Enabling physical teaching and learning environment for South African public schools

Abstract

This presentation investigates the typology of learning environments that enable effective school teaching and learning. According to the National Education Policy Act (27/1996),research show that there is a direct link between the physical environment in which learners are taught, teaching occurs, as well as student learning outcomes. The policy emphasises the impact of poor learning environments as contributor to students' irregular attendance and dropping out of school, teachers' absenteeism and the teacher and student ability to engage in the in teaching and learning processes. Research on typical South African schools highlight that the school environment still does not provide a physical environment that enables effective implementation of core sector policies, such as progressive curricular, co-curricular activities and the level of quality, equity, efficiency, relevance and values. This is evident in the low academic performance of learners. A desk-top literature review of the environmental factors and design factors that impact on learning and teaching outcomes from international and national sources was followed. The conditions of learning and teaching environments play an important role in education, as they impact on learners' outcome and teaching ability. Design of learning institutions should be informed by users, stakeholders and communities in which the institutions are situated. The Indoor Environmental quality must optimise learning and promote sustainability. This research recommends that criteria for indoor environment quality be standardised for all public school, with consideration of other factors, such as location and climatic condition. A "one size fits all" approach is not encouraged in design, as socio-economic and climatic factors as well as stakeholder's involvement impact design.