CONTENTS
			Page
1	GENERAL INFORMATION		1
	1.1	Organization	3
	1.2	Objectives	5
2	DISCUSSION TOPICS AND RECOMMENDATIONS		7
3	BASIC CONTRIBUTIONS		13
	3.1	Beatriz Ornes de Albornoz / Venezuela The Participation of the Community in Managing the Maintenance of School Buildings: The Venezuelan Case	14
	3.2	Eduardo Millan / Venezuela School Maintenance Manual Evaluation Plan.	17
	3.3	Reino Tapaninen / Finland Finnish Educational and Cultural Buildings Nature, Man, Architecture.	27
	3.4	Yannis Michail / Greece School Building Maintenance. Framework in Greece.	29
	3.5	Jerry Lawrence / USA Planned Facility Management for Schools-State of Washington.	31
	3.6	Maria Braz de Oliveira - Jorge Farelo Pinto / Portugal Ecoles pour les Premieres 5 Annees Scolaires Bans la Banlieue de Maputo, Mozambique.	47
	3.7	Henri Noël Pèronne / France Gestion et entretien des Espaces Educatifs et Culturele dans les zones rurales et periurbaines.	49
	3.8	Dick Mooij-Wim Fielmich / The Netherlands Change in Maintenance Strategies.	54

GENERAL INFORMATION

1.1.	Organization
I International U1A-UNESCO LilA Working Group "Educational and Cultural Spaces"		"Management and Maintenance of Educational Spaces in rural and peri-urban areas"
UNESCO - Architecture for Education Unit, Chief Architect: Rodolfo Almeida
Caracas, 8 - 12.4.1991
Organizer		FEDE - FONDAT1ON DE EDIFICATIONES Y DOTACIONES EDUCATIVAS

	INTERNATIONAL PREPARATORY COMMISSION	Beatriz Ornez de Albornoz President of FEDE
		Rodolfo Almeida, Chief, Unit for Educational Architecture & Materials UNESCO, Paris.
		Ernest Fuenmayor, President of Architects Association of Venezuela - CAV
		Yannis Michail, Secretary of the UIA Working Group "Educational and Cultural Spaces", -Athens.

	Publication	The Proceedings of the Seminar have been prepared by: Rodolfo Almeida, UNESCO, Chief, Architecture for Education Unit and Yannis Michail, Secretary of the UlA Working Group "Educational and Cultural Spaces", Technical Chamber of Greece Athens

1.2.

Objectives

The subject of management and maintenance in general of educational and cultural spaces, although extremely important, is a neglected issue in many countries. Some make no budgetary provisions for maintaining their stock of school buildings, while even more allocate inadequate funds for this purpose resulting in continuous deterioration of buildings and equipment until finally they have to be torn-down and replaced.

The management of the educational and cultural spaces as well as the management of their maintenance are very often not well organized and left to the hands of non-technical staff. While these problems are common to all urban and non-urban areas, they assume a particularly serious form in the case of rural and peri-rural areas and there are two important factors for this:

The first is that schools of rural and peri-rural areas of many countries, compared to those of urban areas, are of inferior materials and construction methods.

The second is a social factor. Most communities of these schools do not feel that school up-keeping is a matter of their concern at all, and realize there is a problem only when there is a complete dilapidation.

However, small and rather isolated communities are more coherent than those of big cities. They usually express a stronger interest regarding the environment and they can play a more active and important role in communal facility management/maintenance.

The main objective of the present meeting, therefore, is to discuss the problems implicit in the above brief description, and raise the awareness of the seminar's participants, as well as that of their respective countries, on the importance of the subject.

In addition, further sub-tasks of this seminar were:

Presentation of the Venezuelan case. Evaluation study on the Maintenance Manuals.
Presentation of recent studies and publications on the subject

c. Presentations of case studies from various other countries.

d. Discussion on the policy, financing programs, organizational structures and community participation issues.

e. Formulate recommendations concerning:

the methodologies and practical approaches on the subject
the exchange of information on the subject between countries and institutions represented in this seminar

DISCUSSION TOPICS AND RECOMMENDATIONS

The Work Group “Educational and Cultural Spaces" of the International Union of Architects organized its X International Seminar in Caracas/Venezuela from 8 to 12 of April, 1991. The subject of this seminar was "Management and Maintenance of Educational Buildings in

Rural and Peri-urban areas".

This effort was supported by UNESCO and was carried-out through the collaboration of FEDE (Foundation of Educational Buildings - Constructions and Furnishments) which is the host-state institution responsible at national level for the organization of such events.

Member countries participated in this event by contributing papers.

1) THE VENEZUELAN EXPERIENCE

In Venezuela the problem of school-building maintenance arose not long ago. The Foundation of Educational Buildings - Construction and Furnishments (FEDE) emerged as one of the nation’s pioneer organizations in this field. According to its constitution, one of its main objectives is to instigate efficiency methodologies in the maintenance of the national educational

facilities and infrastructure.

In pursuit of this goal, it has proven necessary to establish a basis allowing the participation of the

Educational Communities in programs regarding the conservation and maintenance of the educational building stock.

In 1978, FEDE proposed the creation of Maintenance Committees at national, state and local (school) levels which are entrusted with the development of a national maintenance program.

This effort, although significant, did not produce the expected results.

In 1983, FEDE, in collaboration with other organizations and institutions involved in the maintenance of the Venezuelan state properties, produced a technical document which was to provide the guidelines for actions to be taken for:

the control maintenance and conservation of the educational buildings-
extension of their usefulness
improvement of operational conditions

Here too, however, the results were once again not those envisioned by the authors.

Later on, new manuals were prepared, but they too failed to cover fully the subject as they limited themselves to listing activities-to-be-done without specifying or securing the ways and means through which the targets were to be carried out.

There is, therefore, a need for a new improved and enhanced guideline manual which will be more than the current-form technical document on "How to maintain school buildings in a simple and orderly way under governmental supervision".

Back in 1989, through the collaboration of UNESCO, it was made possible to produce a limited edition which was the up to that date latest version of the manual. Later-on, a private institution financed a mass edition of this manual, thus making possible a wider diffusion of relevant information on a national and even international level.

The Manual is divided in 9 chapters covering the following areas: Educational buildings (schools), electric circuits, sanitary areas, unpermeability, ironworks, painting, furniture and equipment, outdoor facilities, emergencies. It aims, among other, at better organizing and motivating the Educational Communities on the issues of maintenance.

Obviously, there is a need to evaluate the level of success of this effort. We are well aware of the the fact that manuals of this subject are in need of continuous changes to include the ever-developing state of the art. This process will undoubtedly bring in the future more, updated versions.

2. Definitions

Maintenance is the process of continuous and permanent actions taken which ensure the normal educational functions, the improvement of efficiency of services offered, and the proper condition of property.

Maintenance of schools should be considered as a culture standard and should be promoted by the Government at all /eve's, from institution to facility-users.

A maintenance policy requires a global concept involving a broad facet of implicated issues and starts from appropriate building and equipment design which take into consideration the problems of conservation and maintenance of the facilities during their expected lifetime.

Regarding the building design, this should;

provide adequate spaces for the activities and functions of the school

use materials and construction methods that ensure a long-lasting problem-free operational period with mini-mum and inexpensive maintenance care.
require systems studies for adequate accessible facilities

provide safety controls
secure allocation of funds based on a cost-benefit study.

Maintenance starts from the very first day of school facility operation in order to keep it at top condition.

A global school building maintenance plan involves two phases; The first is the planning of facilities; the second is its operation.

When planning/designing the facility, it is necessary to take into account the the physical conditions, to establish the priorities, and to evaluate the costs in order to program the investment.

