1、The Impact of School Infrastructure on LearningA Synthesis of the EvidenceINTERNATIONAL DEVELOPMENT IN FOCUSPeter Barrett, Alberto Treves,Tigran Shmis, Diego Ambasz, and Maria Ustinova 2019 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433T
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7、 Shmis, Diego Ambasz, and Maria Ustinova. 2019. The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International Development in Focus. Washington, DC: World Bank. doi:10.1596/978-1-4648-1378-8 License: Creative Commons Attribution CC BY 3.0 IGOTranslationsIf you create a t
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13、1378-8Cover photo: Tigran Shmis, Central Space of Aurora School, Espoo, Finland. Used with the permission of Tigran Shmis. Permission required for reuse.Cover design: Debra Naylor / Naylor Design Inc.iiiContentsPreface v Acknowledgments vii About the Authorsix Executive Summary xi Abbreviations xvCH
14、APTER 1: Introduction 1Context 1Methodology 2References 3CHAPTER 2: Access to Education Infrastructure 5Introduction 5Optimal size of schools 5 Class size and density 6Learning spaces and educational technology 8 Implications for equity 9Summary 10Notes 11References 11CHAPTER 3: Safe and Healthy Sch
15、ool Buildings 13Introduction 13 Impact on pupils 13Impact on teachers 14Scale of the problem 15Equity implications 15The dynamics at play 16Summary 17References 18CHAPTER 4: Baseline Conditions for Learning 21Introduction 21Evidence for the impact of particular factors on learning Evidence of holist
16、ic impact of school spaces on learning2223Summary 28Notes 29References 29iv | THE IMPACT OF SCHOOL INFRASTRUCTURE ON LEARNINGCHAPTER 5: Links between School Design and Pedagogy and Community 33Introduction 33 Pedagogy and space 33Improving schools and increasing community wellbeing 36 Summary 38Note
17、s 39References 39CHAPTER 6: The Process of Effective Planning and Implementation 41The need for dialogue 41 The need for ambition42 The need for inspiration43The need for a long-term, holistic perspective 43 Summary 44Notes 45References 45CHAPTER 7: Summary and Conclusions 47Summary 47Implications f
18、or future practice 49 Implications for future research 50 Conclusions 51Reference 51Box3.1 OECD earthquake seismic safety recommendations 14Figures1.1 Learning environments for better educational outcomes 24.1 Contribution of each classroom measure 265.1 Learning interactions: Teacher, spaces, and p
19、edagogy 35Tables1. Summary of literature reviews on the impact of school buildings on learning 222. Classroom characteristics that increase pupils ability to learn 28vGovernments and societies around the world strive to improve their education systems and ensure that all children and youths have the
20、 opportunity to go to school and acquire the knowledge and skills they need to lead healthy and pro- ductive lives. Key inputs to the education system, such as curricula, teachers, and education infrastructure, help to improve the quality of education.The quality of education infrastructure, specifi
21、cally its appropriate educa- tional planning and design with a focus on child development, has been widelydiscussed in recent years. The Sustainable Development Goals1, which are defined by the United Nations and scope the development agenda for all coun- tries in the world, require countries to “bu
22、ild and upgrade education facilities that are child, disability and gender sensitive, and provide safe, non-violent, inclusive, and effective learning environments for all.” Many stakeholders around the world are seeking evidence on how various learning settings may positively or negatively affect c
23、hild development. The Inter-American Development Bank (IDB), Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO), Council of Europe Development Bank (CEB), and the World Bank are doing analytical work to answer the
24、question of how to design schools that are efficient, inclusive, and conducive to learning. Moreover, the World Bank and other international financial institutions have large and diverse investment portfolios on school infrastructure in different parts of the world, amounting to billions of United S
25、tates dollars. Therefore, there is a need for more evidence on the effectiveness of these educational infrastructure investments. The potential benefits of improving the spaces where education is provided can be sizeable, including energy savings, safer and healthier environments for chil- dren, and
26、 better learning outcomes.Recent studies have shown that students performance is enhanced in schools with better physical learning environments. As this report will show, the empir- ical argument for investing in learning environment is strong. Furthermore, although causal evidence on this topic is
27、scarce, there is a growing number of non-experimental studiesmany of them compiled herethat indicate that investments in quality school infrastructure are strongly associated withPrefacevi | THE IMPACT OF SCHOOL INFRASTRUCTURE ON LEARNINGimproved learning outcomes even after controlling for students
28、 socioeconomic background and other relevant covariates. New technologies and emerging pedagogical practices have created new requirements for educational buildings. As a result, new approaches to building learning environments must be devel- oped that both create better spaces for children and incr
