In many Swiss municipalities, school buildings are showing their age. At the same time, ongoing population growth is leading to a shortage of school space. Older buildings often no longer meet today's requirements for modern teaching, which should allow for flexibility and diverse forms of learning.
For local authorities, school space planning therefore represents not only a major organisational and financial challenge, but also a valuable opportunity: in the best-case scenario, it can be the starting point for comprehensive school development.
Permeable school model
This is exactly what happened in two rural communities in the upper Emmental region. The starting point was the realisation that the previous separate secondary school model was no longer appropriate. Until then, pupils with higher academic requirements (secondary level) were taught in a separate school building, while those at the lower level remained at the outlying locations. This separation led to a clear geographical and social divide between the two groups.
A new school building is much more than a construction project – it is a development process.
With the involvement of all stakeholders – the population, parents, teachers, school administrators and authorities – new cornerstones for the future organisation of schools were developed. The aim was to combine Cycle 3 (secondary level I) in a joint upper secondary school centre and to create a permeable school model.
German, mathematics and French should in future be taught in groups of similar ability. All other subjects will be taught in the pupils' regular classes, which will be mixed (secondary and secondary modern).
The school of the future begins in the mind
Patience is required until a new school building is actually constructed. Political and planning processes are often lengthy and complex. First, an architectural firm must be selected to conduct a feasibility study – only then can a planning loan be approved.
In addition to the question of space requirements, there is also the question of the educational requirements for architecture. These have changed significantly in recent years – not least due to the new curriculum. Modern teaching and learning methods require flexible spatial concepts that enable independent work, group learning and coaching. Anyone who is concerned with the question of what contemporary learning should look like at this stage will quickly realise that a new school building is much more than a construction project – it is a development process.
In search of inspiration, representatives from the local authorities visited two schools in the canton of Aargau that already work with so-called learning landscapes. This visit was a turning point: from then on, everyone involved was convinced that the new upper secondary school should also have such open learning spaces – places where pupils learn in a self-organised manner and are individually supported by coaches.
This teaching model optimally prepares young people for their professional future and further education. It promotes personal responsibility and self-motivation and enables individual support – benefiting both high-achieving and lower-achieving pupils.
The long road to implementation
Once the architectural firm had been selected, the focus shifted to concrete planning and financing. The construction loan – the largest investment ever made by the two municipalities – had to be approved by the population. At two municipal assemblies with record attendance and in a ballot vote, the project was approved by a clear majority, if not unanimously. This vote was a strong sign of support and valuable confirmation of all the work that had already been done.
Now the actual implementation phase began. In addition to the building committee, the school was particularly challenged: the room concept, lesson organisation and furnishing all had to harmonise with each other. As lessons continued in parallel, the whole thing felt like changing a wheel on a moving car.
The environment provides space for concentration, exchange and individual support – and makes learning an active, self-determined process.
The teachers met monthly for half-day planning meetings and further training. An external consultant supported the team in coordinating processes, preparing decisions and avoiding blind spots – a valuable help during this intense period.
Despite the many challenges, both the construction and the educational concept proceeded according to plan and within budget. The multitude of decisions and consultations required clear and reliable communication. Information events, newsletters and a constantly updated website kept the public, parents and employees up to date at all times.
Joy and excitement for everyone involved
With the end of the school year, the big moment drew nearer: the move to the new school building. It was important to pace ourselves – no one runs a marathon at the speed of a 100-metre sprint. When the doors of the new secondary school finally opened, the joy and excitement of everyone involved was palpable. Around 140 young people and 20 teachers moved into the new, modern premises and immediately filled them with life.
Teaching in the two 300-square-metre learning studios went according to plan right from the start. Despite there being 70 workstations per studio, a consistent culture of quiet ensures a peaceful learning atmosphere.
A change that is imminent in many places
In the so-called marketplace, learners also have access to numerous alternative workspaces – standing tables, stools, sofas and even a cable car cabin. Together with the adjacent impulse rooms, this has created an environment that is consistently geared towards the principles of self-organised learning. It offers space for concentration, exchange and individual support – and makes learning an active, self-determined process.
Schools are no longer just places of learning, but living spaces that allow children and young people to grow – intellectually and personally.
What began as a school extension has turned into a comprehensive school development project. The local authorities have not only created new spaces, but also enabled a new learning culture – open, individual and future-oriented.
The upper secondary school in the upper Emmental region is thus exemplary of a change that is imminent in many places : schools are no longer merely places of learning, but living spaces that allow children and young people to grow – intellectually and personally.