When constructing the facility, among the determining factors are:

the operation parameters of the building including the replacement of materials used.
the cleaning/janitorial and maintenance services required
the improvement of facilities in order to adjust to changing demands, environmental upgradings etc.
guarding against damages, vandalisms etc.
reparations and substitutions of elements that have outlived their usefulness.
These repairs are of two types:
minor repairs that can be taken care of by users and/or community councils
major repairs that require specialized or trained personnel,

The application of a proper global maintenance plan requires an institutional framework which can provide for decentralized actions and can co-ordinate these in order to secure the best use of resources invested.

Another line of activities to be promoted/motivated by these school facilities in order to additionally benefit the community are displays, concerts, campaign promotions, training courses for teachers/administrators/users etc.

Therefore, the Working Group of "Educational and Cultural Spaces" of UIA, proposes to the international organizations of UIA, UNESCO, OECD and other member states, the gradual establishment of governmental mechanisms and incentives supported by FEDE in order to make possible to School Councils, Parent Associations, Teachers, Student body and other users to maintain, upgrade and administer the resources necessary.

The Working Group also stresses the importance of the following considerations in order to achieve the above;

homogenizing of the technical needs
diffusion of the basic maintenance principles

Even though the usefulness of information dissemination is self-evident, the Working group believes in the necessity of advising all concerned about the importance of not excluding architects and other specialists from this maintenance/up-keeping/up-grading process required for educational buildings. It is furthermore essential to establish a continuous re-evaluation and information up-dating of these instruments in order to achieve the goals mentioned and eliminate possible negative side-effects that may appear on the way.

Concluding, we believe that cost of maintenance is a major determinant factor of form, choice of materials and construction method influencing the design and planning of a project. This is particularly obvious in many countries that now have little need for new school buildings but are facing serious problems with their existing stock. The presence of architects from the beginning of the planning process and the educational plan is vital and should be a fundamental part of the educational system.

The quality of the educational buildings has a profound influence on the whole educational programme, and v.v. the quality of education is closely related to the quality of space.

3. Working Group proposals to international organizations (UIA, UNESCO, OECD etc.) and member states:

Promote the diffusion of information to teachers, administrators and users, on the concept of proper maintenance of facilities and how important this is for the quality of education.
Promote same information to architects and planners.
Promote community participation in the design, construction, maintenance, renovation/rehabilitation
processes, as well as the co-administration of financial resources. This is particularly important in developing countries.
Promote the notion of collective property sense.
In countries where decentralization of these issues is the case, it is recommended to start training programs for local personnel which will take care of the problems within the Community.
Diffusion of these conclusions through the national sections of UIA and UNESCO.

3. BASIC CONTRIBUTIONS

3.1. Beatriz Ornes de Albornoz / Venezuela

THE PARTICIPATION OF THE COMMUNITY IN MANAGING THE MAINTENANCE OF SCHOOL BUILDINGS. THE VENEZUELAN CASE

A key element of the FEDE experience has been derived from the preparation of the "Maintenance Manuals". In its original stages, the work of the institution was geared towards the promotion of a maintenance program emphasizing on pedagogical and organizational (management) aspects. The tasks were to be carried-out within a framework of resource scarcity, and at the same-time there was an effort to create an awareness on the importance of conservation of educational buildings. These were the underlying factors for the preparation of the manuals which, we believe, are highly useful technical tools that permit those interested in school organization, as well as those responsible for school maintenance problems, to pick-up the basic knowledge and executing procedures that guarantee the safety and adequate operation of the educational faciIities.

In 1983, FEDE first embarked on this project together with the Venezuelan Commission of Industrial Standards (COVENIN), a Ministry of Development agency. Furthermore, the following institutions and ministerial agencies supported this effort: The General Treasury of Maintenance (Ministry of Education), the Ministry of Urban Development, and the Simon Bolivar University.

By resorting to easy-to-understand activities and symbols, this first manual showed to those who made up the maintenance committees which are the preventive maintenance activities, the necessary technical specifications and execution procedures that guarantee safety and the adequate functioning of educational buildings. The evaluation of this first manual produced satisfactory results as related to the level of understanding of the users. However, this attempt highly emphasized a list of tasks to be performed (preventive maintenance) rather than provide the explanations and activities that were required in order to correct the failures. On the other hand, as it was a joint effort with the Venezuelan Commission of Industrial Standards, it could not be distributed free of charge to the educational community. It had to be sold in order to cover reproduction expenses.

After this first attempt, in view of the increase in maintenance activities and number of educational buildings entering the conservation program, it was realized that FEDE's valuable experience should be made available in a new manual.

The new manual, published in 1990, was divided in 9 booklets that address the most important aspects of physical educational facilities, namely:

the school building
the electric facilities
the sanitary facilities
waterproofing
blacksmithing
painting
furniture and equipment
outdoor areas
emergencies

These booklets contain the technical information required by the educational community to solve the maintenance problems via the pertinent organizations. They teach their user "what" each component of the school building is, "how" to take good care of it, to foresee any damage suffered by any of the parts of each component and correct the problems that are within the scope of competence of the community and, finally, "when" to do maintenance as an activity that is part of a program of specific activities that should be carried out daily, weekly, quarterly and annually.

The manuals have been designed as a practical illustrated guide to be used by people with very little or no prior experience, who will have to carry out inspections, services, minor repairs, or coordinate corrective repairs. In short, all those whose task it is
to improve the appearance and operating conditions of a school building and its supporting facilities.

In view of the fact that its reproduction was financed by the private sector (Banco Mercantil), it is distributed free of charge to all schools that have entered into Maintenance Agreements with this Foundation. Likewise, it is expected that this tool will be further improved through continuous evaluating procedures that will detect possible failures as related to the tool itself and to its practicality.

It is worth adding here that FEDE's activities in the field of maintenance are not limited to the incorporation of schools to the Preservation Program and the preparation/distribution of this manual. As any other institution entrusted with the training responsibility, it must encourage and promote communication with the communities in order to reinforce and channel in the proper direction their desire to participate in this process. This is what the Maintenance Special Operations has been designed for.

3.2. Eduardo Millan / Venezuela

SCHOOL MAINTENANCE MANUAL EVALUATION PLAN

I.- BACKGROUND

The maintenance problem is very recent in Venezuela. In this sense, the "Fundacion de Edificaciones y Dotaciones Educativas" (FEDE) (Foundation for School Constructions and Furnishing) has been and still is a pioneer organization in the country. According to its constituting principles, one of FEDE's objectives was to efficiently maintain the school infrastructure at a reasonable cost, since the number of schools has grown significantly with time. However, FEDE's maintenance program has not been enough to solve the problem.

In view of the situation, the need to establish bases that allow the Educational Communities to participate in school conservation and maintenance programs is obvious. Thus in 1978, FEDE proposed the creation of maintenance committees at national, state and local (school) levels. One of the main functions of these committees was to develop a National Maintenance Program defined in the following manner:

"The Maintenance Program is a set of inter-institutional actions for schools in order to optimize their performance and duration, reducing traditional donations and pooling potential resources from the Educational Community, and private and public sectors towards a common objective: Well-furnished schools that effectively contribute to guarantee the quality of the educational process and its productivity".

Though this effort was significant, it did not achieve the expected results. Thus, in 1983, FEDE together with the "Comision Venezolana de Normas Industriales" (COVENIN) (Venezuelan Commission for Industrial Standards), and other organizations involved in the maintenance of Venezuela's patrimony, prepared a technical document that was to serve as a guide for the inspection, maintenance and conservation of educational facilities, in order to prolong their service life, while simultaneously improving and preserving their operational conditions. However, the results of this endeavour were not satisfactory since the program implementation protocol was not systematized.

