yet still pulling off something that is so functional and at the same time aesthetically pleasing and long lasting without much maintenance. It gives children a chance to enhance their educational experience in a much more pleasant environment which makes learning a much more enjoyable experience. With the success of many more design/build projects that are recognized internationally, another top aspect of all new educational institutions is going green. This includes having the actual structure designed in terms of being environmentally friendly as well as incorporating it into their curriculum which ensure their understanding of it as well as educating them on passing this notion on into their everyday lives In June 2006, the board of trustees of Oberlin College got together and adopted a policy which claims that all new construction and any major renovations on their campus be dealt with according to the principles of the United States Green Building Council’s Leadership in Energy and Environmental Design (LEED). The Oberlin College set their hearts on the Centre for Environmental Studies which was set to be one of the first colleges to generate its own energy – and doing so in surplus. The initiative was led by Professor David Orr and the idea was to educate students, the faculty, local schools as well as the local community about green buildings and push them to work towards a more energy-efficient and environmentally friendly world. The building is part of an academic program and consequently has experimental methods that are constantly being evaluated to check if everything is still in order. Initially the building was estimated to use only 21% as much energy as the average building would use and resulted in being classified as a Zero Energy Building (ZEB). The mechanical heating as well as cooling are provided by the geothermal heat relying on both active and passive systems to do these tasks. The sun was to be used for daylighting and the heating via solar-friendly elements. The main supply of the electricity is generated via the 160 kW photovoltaic array which is located on the roof as well as the neighbouring parking pavilion which generates in surplus. The landscape produces food, refurbishes native ecosystems and preserves the storm water collected. Also installed is what is known as the ‘Living Machine’ which cleans and recycles the waste water generated which is later used for the building as well as to maintain the landscape. The building was designed in such a way that majority of the materials used are green and recycled. Amongst those materials are steel in framing, aluminium in the roof, window frames, curtain walls as well as ceramic tiles. The faculty houses a classroom and office space, auditorium, library, resource centre, waste-water purification system in a greenhouse and an open atrium. Looking at the façade, the structure looks like any ‘normal’ building yet functions on a significantly high level on the green and efficiency scale.

As from what is noted above, it is clearly understood why the campus is considered high on any ‘Green List’. It generates its own energy to fully function on its. The materials are carefully chosen to fit with the green theme set for this particular college. It sets an immaculate example of what all buildings should encompass from the very beginning. When taking a look on a holistic level, sustainability in the case of this college was greatly achieved in terms of the thought out design process and the continued efforts of the students, faculty and the local community. It begins a ripple effect – starting small and creating a massive impact on the world as we know it. The fact that the people of this community strive to uphold their green attitude is what is admired greatly as it is not just a once off project to generate fame to their college – it is an on-going strive for a more energy-efficient and environmentally friendly world.

Taking into account what a small faculty like this can achieve, implementing this into South African schools would definitely be appropriate. We as students have the ability and knowledge of sustainable design and together it is possible. Limitations should not be our mind-set, but achieving efficiency in terms of our environment should be our top priority. Another tertiary institution that adopted the green ways of life is Harvard University. It is safe to say that Harvard University is one of the oldest universities in the United States, founded in 1636. 375 years later, Harvard University is the first educational institution to accomplish a grand total of 50 Leadership in Energy and Environmental Design (LEED) certifications for construction projects that has taken place around the campus spanning over the past 10 years – and that’s not where they are ending. The existing 50 projects embody a broad commitment to the Green Building Standards that Harvard University improved in 2009. This strong commitment of the university as a whole was initially adopted by President Drew Faust and the deans of the school to condense the amount of greenhouse gas emissions generated by the university itself. As Harvard University is one of the oldest institutions and also comprises many faculties on the campus, it was difficult to spread the green word right around campus at the beginning – but by taking into account what they have already achieved as well as what they have in store, it is clear that the problem will soon cease to exist.

Harvard University as a whole has a few key principles that assist them in reaching their LEED certifications. Namely setting clear and aggressive goals for themselves, allowing the local community to take part in their revolution as an institution, developing and initiating their own tools and resources and also providing opportunities for change, whether it be big or small. As Harvard University has many projects, I have researched a few and will name the key elements that led them to their success of a green building concerning their different units on campus.

The faculty of Arts and Sciences Zhang/Centre for Brain Science Lab takes full use of daylighting. They have incorporated this natural resource into their faculty and optimize the use of daylight by using occupancy sensors to regulate the lighting within the various rooms. This system maximizes the energy efficiency by amending the temperature, airflow and ventilation based on the current occupancy of the room.

