| Issue |
E3S Web Conf.
Volume 96, 2019
2018 6th International Conference on Environment Pollution and Prevention (ICEPP 2018)
|
|
|---|---|---|
| Article Number | 03004 | |
| Number of page(s) | 7 | |
| Section | Marine Environmentology and Pollution Control | |
| DOI | https://doi.org/10.1051/e3sconf/20199603004 | |
| Published online | 28 May 2019 | |
Developing sustainable school guidelines: the case of Egypt
1 Research Assistant, American University in Cairo, Egypt
2 Professor of Energy and Sustainable Development, American University in Cairo, Egypt
3 Professor and Director for Sustainable Development, American University in Cairo, Egypt
* Corresponding author: saraharb@aucegypt.edu
Educational reform has been a concerning matter to the Egyptian government since the 20th century. In order to address the educational problems, several initiatives have instigated a quantitative expansion approach, rather than a qualitative one. Existing building assessment methods convey sustainability principles to building design. However, they do not consider the school design as an active pedagogical tool for sustainable education and development. In addition they do not integrate other imperative parameters necessary for the effective learning and development of students. The developed guideline is divided into two school rating systems; new and existing. The guideline is further divided into three main sustainability categories: energy, water, and habitat. The directing parameters of the guideline are based on sustainable building assessment parameters, Egypt’s pressing social, economic and environmental concerns, pedagogy of educational environments, students’ social, psychological, and developmental needs, in order to develop a holistic framework.
© The Authors, published by EDP Sciences 2019
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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