The previous failures have not curtailed the efforts to solve the problem. One of FEDE's virtues has been perseverance in its objectives, despite the difficulties imposed by the way the Public Administration works. This has led to the creation of a new manual. In its current version, this manual is more than a technical document, since it summarizes how to do the maintenance work in a simple and orderly fashion. This tool that
has among its objectives the motivation and organization of educational communities, responsible for maintaining the school facilities, also points out the required routines and procedures to preserve the school building.

The manual is made up of nine (9) fascicles that cover the following areas: School Building, Electric Equipment, Plumbing, Waterproofing. Ironworks, Paint, Furniture and Equipment, Outer Areas, and Emergencies.

II.- PRESENT SITUATION

The institutional effort made by FEDE and other public organizations make possible to have favourable and sufficient conditions for the distribution, delivery, and implementation of the Manual to every school which has Maintenance Agreements with FEDE. Current legal norms
create a reference framework for action. The Organic Law on Education serves as guideline, together with the Law on Conservation and Maintenance of Public Works and Facilities (1974), and other Bylaws and Decrees drawn by the Executive Power. FEDE is responsible for promoting and carrying out actions to maintain schools together with the Ministry of Education and state municipal governments. Likewise, the responsibilities of the educational communities regarding the conservation of the school facilities are established.

FEDE is making solid efforts to increase the scope of the Maintenance Program, and to this end has distributed the current version of the Manual to every school which has signed a Maintenance Agreement with it.

In the first Phase of the Manual Evaluation Plan Implementation Process, fourteen (14) schools (see Annex I) have been selected as participants of a Pilot Test. The selected schools are carrying out Induction

Workshops as a teaching-learning process, in order to guarantee the understanding of technical concepts presented in the Manuals.

The viability evaluation of the Manual is due to two fundamental reasons:

UNESCO's suggestion. UNESCO has closely followed the development Manual.
The interest to establish the viability of the Manual before implementing it at a national level.

This concern has been channelled in the following manner:

Since the Manual's objective is to motivate and organize the Educational Communities to tackle the Maintenance problem, it is essential to ascertain the efficiency and effectiveness of its content, i.e., it is imperative to evaluate it. Said evaluation would constitute an assessing process for the objectives proposed in the Manual, in order to compare them with results obtained.

III.- EVALUATION METHODOLOGY

In order to carry out this assessment, an evaluation methodology contemplating 4 phases was defined. This methodology shall be applied to our Pilot Sample representing the different regions of the country and selected according to previously defined criteria, indicated further on (see Annex 1). Evaluation is conceived as a continuous process of activities carried out during the implementation of the Manual, which goes from "ex-before" actions (Diagnosis) during Phase 1 to "ex-after" actions (Results) during Phase 4. Thus, with this approach, the evaluation process acquires an active and motivating nature, which directly contributes to the attainment of the Program objectives, since it can detect deviations from the foreseen courses of action and allows for corrections.

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For example, if during Phase 1, inconsistencies in the constitution of Committees and Brigades are detected, corrective measures can be taken along implementation of the evaluation Program. The above mentioned phases are described as follows:

PHASE 1

During this phase, the initial condition of the school facility using the manual will be diagnosed.

MAIN ACTIVITIES

F1.1. - Evaluation Logistics

This is conceived as a preparatory and/or definition period where, basically, the external and internal operation and coordination mechanisms are designed.

Estimate and procure human and material resources. Define coordination mechanisms.

Assemble work teams.

F1.2. - Definitions of criteria to select a Pilot School

It shall have an agreement with FEDE.
It shall have positive experience with the agreement.
It shall have a Director with whom dialogue is possible.
The Educational Community shall be sensitive to the Maintenance problem.

FI.3. - Briefing of Educational Communities on Pilot Schools

Briefing of Educational Communities shall be done through workshops which will basically cover the following topics:

- Presentation of the objectives of the Manual.

- Use of the Manual (teaching-learning).

The workshop will be structured according to the so-called "Learn by Doing" methodology which, among its many virtues, allows for learning in work teams.

F1.4. - Diagnosis of Pilot Schools

Physical Facility

The physical facility diagnosis will be made based on the diagnosis tool of the School Facility Information System, developed by FEDE and reformulated in Paragraph H to include Furniture and Equipment, as well as Emergency Systems (see Annex 2).

Educational Community Capacity

The diagnosis tool used in this area will be an interview made to a sample representing the different sectors of the Educational Community (see Annex 3)

OUTPUT

- Educational Communities motivated to use the Manuals.

- Evaluation (assessment) of school facility condition and Educational Communities executing capabilities.

PHASE 2

During this phase the operational objectives (expected results) will be identified in order to establish the performance standards (quantifiable objectives) while using the Manual.

MAIN ACTIVITIES

F2.1.-Definition of the General Objectives of the Manual

The expected results have been defined as general objectives in the following way;

Motivation and awareness of the Educational Community to the maintenance problem.
Educational Community Organization.
Implementation and use of the Maintenance Manual.
Reduction of inspection, conservation and repair costs.

F2.2.- Identification of Specific Objectives and Performance Standards (Goals)

In order to define performance standards, objectives have been divided in general and specific objectives, which amounts to defining qualitative and quantitative goals.

	SPECIFIC OBJECTIVES	PERFORMANCE STANDARDS (GOALS)
	-Awareness lectures	-Values introjection
	-Briefing workshop	-Knowledge, abilties & skills
	-Technical-financial support from FEDE	-Fulfillment of activities
	-Committees formation	-Operation
	-Brigades formation	-Operation
	-Organizational support from FEDE	-Fulfillment of activities
	-Plan drafting	-Finished plan
	-Development of execution capability	-To be defined in each school
	-Inspection & maintenance activities	-Deterioration index measurement
	-Work control	-Execution
	-Reduction of inspect-ion,conservation and repair costs	-To be defined in each school
	The desired values of each performance standards will he defined in terms of the individual situation of every school.
	OUTPUT Definition of performance standards with their respective measurement mechanisms.

PHASE 3

In this phase the actual results of using the Manual will be measured.

MAIN ACTIVITIES

F3.1.- Information gathering on the execution of the Manual Evaluation Program by Pilot Schools

During this phase a follow-up of the Educational Communities performance will be made in order to establish the actual values of the goals attained. This evaluation shall be done through inspection visits to the schools and systematization of the information obtained. To this end, the forms included in the Manual will be used together with other forms specifically designed to measure items such as deterioration index, educational community capabilities, etc., which will allow to gather the required data in an orderly fashion. (see Annex 4A, 4B and 4C).

OUTPUT

- Actual progress of the Manual Evaluation Program.

- Identification of courses of action.

PHASE 4

During this phase the results from the implementation of the manual will be evaluated through a comparative analysis between the performance standards and the results obtained. This will allow to perceive the changes that have taken place in the educational facilities.

MAIN ACTIVITIES

F4.1.- Partial and Global Evaluations of the Maintenance Work

Partial times shall be defined according to the total evaluation period. The total evaluation period will be of fifteen (15) calendar months, while the partial periods will be every three (3) months (quarterly).

At the end of both global and partial periods, an evaluation of the job will be made based on the data gathered. (see Annex 5).

F4.2.- Analysis of Alternative Courses of Action to Correct Possible Deviations

The objective of the above mentioned partial evaluations is to pin-point elements that could generate deviations from the program, analyse them and take any corrective actions required to re-orient the work according to the Program.

F4.3.- Follow-up and Control of Agreed Courses of Action

The corrective actions agreed upon shall be monitored in order to determine whether their application solves the detected problem or not.

OUTPUT

To establish the degree of viability of the Manual as well as its strong points and weaknesses.
To consolidate the actions and/or corrections to the Manual.