In 2006, the Mather/Dunster became Americas first LEED certified kitchen which boasts a composting machine, high efficiency dishwashers, self-adjusting ventilators for smoke generated by the cooking as well as a dish return that uses recycled grey water generated from the kitchens food grinder.

The Larsen Hall classroom situated on the first floor was the first LEED Platinum certified classroom in the entire world. This was achieved by the use of energy efficient lamps with stipulated lighting scenes and has contributed to the institutions 45% reduction in electricity costs.

As what is mentioned above, it is clear that Harvard University is on the right track. Amongst this, they are strong on the use of recycled materials, generating their own electricity in the form of solar panels, maximizing the use of daylight advantages etc. Harvard University is the first institution to reach 50 LEED certifications and are already applying for more. They have received numerous awards for their contribution towards a more environmentally friendly world and for their students’ active participation in keeping it that way. Sustainability is kept alive by the small, yet efficient changes the students as well as the faculty have done to their daily routines and also changes on a major part such as the construction of the buildings itself. By doing all of these things, the institution has managed to reduce their running costs dramatically over the past decade and helps set a significantly high example for other colleges and universities to follow. South Africa can definitely take a page out of the books of Harvard University. They have slowly but surely implemented efficiency into each of their faculties over the past few years and have managed

to bag recognition along the way as well. They have also worked hand in hand with their students to ensure that the future generations follow suite on the foundations they have laid for them. Tertiary institutions such as the University of Cape Town and Cape Peninsula University of Technology have the means and capabilities to follow through with these methods and help South Africa out.

Another college that went green and is also appropriately named is The Evergreen State College located in Olympia, Washington was originally founded in 1967 and had no major renovations up until the early 1970s. With this came a whole new view of this institution. In 1998 Anne Schoph of Mahlum Architects was given the challenge to design a completely new section of the campus with only two key elements: One, to reflect the institutions interdisciplinary teaching philosophy and lastly and most importantly, to showcase the college’s commitment to a more green and environmentally-friendly

infrastructure. Seminar II was the result of her efforts. The Seminar II building at the Evergreen State College principle of design was using environmentally friendly material which includes the use of concrete. With the advantages of concrete and its flexibilities in terms of uses and design, the architect was able to create and aesthetically pleasing structure as well as making sure that it included limited maintenance, hence reducing operational costs – all in one breath. As the concrete contained its own thermal mass, the structure is able to preserve comfortable temperatures during the warmer summer months without the use of mechanical cooling which most buildings require. Also, by using concrete, superior energy performance and durability was easily ticked off the checklist of one of the most green colleges to date. The design incorporates the use of natural lighting and ventilation during the day while conserving its natural setting. The structure was designed specifically for five different pavilions that are linked by stairwells. For maximum daylight exposure the largest facade of the structure faces west. The main feature of Seminar II is the green roof despite everything else. This was constructed by installing a stratum of soil over the roof as well as drought tolerant vegetation that is planted to create a winning environmentally-sound green roof. As the structure already had a concrete roof, the additional weight of the soil was easily supported without any extra renovations or costs. Given the above information it is clear why Evergreen State College is one of the most green, sustainable and environmentally friendly colleges within America. Seminar II, their latest addition to the campus is a gold certified green Leadership in Energy and Environmental Design (LEED). Furthermore, the United States Environmental Protection Agency announced that The Evergreen State College was the 2008/9 Individual Conference champion for procuring the most green power in comparison with the rest of the schools in the Cascade Collegiate Conference. In addition, the Sierra Club 2010 top 20 ‘Cool Schools’ rated the college for their continued efforts to put a stop to global warming and implement sustainability. With all these recognitions, Evergreen State College is definitely on the right track. All of this was not achieved without the incorporation of the architect with the faculty as well as the students of Evergreen State College. In addition to making the structure green, extra efforts to carry on with the sustainability move

was done so by the students themselves. This includes a self-imposed fee for purchasing green, non-polluting energy at an approximate cost of R700 000 per year. The college itself also implemented a sustainable food service which is achieved by food purchases being local and organic. In terms of education, the curriculum includes an undergraduate program in environmental studies, Master program in environmental studies; interdisciplinary programs in energy studies, environmental design and ecological agriculture are available. This college has not stopped their green mindset by the structure of Seminar II but created a ripple effect right around campus by changing the mindset of the students. As with this particular college, they started small but worked their way up and managed to acquire recognition for their hard work as well. As with the previous mention institutions, South African educational institutions can learn from these methods. These kinds of things are not necessarily achieved overnight, but the results will gradually show and it is amazing to see what a big difference a small change can make. Education being helped in terms of Architecture goes a long way. The next aspect is taking into account what happens within the classrooms. With the exception of monograde teaching, multigrade schools has become increasingly popular especially within the poorer communities.

