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The Construction Industry and Building Schools for the Future Tuesday 16 June 2009. The Construction Industry and BSF: The challenges and opportunities in working together 16 June 2009 Graham Watts Chief Executive Construction Industry Council. Education and Employment. - PowerPoint PPT Presentation
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The Construction Industry and BSF: The challenges and opportunities in
working together
16 June 2009
Graham Watts Chief Executive
Construction Industry Council
Education and Employment
• Unemployment rate 5.6% in Q2 2008 - up from 5.5% in Q2 2007. • 12.5% for those with no qualifications. • 2.5% for those with qualifications equivalent to level 4
or above.
International Labour Office unemployment rates by highest qualification held, England, Quarter 2 2008 (Source DFCS)
Education and Wage Levels• Those with the highest levels of qualifications tend to secure the
highest paying jobs.
• Q2 2008, average gross weekly earnings: – £695 qualified to level 4 or above – £350 for those with no qualifications
• People with degree or higher level qualifications earn, on average, almost twice as much as those with no qualifications
Pupils in mainstream schools
• 25% fall in the number of maintained nursery and primaryschool pupils: 1974 -1985
• 35% fall in the number of births: 1964 -1977• 26% fall in the number of secondary school pupils:
1979-1991
Education Spending• Birth rates and pupil numbers
are falling BUT most spending on education in 50 years– BSF covers 3,500
secondary schools in England
– Affects 3.3 million pupils in England
– Capital spend of £9.3 billion over the next three years
• Unprecedented opportunity to contribute to:– a lasting legacy, – investment in UK plc.
Trends affecting school use and design
Economic Trends:• From a production based economy to a service (and knowledge)
based economy.
Social Trends:• Children in western societies are increasingly denied access to
outdoors.• Reduction in contact with adults and other children. • Loss of informal experience and learning.• Schools become increasingly important for social interaction.
Technological Trends:• The traditional design of schools is being transformed into
specialised teaching spaces.
Positive impact of good school building
Educational challenges
• Meeting targets in relation to:– Literacy,
– Numeracy,
– ICT;
• Encouraging under-performing groups, particularly young boys;• Encouraging those over 16 to remain at school; • Combating low attainment levels in relation to GCSEs;• Coping with pupil diversity and catering for specialisms.
Positive impact of good school building
Design challenges
• Scale and proportion of the building• Functional and efficient layout• Build quality and durability• Accessibility• Energy use• Acoustics• Flexibility and adaptability• Sustainability
Evaluating Design Quality• Evaluating design quality is vital and this
is the reason why CIC has developed the Design Quality Indicator.
• Developed in 1999 at the time of Sir John Egan’s review.
• DQI measures the quality and effectiveness of the built product.
• It is used on many types of projects across the UK and in the USA
• DQI is being used on every BSF project
Interior street and library, Frederick Bremer School, Waltham Forest, BSF
Project
Evaluating Design Quality• Measurement is one of the key
reasons DQI was developed.
• Actively engages people in the design, construction and refurbishment of buildings.
• DQI can be used at all stages of a building’s development and plays a fundamental role in contributing to the improved quality of school buildings.
• Accessibility is one of the key features of DQI and helps demystify the design process.
Playgrounds, Frederick Bremer School, Waltham Forest, BSF Project
Evaluating Design Quality• DQI has been a great success in
the school programme, giving voice to over 1000 pupils.
• There has been a 3% increase in opinions of users about design quality of proposed schools from 2007-2008.
• In 2009 to date we have seen a further increase of 3%. (Source DQI data)
Anti-bullying toilets, Frederick Bremer School, Waltham Forest, BSF Project
Delivery
• CIC welcomes and supports the aims of BSF.However delivery is a key concern for the construction industry.
• BSF has been persistently over-optimistic in relation to delivery of the programme.
• A key issue is the complexity of the delivery chain.
BSF: Roles of the main parties
Department for Children,
Schools and Families
Develops policy and provides funding
Partnership for Schools
(PfS)
Manages programme, supports Local Authorities
and approves funding
Partnerships UK (PUK)
Helps fund and manage PfS
Local Authority
Leads local delivery and provides additional funding
Local Educations Partnership (LEP)
Joint venture to scope projects and manage
PFI project companies over 10 years
Schools
Buildings and Services
Capital funding
PFI Credits and grant
Private Sector Partner
A consortium of supply chain and finance
companies
BSFI
Joint Venture between the Department and
PUK
Delivery• Local Education Partnerships (LEPS)
– Value for money has yet to be proven.
– LEPS offers the potential to achieve procurement and partnering efficiencies if their lifetime value outweighs high upfront costs.
• If the challenge of renewing all secondary schools by 2023 is to be met there needs to be:
– A doubling of the number of schools in procurement and construction.
– 8-9 local authorities to start BSF each year.
– The construction of 250 schools a year from 2011 onwards
The Future
• The BSF programme is exciting for all concerned.
• BSF has faced some difficulties but is beginning to deliver.
• Positive signs that more lenders are providing finance for BSF schemes.
• Still questions over PFI arrangements to be resolved.