IV.- CONCLUSIONS

It is important to note that the design of a Maintenance Manual, as the one we are working on, must be understood as a dynamic process in which planning, action and evaluation of the features will allow the progressive adjustment to actual requirements.

Thus, methodology points towards continuous interaction between multiple areas, from specialists to the Educational Community. The latter should be carefully considered, since it is the "subject and object" of the maintenance effort. This implies that the Evaluation Plan that has been presented cannot be considered as something static, but as a theoretical-practical construction which should express the reality it is trying to influence.

The above described Plan represents the first stage of a far more complex process and to consider the work to be done as a simple evaluation of the Manual with the corresponding modifications to it amounts to having a limited and/or narrow view of the matter, as well as denying the knowledge obtained by this experience and previous ones.

In fact, we are confronting a multi-disciplinary research process, with different participants. A process that through gradual approaches to reality will determine the design characteristics. Thus, we must warn that the present condition of this Manual is transient and could and should be modified, as we are able to discuss it with the Educational Communities and have them implement it.

3.3. Reino Tapaninen / Finland

FINNISH EDUCATIONAL AND CULTURAL BUILDINGS

NATURE, MAN, ARCHITECTURE

Management and Maintenance of the educational buildings.

In Finland the basic school is ruled by the local municipal government, the administration of the universities belongs instead to the state government. The municipal government sets a board of education for each school and the headmaster is selected from among the teaching staff. The school board has its annual budget for the work of education, for materials, books etc. in the frames of the national educational program. The maintenance and its costs make one part of the annual budget. Every school has usually at its service at least one janitor and several cleaners who nowadays are generally trained for their professions. In the duties of the janitor belong normally the small repairs and service jobs in the building. For the big repairs, like for the repainting of the walls and facades, building constructors are used widely.

In the school buildings it is necessary to use materials which are easy to be taken care of and to repair. This is more pronounced in the case of floors and furniture. In Finland the lack of natural light has led to the common use of white materials and painting in order to get the rooms more lighted. The maintenance of the school buildings also depends on the grade of the school: it is said that in the classes of adolescents ‘only a piece of iron rail will not break'!

In the rural areas where the sum of funds for the construction is more limited one has started to create so called multipurpose centres where all the municipal services can be centralized. It is usual to put the school together with the municipal library, youth facilities and other cultural services. These different activities can have besides their own facilities also some common spaces. For instance an auditorium or a gymnasium can be meant to serve every activity. That solution can save a lot of money in terms of construction and maintenance, but it also can cause problems of administration. In order to avoid all the contentions in the use of the building at all hours of the day you

have to have very specific contracts and calculations of the costs between different administrative institutions that can be sometimes complicated.

In general we can say that in the management and maintenance there is not a big difference between urban areas and rural areas in Finland.

3.4. Yannis Michail / Greece

SCHOOL BUILDING MAINTENANCE FRAMEWORK IN GREECE

The School Building Organization (DSB) is an independent organization supervised by the Ministry of National Education and Religious Affairs (MNER). Up to 1989 DSB was responsible for the construction and maintenance of all public schools in the country.

After that year, there has been an effort to decentralize most of their responsibilities by turning over the design, construction and maintenance of the school building to the 54 Prefectures of Greece.

More specifically, the responsibility for maintenance and up-keeping works is exercised by the Local School Commissions (LCS) which are Legal Bodies of Public Law attached to the Municipalities. The members of these LCSs are non-renumerated and are appointed by the Local Authorities. Each LCS includes the Director of the school, representatives of the Local Authorities as well as representatives of the Parents and Students Associations. In many cases, when several schools are located on the same site, one LCS is in charge of and responsible for more than one school . An extreme example of such a case is the Graba-Athens School Complex where 35 schools are the responsibility of 5 LCSs.

The financing of the maintenance works is provided by the MNER which allocates funds to the Prefectures twice or thrice per year. The distribution of these funds is determined by using a formula of "factors", such as location of school, number of students. geographic location etc. The prefectures in turn distribute these funds to the Local Authorities which decide on the further down allocation of the moneys to the LCSs.

The LCSs are free to use these funds according to their priorities. For works not exceeding the equivalent of U.S.$ 20,000, the contracting procedures followed are simple (no bidding). Works of higher value become the responsibility of the Local Authority and Prefecture and procedures followed here are those required by law for Public Works.

The level of funding varies from year to year and by LCS, depending on the total number and price tag of required works.

In addition to the above, the MNER provides extra funds for special items such as the acquisition of audio-visual equipment, computers etc.

Last year, the total amount allocated for maintenance was the equivalent of U.S.$ 44,500,000, out of which 1/3 was distributed to schools of the greater metropolitan area of Athens (where over 1/3 of the population lives) and 2/3 to the rest of Greece. Furthermore, the amount spent for new projects (land acquisition and construction of new school buildings) reached a total of U.S.$ 150,000,000 . Thus in 1990, the total amount allocated for the educational facilities of the country was approximately 200 million U.S. dollars.

In some cases - but not very often - the parents of the school children volunteer to provide work. More frequently the Parents Associations provide their volunteer services for light jobs such as cleaning etc. or collect extra moneys to cover the costs for the introduction of additional courses/services which they feel should be provided to their children, such as music, dance, extra foreign languages, school bus, etc.

Maintenance in general is provided when damages are reported, Otherwise very little is done in the form of preventive maintenance. Most damages are caused by the intensive use of the facilities, such as double-shift morning/afternoon use of the school buildings etc. This is practiced usually in dense urban districts were the number of children of the area can not be accommodated by existing facilities. In such cases an additional deterioration factor becomes the alienation feelings students develop for a school environment that does not "belong" to them.

Furthermore, the non-existence of house-keepers or guardians and supervisors (no funds are available for such personnel) is undoubtedly not to the advantage of maintenance, and many damages (vandalisms etc) take place especially during the summer months when schools are empty from any form of supervising personnel (teachers or other) that under normal conditions act as a damage-deterrent factor.

It must be emphasized that maintenance today is a very serious problem, which will continue becoming more and more acute since most existing school buildings are twenty or more years old. During the past three years, the MNER was doing its best to face problems systematically within its tight limitations of budget.

3.5. Jerry Lawrence / USA

PLANNED FACILITY MANAGEMENT FOR SCHOOLS. STATE OF WASHINGTON

INTRODUCTION

Purpose and Scope

All materials, structures and equipment, regardless of the type of service they render, are subject to damage and deterioration. School districts must be constantly concerned with the safety, reliability, economy and efficiency of their facilities. An orderly and consistent effort toward "Planned Facility Management" is the best method a school district can adopt to satisfy these concerns.

The goals of the "Planned Facility Management" program are:

To operate each school facility at its peak efficiency.
To ensure that facility management implications are a high priority in school planning and decision making.
To develop "maintenance and operations consciousness" among school staff, students and community.

This paper is intended to provide guidelines and demonstrate methods of planned facility management through which a school district can control maintenance and operating activities and facilitate efficient utilization of available labor, money, energy and other material resources.

An effectively operating planned facility management program can offer significant insight in the process of school facility development procedures through participation in advance planning, formulating educational specifications, financial planning, and design and construction activities.

The capital expenditure invested in the initial construction of a school facility represents only a portion of the cost which a school district will expend during the useful life of the facility.

When each new school facility is occupied, it is in top shape, exactly as the school district would like it to remain. A planned facility management program which can provide effective inspection, upkeep, maintenance and repair to components on a regular, systematic basis is an essential element in striving towards that goal.

An effective facility management program can provide meaningful benefits to a school district.

