English: The provision of primary and secondary schools for Black People in the Republic of South Africa
(excluding the then Independent States and Homelands), by the Department of Education and Training
during the years 1983-94 is compared with the preceding period in respect of schools actually built
and relevant procedures followed. It is concluded that the pre-1983 approach was inadequate. By
contrast, the 1983-94 period addressed the shortfall of school buildings successfully by the systematic
and methodical introduction of standardisation of:
- classroom plans and layouts
- modular coordination of planning grids
- partial modular coordination of building components
- school layout and various acceptable configurations
- schedules of accommodation for specific schools dictated by the various permutations
resulting from an approved curriculum followed and complying with the mandatory "space
and cost norms" for school buildings
- procedures applicable to consultants from initial briefing to final delivery of the project
- documentation, production, storage and retrieval and
- internal procedures for departmental staff.
It is concluded that the principles of standardisation, long building life cycles, low maintenance, low
energy and open ended planning, using modular standard units to facilitate any required number of
configuration permutations are even more valid today.
Finally, it is stressed that a single dedicated schools building entity is more likely to succeed than an
uncoordinated diversity of functionaries and clients.
Afrikaans: Die voorsiening van geboue vir primere en sekondere skole in Suid Afrika (uitgesluit die voormalige
Onafhanklike State en Tuislande) deur die Departement van Onderwys en Opleiding gedurende 1983-
94, word vergelyk met die voorafgaande tydperk met verwysing na skole wat opgerig is en die
prosedures wat gevolg is. Die gevolgtrekking is dat die pre-1983 benadering onvoldoende was. In
teenstelling hiermee is die tekort aan skoolgeboue in die 1983-94 tydperk geslaagd aangepak deur
middel van die sistematiese standaardisasie van:
klaskamerplanne en -uitplasings
modulere koordinasie van beplanningsroosters
gedeeltelike modulere koordinasie van boukomponente
skooluitleg en verskeie aanvaarbare konfigurasies
akkommodasieskedules vir spesifieke skole wat bepaal word deur die verskeie permutasies
as gevolg van 'n goedgekeurde kurrikulum wat gevolg is in oorleg met die verpligte
"ruimte- en kostenorme" vir skoolgeboue
prosedures van toepassing op konsultante, van die aanvanklike inligtingsessie tot en met
finale oomame van die projek
dokumentasie, produksie, berging en herwinnig van inligting en
inteme prosedures vir departementele personeel.
Die gevolgtrekking is dat die beginsels van standaardisasie, lang gebouleeftydsiklusse, lae
instandhouding, lae energieverbruik en ooppuntbeplanning, deur die gebruik van modulere standaard
eenhede om enige benodigde getal konfigurasiepermutasies te fasiliteer, tans selfs nog geldiger is.
Ten slotte word dit beklemtoon dat 'n enkele, gespesialiseerde skoolverskaffingseenheid 'n groter kans
op welslae bet as 'n ongekoordineerde diversiteit van funksionarisse en kliente.
