'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)

'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for "accessible, well-built, child-centered, synergetic and fully realized learning environments. - Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders.--Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and SkillsThis is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome.--Harry Daniels, Professor of Education, Department of Education, Oxford University, UKThis report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakerswill be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility.--David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, MarylandMany planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality!--David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE).

This book presents the main findings of a study on school learning environments and student outcomes, which the World Bank conducted in 2019 in three regions of the Russian Federation. Using data collected through the OECD School User Survey and the pilot “Trends in Mathematics and Science Study†? (TIMSS), the book analyzes how a school’s infrastructure and learning environment may affect the progress and success of students in math and science. It also delves into teaching practices, analyzing their impact on learning and highlighting the important nexus between learning environments and teaching methods. The book concludes by recommending areas in which focused attention by educational authorities could improve educational policy and help maintain high-quality learning environments. The book will be useful for educators, school principals, architects, and policy makers who are involved in school infrastructure projects and are interested in increasing their knowledge of school design planning.

El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.

Why do governments in developing economies invest in roads and not enough in schools? In the presence of distortionary taxation and debt aversion, the different pace at which roads and schools contribute to economic growth turns out to be central to this decision. Specifically, while costs are front-loaded for both types of investment, the growth benefits of schools accrue with a delay. To put things in perspective, with a “big push,” even assuming a large (15 percent) return differential in favor of schools, the government would still limit the fraction of the investment scale-up going to schools to about a half. Besides debt aversion, political myopia also turns out to be a crucial determinant of public investment composition. A “big push,” by accelerating growth outcomes, mitigates myopia—but at the expense of greater risks to fiscal and debt sustainability. Tied concessional financing and grants can potentially mitigate the adverse effects of both debt aversion and political myopia.

Quality improvement is a major current goal of Education in China and this will be achieved through overall quality improvement of the education system as a whole, a situation that is also the case across the world. Deploying a cost-benefit analysis and multidisciplinary perspectives from education, economics, neurocognition, gender studies, child development, and international development, this book presents a range of critical interventions in education development and investment that have proven to be effective in many countries around the world. The book draws on theoretical and practical experience in the field of education investment and analyses key issues in China's early childhood education, early reading, girls' education, brain science application in international education, small-scale schools in low income areas and teacher education. Students and scholars of education and development and Chinese education will benefit from this title.

In 2010 the Education Network organized an event that examined the state of school infrastructure in the region and the financial role of the private sector. Infrastructure and Learning in the Twenty-First Century was held in Santiago, Chile, on October 26 and 27, 2010. This book contains the presentations made at the conference, edited and, in some cases, revised for publication. The chapters of the book follow the conference agenda, which focused on designing, financing, building, and maintaining school buildings.