Tangible benefits include:

Often, for every dollar spent in effective facilities management, more dollars will be saved in maintenance expense.
Reduced frequency of equipment and system failures.
Reduced waste in labor, material and equipment purchases.
Controlled energy consumption.
Greater protection to the capital investment by slowing the rate of facility deterioration.
Increased safety and security.

The intangible benefits include:

improved environment.
Increased student and faculty morale and productivity.
Greater uses, comfort and convenience.
Greater community pride.

These benefits are derived from a well maintained, aesthetically pleasing facility.

FACILITY MANAGEMENT

School District Policv Statement

The primary source of authority for establishing planned facility management is the local school board of directors acting through its administrators. With this authority comes the responsibility to obtain the maximum use of school facilities (both educational and community use) through prudent decisions concerning expenditures of school district funds.

The first responsibility of the school district board of directors is to adopt a policy which defines its expectations regarding the maintenance and operation of its school facilities. This policy should be stated in generalized terms only, leaving specifics of implementation for administrative consideration.

The success or failure of a planned facility management program remains in the hands of the superintendent of schools. It is the superintendent who will implement board policy, establish financial resources for program management and set standards for performance.

Management Plan:

Origin:

Once the school district board of directors has established a policy statement, a plan must be devised under the direction of the district superintendent for the orderly conduct of efforts to conform to that policy. This becomes the "Management Plan".

The management plan should strive to:

Preserve the function of the facility.
Maintain a safe and suitable environment.
Efficiently pre-plan and coordinate operations.
Establish and enforce standards of performance.
Control costs.

Depending upon the size of the school district which is preparing the management plan, those persons who will participate in the implementation of the plan include:

1. Administrative staff.

2. Maintenance staff.

3. Custodial staff.

4. Outside resources (contracted services).

The extent of participation by these persons will vary considerably depending upon their abilities and assigned responsibilities. Other participants who should be considered essential to the success of a management plan may include:

1. Design teams (when planning new facilities).

2. Federal, state and local agencies who may contribute

resource knowledge and information.

Inventory

An essential element of a management plan is a thorough inventory of all existing facilities available for school district use.

The inventory should include:

1. All real properties now owned or used by the school district.

2. All buildings now owned or used by the district.

3. Identification of all materials, elements, components and systems in use throughout the district.

4. Identification of all external resources (utilities, services, fuels, materials, etc.) available for use.

5. Identification of all internal resources (staff, data, services, etc.) available for use.

6. Identification of current warranties, service agreements, etc., which may apply to facilities

7. Identification of all equipment, furnishings, machines, vehicles, etc. in use throughout the district.

8. Identification of the responsibilities of all parties when some facilities are shared with other agencies.

A thorough inventory may, in itself, immediately identify many areas of potential cost savings and eficiencies which are worth further investigation. It will certainly suggest that, over the years, a tremendous variety of products and systems are being called upon to perform identical services throughout the district.

Evaluation:

A completed inventory is of limited value until it has been carefully and objectively evaluated on a

building-by-building basis and has been examined for its compliance with the management plan. Each individual building unit must be examined with respect to its anticipated useful life, energy consumption, history, conformance to current health and safety codes and ability to conform to performance standards.

Predictions of Future Requirements:

Inasmuch as they might be reasonably anticipated, long range projections for school facilities should be considered in the evaluation process. Their impact upon management planning might influence immediate organizational efforts.

Implementation:

Management Control:

Management control consists of assuring that events are conforming to plans. To achieve this goal, an adequate control system must disclose where deviations are occuring, who is responsible for them, and what should be done about them.

In order to effectively execute management control, a system must be adopted which contains the following essential elements:

1. Plans and Procedures:

Some method must be used to establish a plan and procedure for what is to be accomplished. The plan defines what is to be done while the procedure assigns the responsibility for getting the plan accomplished.

2. Measuring:

To determine if plans are being executed properly, it is necessary to have some means of measurement or evaluation. This generally means some method of quantification. Quantification can be related to:

Schedules (stipulated time periods).
Budget.
Available labor.

3. Reporting:

A reporting system must be used to reveal what is being accomplished. Reporting systems may be related to the items used in measuring; i-e., response time to work needs, dollars spent or labor hours required.

4. Reviewing

Plans, methods of measurement, and reporting methods are valuable only when they are regularly reviewed to identify deviations from the plans. This review process should result in meaningful management reports with specific deviations identified for supervisory action.

5. Decision Making:

Decision making is the backbone of management control. Once data has been reviewed, the control function requires action on the part of the supervisors. Expenditure rates may have to be adjusted. Conflicts in schedules may have to be adjusted. The plans themselves may have to be revised.

Organizing:

Each facility management department should organize in such a way as to best meet its own mission. There are many ways to organize, but the resultant organization must be prepared to efficiently accomplish the following tasks:

Determine what work has to be performed and the priorities to be placed on various types of work.
Determine when the work is best accomplished.
Provide adequately trained personnel (or contractors) to accomplish the work.
Manage and coordinate the accomplishment of the work.

Staffing:

Staffing is the management task of filling and maintaining the positions required in the facilities management organizational structure. It includes:

Defining labor requirements.
Recruiting and hiring.
Training.
Compensation.
Continuing performance evaluation.

CONTRACTED SERVICES:

No matter how large and diversified the in-house capability of the facility management department may be, situations will arise where economics or response time will require the use of outside firms for certain services or work. Determining the extent of need for such services is part of the facility management function.

In analyzing the use of contracted services, it is useful to classify the type of contracting on the basis of the extent of use of their services.

1. Routine contracting:

Refers to performance on the scheduled routine basis such items as pest control, waste removal, elevator service, parking lot sweeping, exterior window washing, servicing major equipment components, etc.

2. Unscheduled, intermittent contracting:

When contracted services are used on this basis, it is generally to reduce peak workloads or to provide services that cannot be performed in-house. Examples of this type of contracting are carpet or drapery cleaning, window blind maintenance, purchased labor, etc.

3. Project contracting:

This refers to performance on the basis of a separate contract agreement for the work each time the need arises. This type of contracting is normally used for construction projects, resurfacing of parking lots, painting of buildings, carpenting, etc.

State law (and sometimes school district policy) places limits on the dollar value of in-house construction that may be undertaken by a school district

Record Keeping:

Accurate and complete records are mandatory for effective long and short range planning. Maintain a cumulative and chronological record of all activities performed. Record all unscheduled work such as equipment failures, etc. Also maintain a performance and reliability summary for all maintenance items. This information provides a sound basis +or increasing or decreasing maintenance frequencies to prolong life expectancy, reduce down time, increase productivity and
reduce operating costs.

Funding:

A good facility management program requires commitment from the school districts' board, its superintendent, administration, staff and community that maintenance of district facilities is a high priority and must be provided each year with adequate funding. To obtain this commitment, efforts should be made to emphasize the importance of a good maintenance program in terms of dollars saved which can be used for educational programs. It is best to present to the school district

board of directors a district-wide facilities management budget which is built on a renewable, multi-year plan detailing activities and costs. This plan must be based on the best information possible and presented in a logical, well organized format. All of the data accumulated in the implementation phases must be collected and analyzed. When this has been done, a prioritized list of activities, projects, and purchases can he developed. Time sequences can be established to place each item in its rightful order of importance.

QCCUPANCY/USE AND ORIENTATION

Once the construction of the new school facility has been completed and it is ready to perform its service function for the school district's education program, the users of the facility must be oriented to its capabilities and educational functions. Persons responsible for operating and maintaining the physical plant must be familiarized with the technical requirements of the various components of the structure.

The capital expenditure invested in the initial construction of the school facility represents only a portion of the cost which the school district will expend during the life of the facility. Effective efforts in orientation and planned maintenance programs will enhance the rewards to the school district for its investment through more cost-effective utilization and operation.

