농촌 폐교 활용 시설의 공공성 측정을 위한 평가지표 개발 연구
Development of Indicators for Measuring Publicness of Adaptive reuse Closed Rural School
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This study develops quantitative evaluation indicators to measure the publicness of adaptive reuse closed rural school facilities. After reviewing relevant legislation and selecting 22 key documents from 645 prior studies (2015-2024), 27 publicness factors were synthesized and classified into 8 categories. Through frequency analysis, accessibility, convenience, and economics emerged as primary dimensions. Using criteria of applicability, measurability, independence, and feasibility, 23 indicators were developed: 9 for accessibility, 7 for convenience, and 7 for economics. Pilot evaluation of 4 exemplary facilities revealed that community-accessible facilities achieved high publicness scores, whereas limited-use facilities recorded low scores. The findings indicate that adaptive reuse closed schools face constrained economic self-reliance due to their public mandate, necessitating concrete cost-reduction and funding strategies. Facilities with restricted operational scope demonstrated deficiencies in accessibility and convenience, suggesting that facility accessibility and community integration are essential for ensuring publicness. By establishing quantitative metrics for publicness, these indicators provide a foundational framework for future policy development and facility evaluation in closed rural school adaptation.
Abstract
This study develops quantitative evaluation indicators to measure the publicness of adaptive reuse closed rural school facilities. After reviewing relevant legislation and selecting 22 key documents from 645 prior studies (2015-2024), 27 publicness factors were synthesized and classified into 8 categories. Through frequency analysis, accessibility, convenience, and economics emerged as primary dimensions. Using criteria of applicability, measurability, independence, and feasibility, 23 indicators were developed: 9 for accessibility, 7 for convenience, and 7 for economics. Pilot evaluation of 4 exemplary facilities revealed that community-accessible facilities achieved high publicness scores, whereas limited-use facilities recorded low scores. The findings indicate that adaptive reuse closed schools face constrained economic self-reliance due to their public mandate, necessitating concrete cost-reduction and funding strategies. Facilities with restricted operational scope demonstrated deficiencies in accessibility and convenience, suggesting that facility accessibility and community integration are essential for ensuring publicness. By establishing quantitative metrics for publicness, these indicators provide a foundational framework for future policy development and facility evaluation in closed rural school adaptation.