Title The Impact of School Infrastructure on Learning (International Development in Focus)
Subtitle A Synthesis of the Evidence
Author Peter Barrett, Alberto Treves, Tigran Shmis, Diego Ambasz, Maria Ustinova
ISBN 9781464813788
List price USD 35.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 72
Book size 216 x 279 mm
Publishing year 2019
Original publisher The World Bank
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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“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, decision makers 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)


This book focuses on how school facilities can affect children’s learning outcomes, identifying parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. It reflects on aspects for which the evidence could be strengthened, and identifies areas for further exploratory work.




About the Authors

Executive Summary


Chapter 1: Introduction • Context • Methodology • References

Chapter 2: Access to Education Infrastructure • Introduction • Optimal size of schools • Class size and density • Learning spaces and educational technology • Implications for equity • Summary • Notes • References

Chapter 3: Safe and Healthy School Buildings • Introduction • Impact on pupils • Impact on teachers • Scale of the problem • Equity implications • The dynamics at play • Summary • References

Chapter 4: Baseline Conditions for Learning • Introduction • Evidence for the impact of particular factors on learning • Evidence of holistic impact of school spaces on learning • Summary • Notes • References

Chapter 5: Links between School Design and Pedagogy and Community • Introduction • Pedagogy and space • Improving schools and increasing community wellbeing • Summary • Notes • References

Chapter 6: The Process of Effective Planning and Implementation • The need for dialogue • The need for ambition • The need for inspiration • The need for a long-term, holistic perspective • Summary • Notes • References

Chapter 7: Summary and Conclusions • Summary • Implications for future practice • Implications for future research • Conclusions • Reference




About the Authors:

Diego Ambasz is a Senior Education Specialist in the Education Global Practice at the World Bank. He leads several education projects in 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 Argentina’s public administration. His teaching experience in 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 policy 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-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 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 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’ Aske’s Boys’ School in the United Kingdom, among others.

Tigran Shmis, a Senior Education Specialist, holds an undergraduate degree in computer science and economics education. He completed postgraduate study in information and communications technology and holds a PhD in education from the Russian Academy of Education. He later completed an MEd in education and educational policy at the Moscow branch of the University of Manchester. Shmis worked under educational projects in Belarus, Kazakhstan, Peru, Romania, the Russian Federation, and Serbia. Among those projects are the Yakutia Early Childhood Development (ECD) Project, Russian Education Aid for Development, and the Belarus Education Modernization Project. He also contributed technical assistance to the Safer Schools Development Project in Peru. He delivered several cooperation programs to the OECD Centre for Effective Learning Environments and the Early Childhood Education and Care networks, and to United Nations Educational, Scientific and Cultural Organization. Shmis leads work on innovative learning environments, ECD quality initiatives, and capacity building of the Russian Federation in international development aid in education.

Alberto Treves is a School-Building Specialist with more than 1,000 projects completed in the Americas, Africa, the Middle East, and Eastern Europe. He specializes in the early steps of the process, having created master plans, written design manuals and specifications, developed school designs, and advised governments and private institutions on capital improvement projects. He holds a master’s degree in architecture from the University of Buenos Aires, and a certificate in educational facilities planning from the University of California, and he is a member of the Council of Educational Facility Planners International.

Treves has worked in many countries, and current and recent clients include the World Bank, Inter-American Development Bank, African Development Bank, United States Agency for International Development, Millennium Challenge Corporation, United Nations Educational, Scientific and Cultural Organization, Centro Regional de Construcciones Escolares para América Latina and other prestigious organizations.

Maria Ustinova is a Consultant at the World Bank office in Moscow, where she supports technical assistance and lending projects in the fields of education and social protection.

She also serves as an Associated Researcher at the Urban Health Games Research Group, which is part of the Architecture Department at the Technical University of Darmstadt, Germany. She contributes to research projects that investigate how urban planning and design influence human health and wellbeing, particularly focusing on school learning environments.

Ustinova holds double master’s degrees in international cooperation and urban development from Darmstadt University of Technology, Germany, and University of Rome Tor Vergata, Italy.

Target Audience:

This book will be useful to senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders.

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