A proper orientation program is the most productive aspect of opening a new school facility. Orientation must be offered to the administration personnel, faculty, staff, maintenance and operating personnel, students and members of the community to facilitate everyone's adaptation to 'the facility. Effective program implementation may be unobtainable without demonstrating the compatibilities of the facility to its users.

A variety of orientation programs should be developed. Two main categories of such programs are:

User orientation - directed at the needs of persons who will work in the facility.
Public information - intended to promote familiarity with the facility as a community resource.

The school administrator, educational consultant and the design team are responsible for initiating the orientation.

User Orientation Program

Detailed orientation sessions directed specifically at answering questions of school administrators, maintenance and operating personnel, faculty and staff can take the form of:

A building tour-conducted by the design team to explain project background, design concepts and intended use.
in-service programs for teachers - concentrate on the relationship between the faculty and the educational program and the Nays the facility can be used to realize program goals.
Building and equipment review sessions - allow the design team, consultants and manufacturer's representatives to demonstrate and discuss the operation and maintenance of various systems, equipment, and elements.

Public Information Programs:

Public information programs are normally less detailed than user orientations. They are designed to promote familiarity with the educational facility rather than in-depth understanding of how the facility can be used. Such programs are important for two reasons: They provide an awareness of how the tax dollar is being spent and an understanding, particularly important for parents, of some aspects of the educational environment in which their children will learn.

The following activities will assist the public information program:

Media features (newspaper articles, radio or television programs) which discuss and illustrate the new facility.
Brochures with map, photographs, and text briefly explaining design and educational concepts.

Open houses or tours conducted by students who have been briefed about the building and its relation to the educational program.
Printed material fur distribution to visitors interpreting the new facility and program.

USER'S MANUAL

One orientation tool that is meeting with growing acceptance is the user's manual. It includes three basic types of information:

A summary of the project's history and the most influential design concepts.
An explanation of how these concepts were implemented in the actual design and major use guidelines.
A maintenance and operation section giving technical data on the building systems and components, cleaning instructions, guarantees, etc.

The user's manual is a resource book of use and maintenance information to which users might not otherwise have access when the original facility planners are unavailable. It is recommended that the school district receives copies of the user's manual and that one of these copies be immediately placed in the school district vault as a permanent record.

BUILDING EVALUATION PROCESS

Once the school facility project has been completed and is in its intended use, it is time to look at the results of the planning, design and construction efforts. This examination is known as "Building Evaluation Process." It has become common practice to evaluate a facility during or near the end of the first year and then at Intervals through the next three to five years. These evaluations provide an opportunity to obtain information that can be used to improve the planning and construction of future educational facilities.

The information obtained through a building evaluation can provide valuable information to:

Determine how successful the planning has been.
Determine how well the building responds to the educational specifications and the ongoing educational program.
Identify changes in the planning process that might be required and a plan to implement them.
Identify particular features of the building that should or should not be repeated in future projects.
Identify and plan corrective measures for the school building being evaluated.

Many people can participate in the evaluation. The responses of the users of an educational facility are most important. This could include teachers, administrators, students, aides, custodial, secretarial and food service personnel. Additional participants could include the architect, the school district's facility planner, central office personnel, maintenance personnel, community members and regional. state or federal officials. The experiences, perceptions and expectations of each evaluator are different; their input is vital to achieve a total and balanced evaluation of the facility.

Above all, use the information you have gathered in a building evaluation process when you start planning your next school facility!

PLANNED MAINTENANCE

When you have occupied your new school facility it is in top shape, exactly as you would like to keep it. A planned maintenance program for inspection, maintenance and repair of components on a regular or systematic basis is an essential element to your goals.

Planned maintenance, properly performed, can greatly extend the life and usefulness of your school plant, its equipment, tools and supplies and provide better assurance of pupils' and teachers' safety and health. Improper maintenance can often lead to catastrophic damage.

The responsibility of planned maintenance is discharged through careful management of the sanitary conditions of the facilities, accurate control of temperature and ventilation, watchful care of all the factors of safety, and systematic inspection and care of all the many individual components of the building7s systems. A planned maintenance program often utilizes a centralized maintenance and operations department within the school district for accurate record keeping on all components to facilitate an effective and continuing maintenance and operation program. Accurate and complete records are mandatory to implement effective long and short range planning for this new facility and other future facilities.

Establishing a Planned Maintenance Program

The essential steps to establish a planned maintenance program include the following:

Identification:

The entire school facility is inventoried and all items to be maintained are identified.

Custodians will make minor repairs within their capabilities.

Custodians will be responsible for the following maintenance:

Minor repairs to stationary equipment.
Routine building repairs (i.e., plaster, paint, floor tiles, etc.).
Most repairs to furniture and stationary student seating.
Emergency repairs of any kind affecting safety and/or closure of building.
Gym locker repairs and repairs to combination padlocks.
Repairs to locks, door closers, hardware. etc.
Minor repairs to lighting (replacement of bulbs, ballasts, etc.)
Minor repairs to playground equipment.

Each year the head building custodian and maintenance supervisor will inspect the facilities and determine the major building maintenance needs. This will include, but not be limited to:

Repainting of a building.
Replacement of roofing.
Replacement of heating, ventilating, plumbing, or electrical systems.
Playground resurfacing.
Replacement of floor covering.

Maintenance will be performed year round since it is not feasibIe to do all desired/required work during the time school is not in session. Every reasonable effort will be made to schedule maintenance work at a time which will least inconvenience the educational program.

Techniques:

Establish the maintenance procedures to be required for each item and the frequency of performance of such procedures. Be sure to include procedures and frequency which may be required by manufacturer's warranties.

Records:

Maintain a cumulative and chronological record all maintenance performed and of conditions found when maintenance was performed. Be sure to record all unscheduled maintenance such as equipment failures.

Summary and Review:

Maintain a performance and reliability summary for all maintained items. This information provides a sound basis for increasing or decreasing maintenance frequencies to prolong life expectancy, reduce down time, increase productivity and reduce operating costs. Additionally, this information can provide reliable data for evaluation of materials and equipment under consideration for incorporation in other school facility projects.

Recent advancements in computer technology offer many opportunities for controlling maintenance, maintaining continuity, monitoring warranty information and reducing

clerical work. A computer program for planned maintenance must be carefully and thoughtfully designed to be effective.

Any planned maintenance program - whether managed by a computer or pencil - must be continually updated as maintenance is performed.

IMPLEMENTED PLANNED MAINTENANCE

Many of the most frequently scheduled items of planned maintenance may be regularly performed by the school district's custodial personnel while other items may require technical or mechanical skills and equipment not available to any but the largest districts, if at all. These maintenance items should be performed through "maintenance agreement contracts" negotiated with qualified contractors. These contracts should be prepared by the school district and its appropriate consultants rather by the vendor. Often, some planned maintenance items require work which should be observed, tested or verified by professional consultants such as mechanical or electrical engineers - do not hesitate to employ qualified professionals to assist your planned maintenance program.

Above all, do not forget that the term "planned maintenance" applies to a huge array of activities varying from emptying wastebaskets and vacuuming carpets to cleaning air filters, calibrating thermostats and servicing operating machinery. Almost every component integrated within your new school facility will need inspection and care to extend its useful life.

APPENDIX

Credit should be given to the State of Washington, Office of the Superintendent of Public Instruction, Olympia, Washington for the development of "School Facilities Development Procedures Manual, Maintenance and Operation, May. 1981" for reuse of their document
for this presentation.

