Abstract
It is recognized, in Europe and elsewhere, that there is a need to implement sustainable urban intervention policies based also on the recovery of existing public real estate assets. In Italy, the schools are a significant part of public property. At this time (2019), many buildings destined for teaching need to be redeveloped, both from a structural and plant engineering point of view, and with regard to the management of the spaces available for teaching and social activities. Although, there have been many attempts by the legislator to regulate the modus operandi in the school construction field, it is clear that there is a lack of a unique regulatory system in which the technical and functional-managerial aspects relating to the same school are considered together. On this basis, with this study a multi-criteria evaluation protocol to support intervention planning for the redevelopment of existing school buildings is proposed. The study defines an evaluation framework with which we can establish the design priorities to be carried out in accordance with the building features and community needs. The evaluation framework is tested on a renewal project regarding a school building located in the historic center of Rome (Italy).
Highlights
The urban policies of many countries, both European and not, are characterized by sustainable intervention practices [1,2]
Among the normative references illustrated above, the Law n◦ 23/1996 (Norms on school building) underlines the necessity to carry out a planning phase of interventions aimed at the conservation of the existing building considering the survey about the characteristics of the school structures in use and of the urban context
The module for collecting data on school buildings contained the elements needed to acquire information ascertained through the completion of two questionnaires: (i) Questionario Edificio (QE), aimed at collecting elements to evaluate quantitatively and qualitatively the school in use; (ii) Questionario istituzione scolastica, aimed at collecting information on individual school units, i.e., whether or not there are several school units in the same building, what type and how they are organised
Summary
The urban policies of many countries, both European and not, are characterized by sustainable intervention practices [1,2]. Internal architecture of schools, by the Education, University and Research Ministry after hearing the Unified Conference (MD 11 April 2013), bearing the technical standards-framework, containing the minimum and maximum indices of urban functionality, construction, with reference to Sustainability 2020, 12, 1076 technologies in the field of efficiency and energy saving and production from renewable energy sources, and teaching, to ensure appropriate and homogeneous reference design guidelines on the national territory [38]; recommendations for the energy upgrading of school buildings, produced by the Italian Ente per le Nuove tecnologie, l’Energia e l’Ambiente (ENEA) aimed to disseminate knowledge and operational tools at the basis of the energy upgrading of buildings for training, following an updated approach to the latest regulations and the current possibilities for economic incentives [39] for a healthy school environment in Europe. Conclusions are reached, and the potential for application of the proposed instrument and future research prospects are defined
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