• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.1-11
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• 2018

The aims of this research are investigating and analysing background, enforcement situation, distinct features and current status of green schools which have been conducted by the government targeting decrepit schools. Based on this investigation and analysis the solution for vitalizing green schools will be sought because green schools are more effective in reducing energy and greenhouse gas and they are more appropriate methods for schools. With internal and external literature reviews the concept and background of overseas green school policies and their similarities and differences are analyzed. Based on the investigation into current status of green schools in Korea and eco-schools and super eco-schools in Japan which are benchmarking objects of green schools project in Korea the problems and outcomes of green schools in Korea are diagnosed. By analyzing cases of eco-schools and super eco-schools in Japan implications for introducing to Korea are considered. Based on the aforementioned researches this study suggests the improvement plan for vitalizing green schools project and similar projects.

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.6
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• pp.4-11
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• 2008

Global environment is getting deteriorated at an alarming rate. Eco-school could be one of the effective solutions to protect our environment and a good sample of architecture to economize in total energies, resources and greenhouse gases. In case of our country, the study of eco-school planning is not sufficient compared with other countries, so this paper would be a good study on the indoor environment of the classroom by surveying their opinions and ideas from the group of users in elementary school. The result of this study shows that the proper installation of building equipment and nature ventilation system is necessary to provide delightful environment for the students and to save the energy. To ensure that we have adequate saving and protection, it is necessary to change the existing appraisal standard.

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.1
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• pp.96-105
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• 2007

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.5
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• pp.101-109
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• 2002

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.2
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• pp.22-37
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• 2018

This study suggests desirable disaster safety education curriculum through analyzing the operational status of the school disaster safety management training course and demand survey of school staff. First, the problem of the disaster safety training course of the school is not connected with the lack of law and system and the school disaster safety job. Second, improvement of law and system and variety of training should be made to acquire professional knowledge. Third, it is necessary to divide curriculum into the following four categories, according to educational needs of public officials ; Educational administration officers course focused on facility safety, maintenance and disaster countermeasure. Educational officials in technical post course addressing approval and permission of school facility projects, seismic reinforcement of school building, etc. Educational supervisors course covering roles and responsibilities of the school safety supervisors in the event of disaster. Teaching staffs course focused on safety instructions for students. Fourth, it is found that lectures and experiential learning methods are the most desirable methods of teaching and learning, and the major ranks are earthquake disaster, fire, gas, typhoon, school road, and electrical safety.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.2
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• pp.3-14
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• 2011

This study aims to identify differences and lessons in eco-school planning techniques and sustainable design methods by analyzing comparatively green building certification system and the cases of sustainable schools in US, Korea and Japan. As a result of the comparative analysis, green building certification system for school facilities, both domestic and international, is categorized into external environment, energy, materials and resources, and indoor environment. From the case study, it is common that roof garden and biotopes are installed for external environment, while energy saving, passive energy utilization methods for natural lighting and ventilation such as arrangement planning, courtyard, top-light, shading devices, solar panel and insulation by roof garden are most frequently used. Also, storm water uses, water saving equipment and sustainable materials are often introduced for resource savings. Concerns for indoor environment is frequently addressed by introducing natural light and ventilation in the buildings, which makes ultimately a comfortable space.