Other credits are as follows:

Facilities Management, A Manual for Plant Administration

Published by;

The Association of Physical Plan Administrators of University and Colleges

11 Dupont Circle, Suite 250

Washington, D.C. 20036

"Engineering Management Series" Published by:

Engineering Management Division Syska & Hennessy, Inc., Engineering 11 West 42nd Street

New York, N.Y. 10036

"Institutional Buildings Program" Published by the Bonneville Power Administration

"Institutional Buildings Programs and Institutional Conservation Program"

Published by:

Washington State Energy Office

400 East Union Avenue

Olympia, Washington 98504

"Institutional Manager's Guide to Energy Conservation

DOE/CE 0094

Published by:

U.S. Department of Energy

Post Office Box 63, Oakridge, TN 37B30

Consultants Facility Maintenance Manual Sub-committee of the School Facility Cost Advisory Board to the Office of the Superintendent of Public Instruction, State of Washington.

Technical Writer and Editor:

Robert T. Olson, AIA

Olson and Rigg Architects

4224 Sixth Avenue SE, Building *5 Lacey, Washington 98503

3.6. Maria Braz de Oliveira - Jorge Farelo Pinto/ Portugal

ECOLES POUR LES PREMIERES 5 ANNEES SCOLAIRES DANS LA BANLIEU DE MAPUTO MOZAMBIQUE

PROJECT PROTOTYPE POUR 5, 10 & 15 SALLES DE CLASSE. POINT DE DEPART POUR ETABLIR UNE DIVERSITE D'IM-PLANTATION EN FUNCTION DES CONDITION REELLES.

BREF DESCRIPTION

Des salles de classe avec 60 m2 pour 50 eleves et des espaces administratifs avec 80 m2, amnemant a une construction solide et durable, qui utilize des materiaux simples (blocs de ciment, planches de fibrociment et boie) sans en avoir besoin d'impotantes exigences deconstruction dont les frais sont minimes (U.S.% 180 pour m2/U.S.$ 15,000 pour salle de classe y compris des amenagements exterieurs).

OBJECTIFS PRINCIPAUX (MAIN POINTS)

La gestion et l'entretien des edifes scolaires posent des questions des le debut de par sa conception, et les projects traduisent une prise de position.

En effet si les charges de la qestion sent des le commencement, engages dans le project, le resultat est que la "philosophie" propose par 17architecte est tout de suite "assimilee". etant elle meme le resultat de dialogues, mises au point et de definition de politiques communes.

La discussion des proiects, le development des actions de soutien et de sensibilization, l'organization de seminaires pour traites ces questions, amene a I'adhesion des professeurs et des communautes.

Tandis que les aspects de question se rapportent essentiellement aux caractheristiques de la societe desquelles decoulent une politique d'education qui en-cadre l'administration d'un paec scolaire (puisse-t-il etre urban ou rural) deja les aspects d'entretien sont lies a une philosophie de constrution scolaire.

Ainsi„ si nous ne voulons pas faire des travaux dans Ies premieres 5 annees de vie de l'imeuble, si nous voulons faire uniquement de l'entretien entre le 5eme et 15eme annee et seulement apres 15 ans, des reparations importantes, il faut absolument investir dans la

construction initial, malgre l'augmentation des touts de demarage qui seront entierement recuperes a la fin de cette periode.

Le cas du Mozambique essaye de suivre une direction diametralement oposee a la pratique courante, qui con-siste de, au nom du manque de disponibilites financiaires construire en dessous des minimums, traitant la constrution des ecoles comma celle des bidonvilles.

3.7. Henri Noël Pèronne / France

MENAGEMENT ET MAINTENANCE DES ESPACES EDUCATIFS ET CUL-TURELS DANS LES ZONES RURALES ET PERI-URBAINES.

Les problemes que posent le menagement et la maintenance des Espaces Educatifs ne sont pas identiques dans les divers pays. Les differences proviennent des echelles tres variables de leurs equipments - nombre d'etablissements scolaires, surfaces de plancher de ceux-ci moyens financiers et techniques disponibles pour assurer leur entretien.

Aussi l'experience francaise est le reflet de donnees propres a cette contree. Quel est en France le champ d'application du menagement et de la maintenance des Espaces Educatifs. Il se divine en trois, celui de chacun des trois types d'etablissement:

Les ecoles accueillant des enfants de 6 a 11 ans - enseignement obligatoire - leur menagement et leur maintenance slant assures par la commune ou elles sont implantees. Celles-ci sont au nombre de 60.000 en viron reparties dans 36.396 communes.
Les colleges accuellant des enfants de 11 a 16 ans - anseignement obligatoire - leur menagement et leur maintenance sont assures par le department ou ils sont implantas - it y a en France 5.000 colleges environ repartis dans les 100 department (95 metropolitain et 5 d'outre-mer).
Les lycees accueillent des enfant de 16 a 19 ans - enseignement non obligatoire - leur menagement et leur maintenance sont assures par la region ou ils sprit implantes - it y a en France 2.500 lycees environ repartis dans 22 regions.

En surface ces etablissements offrent:

30.000.000 m2 de planchers pour les ecoles primaires environ 30.000.000 m2 de planchers pour les colleges et les lycees environ.

Ces chiffres sont ceux de l'enseignement public non compris ceux de l'enseignement prive qui represente 20% du total prive/public. Les etablissements prives ont un regime a part et ont un mode de gestion varie.

D' une maniere generale en ce qui concerne le domaine bati, l'experience a montre que la bonne gestion d'un demande que soit consacre a son entretien et a sa maintenance 2 a 3% de sa valeur patrimoine immobilier entretien et a sa venale annuellement.

D'autre part it convient de bien distinguer dans la maintenance deux types d'interventions:

-celles qui relevent de l'entretien courant : peinture, petite refection electrique, nettoyage des terraces de toiture. des gouttieres ou cheneaux, reparation de fuites ou d' engorgement, petite serrurerie petite menuiserie - portes, fenetres„ meubles, - etc... En France un article du budget prend en compte le financement de l'entretien et des contrats de maintenance - chaufferie, bruIeurs, ramonages, ascenseurs, etc... -.

-celles qui maconnerie, refection de toiture par example – leur financement est prix en compte dans l’article du budget relatif aux investissements.

L'etude de cas qui va suivre va etre limitee a celui des etablissement de l'enseignement primaire car it est le plus caracteristique et de plus ces ecoles soot bien reparties dans l'ensemble du territoire francais notam-ment en zone rurale et en zone peri-urbaine.

Leur menagement et Ieur maintenance est de la competence des Municipalites: un texte de loi donne aux communes la responsabilite de leur realization et de leur maintenance. Si le montant des travaux a envisager depasse une somme de l'ardre de 60.000 dollars, le prefet, representant de l'Etat dans le departement, assure une tutelle.

Mais les communes en France ont de grander disparites en ce qui concerne leur population qui varie de 0 (inhabitees) a 908.000 habitants (Marseille) et leur superficie de 0,037 km2 a 770 km2. Ces disparites creent evidemment de grosses differences de situations.

Les petites communes qui n'ont aucune infrastructure technique et aucune competence confient la maintenance de leurs ecoles a de 5 entreprises du secteur prive.

Les communes les plus importantes ou meme les groupe-ments de communes (syndicate intercommunaux) disposent souvent d'un service technique etoffe avec administrateurs, architectes, techniciens, ouvriers specialises et un groupement d'achat.

Pour plus de precisions voici l'organization du menagement et de la maintenance des etablissements educatifs d'une commune de l'Ile-de-France a 25 kms de Paris regroupant 40.000 habitants:

Dans cette commune 25 ecoles primaires y sont implantees. 30% de son budget est consacre a l'enseignement (snit 90 millions de francs environ soit 10 millions de dollards environ). Au point de vue administratif 9 personnes en ont la charge dont le principal responsable est un maire-adjoint.