The Rishi Valley Education Centre is one of the most successful multigrade schools as yet and it all began in 1926 when Jiddu Krishnamurti decided to go ahead with his first educational institution located in a chronic drought area in South India. This gave rise to the Krishnamurti Foundation India (KFI) run by Mr. Krishnamurti himself and Annie Besant which later set up many more education facilities around the more rural parts of India. It was initially set up to provide the free, basic education, nutrition and health care for the young children of the local villages. Within the past decade, the rural educational centre spread its wings and developed the Rural Educational Facility which created a network of a total of 15 ‘Satellite Schools’ as it is known which gave rise to more educational facilities dispersed around the local villages. From this developed a comprehensive educational program for all schools to use.

In his own words he states that ‘A school is a place where one learns about totality, the wholeness of life. Academic excellence is absolutely necessary, but a school includes much more than that. It is a place where both the teacher and the student explore, not only the outer world, the world of knowledge, but also their own thinking, their own behaviour’. With that kind of thinking, this man changed the lives of many young children who previously had a bleak future. He gave India as a whole a more positive outlook and taught children how to strive for a future they have only previously dreamt about.

This particular institution took a holistic approach to education – the way it should always have been all around the world. The Rishi Valley Education Centre is best known for their curriculum which encompasses developing gratitude towards nature, art and music. The three main components that make up the centre are the residential school. Conservation program and the rural education centre which all work hand in hand. The educational program itself

was designed in such a way that it takes care of the major educational problems faced in India. The curriculum includes teaching the children about health, reforestation, bio-diversity conservation and watershed management. That aside, their educational priorities are to encourage awareness and care for the environment, to cultivate our concern for fellow human beings and of course excellence in academics. What helps is that these children have a solid structure within to learn which nurtures their excitement to learn more than what is required. It is clear that this institution does not only provide a place to learn, but promotes these young children to take what they have learnt and do something with it, creating a better life for themselves and encouraging those younger than themselves to strive for the same excellence they have managed to achieve for themselves. As noted above, it is clear why this particular multigrade school has been crowned one of the best in its league. The basics are not only taught to these children but a nurturing passion and caring for their surroundings are included. Their educational journey has been boosted so tremendously that what we are taught, seems so little and bland. It took one man that took part actively in his role to create educational privileges for young children who previously had nothing to look forward to. Such initiative should be adopted not only in South Africa, but right around the world with the same broad educational spectrum as the Rishi Valley Educational Centre. Our educational situation is limited as majority of the young ones are not motivated enough to want more to learn than what is required of them. Our curriculum needs to be spruced up tremendously and our aptitude for working hard should increase. Teachers need to have the passion for learning and students the greed for knowledge. Our schools in terms of structure should greet with an invitation all young children are willing to grab with both hands, and the same applies for what happens within the classroom. The excitement and want for learning needs to increase. With the Rishi Valley Educational Centre head of the multigrade implementation, the Bodh Shiksha Samiti School follows suit. Named after Bodh Shiksha Samiti himself brought forward this idea of creating one of these institutions. The school, which was specifically created of the community, was developed in 1987. Located in Rajasthan, India, the school was the outcome of a unique partnership between the Gokulpuri urban slum community and also a group of the local men and women of the community who set their hearts on creating a better future for their young children. Today, Mr Samiti is recognized as one of the forerunners in terms of education for those previously underprivileged in this department. The Bodh Shiksha Samiti School follows more or less the same principle as the Rishi Valley Educational Centre in terms of the curriculum and what they are exposed to educationally. The school confirmed the belief of the local people that quality education was not as far off for their young children as everyone initially thought. It was also stressed that underprivileged communities has the same abilities to go far in life as any other person has. The older people of the community were able to assist in terms of guaranteeing a bright future for their children. Its key strength lies in its stress on learning not just from one place, but taking information from various community settings and classrooms and combining it so that it gives the best learning material for their students. This is supported by the network of schools The Bodh Shiksha Samiti School the supports. The school is also

