• Journal of the Korean Institute of Educational Facilities
• /
• v.5 no.3
• /
• pp.50-55
• /
• 1998

• Journal of the Korean Institute of Educational Facilities
• /
• v.19 no.2
• /
• pp.36-40
• /
• 2012

• Journal of the Korean Institute of Educational Facilities
• /
• v.23 no.6
• /
• pp.21-24
• /
• 2016

• Journal of the Korean Institute of Educational Facilities
• /
• v.23 no.5
• /
• pp.38-41
• /
• 2016

• Korean Journal of Construction Engineering and Management
• /
• v.8 no.6
• /
• pp.207-215
• /
• 2007

The purpose of this study is to predict the long-term maintenance expense of BTL school projects which were ordered from the Ministry of Education and Human Resources Development and each Metropolitan and Province Office of Education. For conducting this study, the adapted research method includes a case study of BTL school projects ordered from Seoul Metropolitan Office of Education in 2006. After examination of initial investment based on each $school^{\circ}{\phi}s$ operation account, it estimates maintenance expense and long-term maintenance expense. Also it compare using two methods: one is the long-term maintenance expense estimation in apartment houses and the other is AEAM(annual equivalent amount method). The results of this study are as follows: 1) It is analyzed long-term maintenance expense rates of each BTL school. As a result, it is construction(14.0), civil(1.4%), mechanical(6.5%), equipment(6.5%), electronic(11.0%), fixture(5.1%) and the rest(1.0%). 2)It is applied using two methods: one is the long-term maintenance expense estimation in apartment houses and the other is AEAM. Finally, It is compared expense deflection per $100{\beta}{\ge}$ in each month.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.10
• /
• pp.4822-4831
• /
• 2012

During the 2000s there were changes in the educational facility policy having impact on school architecture, such as departmental classroom system by the 7th national curriculum and BTL projects. Especially for secondary school architecture with the new keyword of 'departmental classroom system' unlike elementary school with the well-known keyword of 'open classroom', the emergence of new school architecture was anticipated. For these reasons it is worth while to notice secondary school architecture in the 2000s and this study aims to review the architectural characteristics of middle schools as first step. Cases of 18 schools selected by EDUMAC were analyzed focused on site planning and planning characteristics of each spaces. Through the analysis, the architectural characteristics of middle schools in the 2000s are summarized and comments on some problems are made. In summary, case schools have typical characteristics of Korean school architecture in unit classrooms and block plan for daylight condition. On the other hand, they have more diversity in space organization and facility program. But it leave something to be desired in expressing urban architectural characteristics, traditionality and locality with searching for new school architecture.

• Proceedings of the Korean Institute of Building Construction Conference
• /
• 2016.05a
• /
• pp.97-98
• /
• 2016

It is important to manage an educational facility used by many students. The office of education has responsibility to manage public school facilities instead of most elementary, middle, and high schools. Some school or university outsources facility management and maintenance. An international school in Jeju is established by BTL (Build-Transfer-Lease) that includes construction and maintenance. This research objective is to analyze the case of facility management in the international school, and to provide improved method for school maintenance.

• Journal of the Korean Institute of Educational Facilities
• /
• v.18 no.2
• /
• pp.3-14
• /
• 2011

This study aims to identify differences and lessons in eco-school planning techniques and sustainable design methods by analyzing comparatively green building certification system and the cases of sustainable schools in US, Korea and Japan. As a result of the comparative analysis, green building certification system for school facilities, both domestic and international, is categorized into external environment, energy, materials and resources, and indoor environment. From the case study, it is common that roof garden and biotopes are installed for external environment, while energy saving, passive energy utilization methods for natural lighting and ventilation such as arrangement planning, courtyard, top-light, shading devices, solar panel and insulation by roof garden are most frequently used. Also, storm water uses, water saving equipment and sustainable materials are often introduced for resource savings. Concerns for indoor environment is frequently addressed by introducing natural light and ventilation in the buildings, which makes ultimately a comfortable space.

• Journal of the Korean Institute of Rural Architecture
• /
• v.14 no.1
• /
• pp.75-82
• /
• 2012

Today, educational facilities are considered to be one of the most important built environment. And the appropriate combinations and applications of technical elements related to green building on the education facilities are emphasized and demanded. These are must be compatible with the occupants' activities and their needs. The objective of this research is to identify and analyze of green building technologies, based on Green Educational Facilities' Case Study in Korea, USA, and Japan. As a result of the comparative analysis of this research, the green technological approaches, problem, and characteristics on educational facilities in different area, climate zone are identified and analyzed by external environment, energy, materials and resources, and indoor environment. It is useful as basic reference for future green educational facilities' planning and design in Korea.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.9 no.1
• /
• pp.41-48
• /
• 2009

Entering the 21st century, countries throughout the world are turning the direction of their education to be consumer-oriented and reinforcing lifelong education in preparation for the rapid advance of science and technology and the globalization, opening and informatization of the world. With the reinforcement of consumer-oriented education and lifelong education, the role of school is emphasized as a ground for lifelong education in community and efforts are being made to use schools and community facilities compositely so that schools may play the role of central facilities in community. Accordingly, the objective of this study is to analyze the relation between lifelong education and school facilities in the educational aspect, and to suggest a basic architectural direction so that schools may play central roles for social, cultural, educational, welfare, and sport activities in community.