The qualitative aspects of education are being increasingly recognized and education is perceived as a means for each individual to discover and learn for himself. With few exceptions, all school building in countries participating in the OECD Programme on Educational Building (PEB) suits the older concept of education as a transfer of knowledge and skills from teacher to pupil. Thus, measures to reduce cost and speed production are largely ineffective and resources are often wasted because the wrong kind of school is being produced. Changes in educational policy in many countries that imply consequences for educational building policy include an increase in the demand for preprimary and upper secondary education, increased attention to the needs of the underprivileged, provisions for dropouts, and redirection of education and training to ease entry to the labor market. Continued international cooperation is beneficial in terms of (1) the development and application of cost-saving techniques and approaches; and (2) the identification of new issues and areas to apply the techniques and approaches. (Author/MLF)