involved in programme execution within the urban slums and rural habitations which incorporates the revolution and cultivation of the teaching and learning processes, professional advancement and other stakeholder trainings, research and documentation, networking and policy sponsorship. In total, this institution reaches out to an estimated 26 000 young students who are eager and willing to learn whatever is given to them and much more. The fact that these children have spacious classrooms and an inviting school in general helps generate the interest with regards to the importance of education. Considering all what the school has to offer to these students in conjunction with all that they support, it is clear why they have been so successful so far. They teach the children what is required and equip them with the ability to go further than what they think they can. Also, they do not hold back on teaching these children how important it is to give back to their community which is why they are taught about sustainability and caring for our environment. The Bodh Shiksha Samiti School is another educational institution that shows us that we are capable of generating so much with such a small change, whether it be physically doing something or changing the way we think about something in particular. As said with the Rishi Valley Educational Centre, we can implement the same ways into our curriculums, teaching the children what they need to know in conjunction with following the syllabus that is required for each grade. Once again, the excitement and want for learning needs to increase. Vintturi-Tastula Primary School is another institution that follows the multigrade educational system. The school is located in the metropolis of Kaustinen in central Finland. It is approximately 50km from the nearest big city, Kokkola which in the past raised many issues as to why these students relocate to schools in this area. Built in 1895, to date the school is currently 116 years old. When reaching the century mark, a book was written about this historical event. As seen in the name, the school caters for 95% of the students coming from the areas Vinturri and Tatsula hence this majority walks to school or travel by bike. Vintturi-Tastula Primary School is a small school in comparison to the rest of the schools in Finland and as said above, the question of whether it is feasible to keep the school running is always at question.

What is noted to date is that there are 27 students working with two regular teachers. With this, there is another teacher who specializes in students with special needs. This kind of care for their students is extremely important to the staff of the school as they would like to provide each and every student with the necessary education no matter what their situation is. As with every school, there are the basic elements such as the breaks between lessons, assemblies parent meetings etc. in conjunction with providing education for the young children, once a year Vintturi-Tastula Primary School has what they refer to as ‘night school’. This program consists of classes spanning a full 24 hours. Taking things a step further, considering the school is located near the woods, they have taken this worthwhile opportunity to include environmental studies into their curriculum. Another major subject is music. It is safe to say that after 116 years of standing, the school is considered very much old and is constructed of wood. There are two classrooms and three auxiliary rooms on the premises. During the day, the school is in full uses for normal educational purposes and at night it is used for any extra activities, whether school related or used by the community. As mentioned before, the fact that the school is located near the woods and the school is constructed of wood, the architecture generously contributes itself to the environmental studies of the students. The small school, from what I gathered, is the closest to the areas Vinturri and Tastula and is greatly valued and highly recognized by the respective communities. They do all subjects a ‘normal’ school would do and function successfully under the circumstances. What emphasises this is how they use their location to the utmost advantage instead of reproaching this which would have a negative impact and lead to the downgrade of the school. Furthermore, they work closely with the local church and also other authorities which once again show that not even religion is left far behind. The Vintturi-Tastula Primary School has taken the little that was given to them and worked with it. We have to learn how to incorporate every aspect possible into our educational system and not take what we have for granted. Also, we have to be grateful for our teachers, as without them we would not even have the ability to read this sentence. Taking things back to South Africa and our own personal project, St. Michael’s Primary School located in Elgin, Grabouw is a multigrade school for those young children within this particular community. It is a small school where each class has a maximum of two grades in one classroom taught by one teacher. The mulitgrade initiative was brought to this school as the community is underprivileged and cannot afford a major school nor are there enough teachers to accommodate for a monograde educational system. Our task was to enhance the students’ educational experience structurally. As there is not enough space for the amount of students nor are there enough resources such as desks, we are to design a solution for this problem. When visiting, it was noted that the classrooms are set out like any other monograde classroom which has its advantages and disadvantages. If arranged in such a way, it makes it easier for the teacher to move from one student to the next, although in terms of the students’ difference in work, it can become confusing for them especially within the lower grades. The main concern was that space was extremely limited especially for group work, displaying of

work and resources, more desks or even moving space when including the space that the teacher requires. These were the problems we were given and we had to sort out the necessary solutions. A few solutions were made during the second block get together ie. Completely reconstructing each classroom with the addition of a mezzanine level, designing desks against the wall so that there is more central space, the addition of an extra building at the back of the existing building, creating an outdoor classroom, etc. All of these ideas are optimal in enhancing their learning experience. The benefits of these interventions will outweigh the amount of work or even the cost by a long shot. The children will have a new place to learn which will once again set fire to their passion for learning new things. Both the student and teacher will be able to work more efficiently and confusion will cease to exist. Depending on the chose intervention, these students will gain more no matter what is changed, every bit helps. Our design-build project began in the third block and was the most exhilarating experience I have ever come across as yet. The design solution was to create an outside classroom and activity area that can be used for school purposes or even hired out if the community needed the space. This provided the opportunity for a small but needed financial contribution to the school. Materials and equipment were either generously sponsored or we were given massive discounts which just goes to show how far people will go to help along the education of future generations.

