This may occur when curriculum change happens and a different methodology is needed in order to implement that curriculum. Such changes then become translated into changed building designs, and include the provision of appropriate technology in subject areas when major curriculum change has not necessarily occurred. The equipment used to deliver that curriculum is more relevant to current practice than to past procedures and contributes to a case of incremental creep. The new way that we are looking is through visionary change. This does not necessarily involve major alteration to existing educational structures, but does involve an attitudinal change on the part of those associated with school design, with curriculum preparation and with teaching presentation.
Visionary change can only occur in a suitable climate.
Students starting their secondary educational programs this year, will graduate in the 21st century. It is this motivation which can allow educators to promote visionary programs, to translate those programs into changed architectural drawings and facilities, and to work with curriculum personnel in order that the content and delivery methodologies can suit the outcomes required for the 21st century. In many places we hear of the exponential expansion of knowledge and the unknown jobs at which our current students will be employed when they finally reach the workforce. It is this element of catering for change which must be brought into the thinking of architectural design for school facilities of the future. In looking to change educational design, and to deliver outcomes which are required by the community, implementation of the perceived needs, and an understanding of the methodology with which this is to be achieved, must first be established.