Le service technique comprent 100 personnes dont I'architecte.

Les gros travaux, construction ou rehabilitation d'une ecole scant cependant confies a des maitres d'oeuvre, techniciens et entreprises du secteur prive.

A l'oppose dans des etablissements educatifs importants le petit entretien est assure par un ou plusieurs factotums. Ils disposent d'un atelier et sont charges de l'entretien courant en menuiserie, serrurerie, peinture, electricite.

Quelque fois, mais ce sont des cas un peu particuliers, les eleves peuvent entreprendre des travaux de peinture sans ou avec contrainte (punition).

Le cas de Paris, un peu a part, se rapproche de certains groupements de communes. La Ville est divisee en secteurs qui disposent chacun d’une equipe d'ouvriers qualifies responsables de l'entretien des ecoles du secteur.

Diverses methodes d'organization du travail de maintenance des etablissements educatifs peuvent donner des resultats interessants. Lune employee par certaines societes privees a fait ses preuves; elle est un peu rigide peut-etre mais elle permet de prevoir et d'assurer un bon entretien des batiment. Voici la description du deroulement de ses diverses phases dans le temps:

- au mois de JUIN l’architecte ou un technicien procede

a une visits du batiment et en concertation avec les responsables etablit la liste des travaux qu'il con-vient d'envisager - reparation ou amelioration -

au moit de JUILLET Ia liste des travaux etant arretee l'architecte reunit sur place divers corps d'etat pouvant etre concernes par ceux-ci. II leur explique ce qu'ils auront a faire et leur demande d'en.etablir les devis descriptifs et estimatifs qui doivent Iui parvenir dans les deux mois au plus tard.
au mois de SEPTEMBRE il examine les offres et en fait le recapitulatif.
en debut OCTOBRE lors d'une reunion avec la direction generale qui gere les batiments, it expose les demandes des divers responsables et les offres des entreprises. Un tri est opere entre les travaux prioritaires et ceux qui peuvent attendre.
La direction ayant regroupe les diverses demandes venant des divers etablissements dont elle a la charge etablit son budget et arrete en FIN d'ANNEE les travaux qu'elle retient pour l'annee a venir en ajoutant une part d'imprevu.
La liste retenue est communiquee aux architectes puis aux entrepreneurs qui organisent leur intervention en tenant copte du fonctionnement des etablissements (a noter qu'en cas d'imprevus ils doivent garantir une reparation rapide).

Un autre moyen peat apporter une aide a l'organization de Ia maintenance des batiments : il s'agit de guide qui donne la liste des diverses interventions et leur periodicite. En France cette methode a ete employee sous forme de carnets d'identite qui definissaient aussi le type ,de construction des batiment. Mais ces carnets d'identite se sont reveles un peu trop complexes et n'ont pas eu le succes qui etait attendu curtout dans le domaine de la maintenance.

EN CONCLUSION, le choix du cas des etablissement de l'enseignement primaire se justifie un peu plus que par le fait de leur bonne repartition en zone rurale et peri-urbaine car it est manifeste que ces ecoles sont en general bien entretenues. En recherchant pourquoi ii apparait que le principal motif de cette bonne gestion est du au fait que ces equipements appartiennent a de petites collectivites qui en sont fieres et ou le rapport entre les individus qui les composentest est

direct. Il n'y a pas une chaine d'intervenants qui dilue les responsabillites. L'ecoIe est un bien common et it faut en assurer la perennite

3.8. Dick Mooij, Wim Fielmich / The Netherlands;

CHANGE IN MAINTENANCE STRATEGIES

When Tom Peters released his "handbook for a management revolution" (Thriving on Chaos, 1987) one of the key messages was to look upon change as an opportunity, not as a threat. The unpredictable future asks for mobility and flexibility. Customer responsiveness, fast paced innovations, flexibility by empowering people, new control systems and different leadership were the prescriptions for a world "turned upside down".

Of course the field of facilities management is strongly related to the changes and uncertainties in the primary production processes of organizations. Being the "facilitators" we have to be able to cope adequately with change. if we look at the housing services there is an interesting paradox: relatively long-lasting static buildings have to deal with change. The past decades of growth in the industrialized countries

of the world have focussed the at on design and construction. An enormous amount of new materials, instruments and methods became available. In the next decades a lot of changes will have to happen within the limits of what is available physically and financially.

There's a growing need for attention of what we have produced already. Methods and instruments to manage existing portfolio's of real estate are undeveloped.

This paper concentrates on real estate aspects of FM and addresses four important fields of change:

1. user focus

2. dynamics of organizations

3. environmental issues

4. professional development

With some of the topics illustrations will be taken from the practice of the "Rijksgebouwendienst". This Government Building Agency is responsible for the provision of workspace to 170.000 people in the service of the central government in the Netherlands. The building stock consists of some 4,500 buildings with a gross floor area of 45.5 million square metres and an estimated replacement value of 10 billion U.S. dollars.

USER FOCUS

The time has passed in which airline companies flew planes and public transportation bodies ran buses and trains. The aim is to transport customers. The planes, buses, trains are means to an end. In the real estate market buildings are still largely seen as an end in itself. They are too often solely looked upon as products of architecture, technical accomplishments etc. Not often enough they are considered to be products for users. The average client will see a building primarily as a necessity to support the primary functions of an organization and it has to be able to adapt to changes in this organization.

Without creating artificial distinctions one can perceive two main viewpoints in the management of real-estate. In portfolio-management the optimization criterium generally is return of investment. The real-estate portfolio is considered to be a source of income. In facilities management real-estate is considered to be a means to support the primary production process. The optimization criterium is the contribution to the overall results of the company. This means that from the point of view of a real-estate developer a suboptimal decision might be taken in this case. Of course these statements are two extremes. In reality all kinds of solutions between these two will be found.

Still it is useful to make this distinction, because it represents a fundamental choice on strategic decision levels within an organization. If for instance the management of real-estate is concentrated in a profit centre inside a concern structure the management of this centre will primarily go for its own net result. Of course this also includes a satisfied customer, but this is reflected in occupation rates and lease income. From the point of view of a cost centre investments could be made to raise the results of their parts in the organization.:

Looking at the management of real-estate it is not difficult to see that in the past decades it has been an economical/technical operational process. Most of the time the attitude of the consumer has been that FM should prevent inconveniences.. If we take a look at the total yearly costs of providing people with facilities to operate in office environments it is obvious that this is an understatement. In the figures 1 and 2 these costs are given in minimum, maximum and mean figures per work unit.

The basis for these figures lies in a survey of approximately 50 office buildings in the commercial and public sector in the Netherlands. One should realise that the total figure represents some 20% of the total costs of the organization.

And this is not all: the costs represented here are the direct costs related to facilities. The enhancement or disturbance of primary processes is a vital cost factor that is difficult to calculate.

To give an example: maintenance in airline companies is a major cost factor and a major field of management because of the security risks and regulations. There it is obvious that maintenance is vital and essence a part of the primary production process.

In a building that houses a chips lab maintenance is primarily aimed at risk control and prevention. If maintenance does not play this vital role in a process it is a "creeping factor".

After a certain point in time one is confronted with serious complaints and destruction of capital investment. Maintenance can have a substantial effect on the primary production process of an organization.

The conclusion of this ail is that the importance of FM should not only be stressed from the point of view of the direct costs related to it. The importance lies in the effects on the primary process and the creeping destruction of capital investment.

David Young did not attend this seminar. This document was produced from the UIA/UNESCO record of the seminar. Screen images are from google earth. Photo images are from wikipedia.org

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