29、ease the efficiency of investments in educational infrastructure.The planning of good learning spaces is a discipline that combines different sciences and that requires the involvement of all users of these spacesteachers, parents, and childrenin the decision-making process for infrastructure devel-
30、 opment. Policymakers could do more to include these groups in the envisioning, coordination, and planning of specific infrastructure projects.The evidence base related to the impact of learning environments on aca- demic outcomes is gradually growing across the world. Many studies are cur- rently o
31、ngoing or are planned in various countries. We present this report as a contribution to the international dialogue on learning environments and as an input to the World Banks educational infrastructure projects. The report con- sists of a thorough review of various studies of how physical school des
32、ign affects the health, safety, and learning processes of children. The reports findings may be a useful input into project preparation in different countries, and we hope that it will stimulate greater collaboration on education topics among the vari- ous expert teams within the World Bank Group. H
33、owever, our most important goal in initiating the preparation of this report was to identify the “unknowns” in terms of maximizing the efficiency of learning environments and to provide a foundation for a rigorous research program in this promising area.NOTE1. See https:/www.un.org/sustainabledevelo
34、pment/sustainable-development-goals/ for more information.viiThe principal authors of this report are Peter Barrett and Alberto Treves. The report involved the conceptualization, review, and editing of the text carried out by a team of World Bank staff that included Diego Ambasz, Senior Education Sp
35、ecialist; Tigran Shmis, Senior Education Specialist; and Maria Ustinova, Education Consultant. The report team expresses their particular thanks to the peer reviewers of this report: Toby Linden, Practice Manager, Education Global Practice, East Asia and Pacific Region; and Michael Trucano, Senior E
36、ducation and Technology Policy Specialist.Guidance and support were provided by Cristian Aedo Inostroza, Practice Manager, Education Global Practice, South Asia Region; and Harry Anthony Patrinos, Practice Manager, Education Global Practice, Europe and Central Asia. The most important role in the co
37、nceptual thinking behind this note and in the idea to publish this paper was played by the clients and partners of the World Bank in Argentina, Belarus, Peru, Romania, the Russian Federation, Serbia, and Uruguay. The commitment to education and the interest in creating better spaces for children dem
38、onstrated by our partners in these countries sparked many ideas in the team and eventually led us to sharing this knowledge andexperience with other countries and the global community.Special thanks to the editor Fiona Mackintosh for copyediting the report. The document also benefitted from discussi
39、ons with and guidance fromMary Filardo, Executive Director, 21st Century School Fund.Finally, special thanks to the World Bank Publishing Program.AcknowledgmentsixDiego Ambasz is a Senior Education Specialist in the Education Global Practice at the World Bank. He leads several education projects in
40、Latin America and in Europe and Central Asia. In addition, he contributes with technical assistance for projects in other regions of the world. Prior to joining the World Bank in 2003, he held senior analytical and management positions in Argentinas public administration. His teaching experience in
41、public policy included professor positions at the Santa Fe Catholic University in Argentina, San Martin National University in Peru, and Rosario National University in Argentina.Ambasz is a PhD candidate in education at San Andres University in Argentina. He received an MA in economics and public po
42、licy from Di Tella University in Argentina. He has published several articles and papers on education and innovation policy. He is the coauthor of “Technology and Competitiveness in the MERCOSUR: Thoughts on the Development of a Pending Agenda.”Peter Barrett is a past President of the United Nations
43、-established International Council for Research and Innovation in Building and Construction. He is Emeritus Professor of management in property and construction at Salford University in the United Kingdom and honorary Research Fellow in the Department of Education at Oxford University. Barrett is an
44、 International Advisor to the Organisation for Economic Co-operation and Development and the U.S.-based Academy of Neuroscience for Architecture and the American Institute of Architects.More recently, Barrett has researched the theme of senses, brain, and spaces with an interest in school design and
45、 achieving optimal learning spaces. His findings have, for the first time, isolated the significant scale of the influence of physical classroom design on variations in pupils learning.He also provides strategic consultancy on optimizing the impact of school buildings on learning for the Norwegian Education Directorate, the World Bank in Romania, and for the Girls Day School Trust and the Haberdashers Askes Boys School in the United Kingdom, among others.About the Authors