A leader group was established at the beginning of the planning and design process to start off everything before the rest of the class would join. The entire class was broken up into two groups and the first two days, each group would go through respectively and the other would attend classes at

campus. The A group had to set out the entire site, and as word went around, they did an excellent job in creating a next to perfect set up for everything to follow suit. As was pointed out many times, this is the most important part to eliminate or atleast minimize all future problems with regards to the layout and whether joining points are accurate or not. Group B which went through to Elgin the second day was to prepare the footings and preparations of all the beams that was to be used to support the roof. On day 3, the entire class came together seven o’clock the morning prepared to leave for Elgin. This was the day all the work started hitting off.

From day 3 right through the end, everyone worked together in ensuring that the structure was set up to the best of our abilities as second year students. I had the opportunity to do so much practical work from painting beams and digging a trench to helping setting up a timber deck and back to painting as well. The experience all of us gained was tremendous and even allowed us fellow classmates to bond on a whole new level. We managed to learn a lot of patience especially when waiting for equipment such as the drills and the ability to share, allowing someone else to paint for example while you help out somewhere else. Everyone was actively involved in everything they had the ability to physically do. It is safe to say that our practical skills and perseverance limits were heightened getting up before the sun rises every morning including a Saturday – although we managed to pull through successfully and could not have done it without our lecturers as well.

On the last day of our design-build project at Grabouw was the handing over presentation. The looks of delight and excitement on both the small students as well as the teachers made all the early mornings, hard work and frustrating times worthwhile. Looking back at a complete structure and having the ability to say ‘I helped with that’ makes the proud glow within you that much brighter. Our lecturers gave us the unique opportunity to have a first-hand experience of what architecture is really about – designing and building a project and handing it over to the

receiver only to be paid in gratitude especially by those that need it like those children did. The school will benefit greatly and it will also teach the students that we should always help one another out, no matter what your situation might be. As what was noted from what is said above, it is important to realize how many aspects needs to be considered for a successful educational institution to continue to prosper and set a good example for schools internationally to follow suit. The fact that most schools are going environmentally friendly is a good example for the students to show that we have to look after the world as it is the only home we have. Education should not only be limited to what is advised in the curriculum but the necessary information that children need to sustainably carry on through life.

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http://www.slideshare.net/vanasa/multigrade-schools-in-south-africa-a-visual-overview (14 Sep. 11 14:52)

http://www.slideshare.net/vanasa/multigrade-schools-in-south-africa-a-visual-overview (14 Sep. 11 14:59)

http://school.familyeducation.com/gifted-education/school-selection/41841.html?detoured=1 (14 Sep. 11 15:00)

http://www.schome.ac.uk/wiki/Multigrade_schools (14 Sep. 11 15:02)

http://www.create-rpc.org/pdf_documents/PTA17.pdf (14 Sep. 11 15:11)

http://education.indiabizclub.com/profile/1731516~rishi+valley+education+centre~andhra+pradesh_india (14 Sep. 11 15:25)

http://depot1.gdnet.org/hind/pdf2/gdn_library/awards_medals/2004/m_i_p/Development_through_Education.pdf (14 Sep. 11 15:27

http://en.wikipedia.org/wiki/Rishi_Valley_School (14 Sep. 11 15:28)

http://mithya.prasadkaipa.com/learning/rishi.html (14 Sep. 11 15:29)

http://issuu.com/bernardvanleerfoundation/docs/early_childhood_and_primary_education_transitions_ (14 Sep. 11 15:33)

http://www.bodh.org/about.php (14 Sep. 11 15:35)

http://www.caseatduke.org/mba/courses/GlobalConsultingPracticum/GCPdocuments/India%202009%20Bodh%20Summary%20for%20web.pdf (14 Sep. 11 15:38)

http://www.greatexpectationsschool.com/multiageclassrooms.htm (14 Sep. 11 15:46)

http://www.rand.org/pubs/working_papers/2009/RAND_WR685.pdf (14 Sep. 11 16:05)

http://www.create-rpc.org/pdf_documents/Policy_Brief_5.pdf (14 Sep. 11 16:10)

http://www.oise.utoronto.ca/legacy/research/edu20/moments/1974escuelanueva.html?cms_page=edu20/moments/1974escuelanueva.html (14 Sep. 11 16:13)

http://multigrade.ioe.ac.uk/fulltext/fulltextSaito.pdf (14 Sep. 16:15)