Transcript Slide 1

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
International Labour Office unemployment rates by highest
qualification held, England, Quarter 2 2008 (Source DFCS)
• 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.
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 primary
school 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;
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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
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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.
Interior street and library, Frederick
Bremer School, Waltham Forest, BSF
Project
• It is used on many types of projects
across the UK and in the USA
• DQI is being used on every 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.
Anti-bullying toilets, Frederick Bremer
School, Waltham Forest, BSF Project
• In 2009 to date we have seen a
further increase of 3%.
(Source DQI data)
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
Partnerships UK (PUK)
Helps fund and manage
PfS
Partnership for Schools
Capital funding
(PfS)
PFI Credits and
grant
Manages programme,
supports Local Authorities
and approves funding
Local Authority
Private Sector Partner
BSFI
Leads local delivery and
provides additional funding
A consortium of supply
chain and finance
companies
Joint Venture between
the Department and
PUK
Local Educations
Partnership (LEP)
Joint venture to scope
projects and manage
PFI project companies
over 10 years
Schools
Buildings and Services
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.
Work Streams:
• Strengthening the relationship between BSF &
the industry
• The Procurement Process: can the length &
complexity be improved?
• Getting into LEPS: accessibility for SMEs