The impact of school infrastructure on learning, 2018
Educational planners have always wrestled with the question of how to create a school (or a schoo... more Educational planners have always wrestled with the question of how to create a school (or a school system with buildings in different locations) that will best facilitate the educational process. Only with a very clear vision of the current situation, with a good understanding of the expectations of all stakeholders, and the right set of standards, criteria, systems and processes it is possible deliver the necessary resources to truly support the needs of students, teachers and communities. This study helps to understand, by showing objective evidence, how school infrastructure affects educational outcomes. It also provides preliminary recommendations on how to support educational quality and equality, through adequate planning, design, construction and operation of school buildings.
Construcciones Escolares para América Latina, 2024
Entre los años 1964 y 1983 funcionó en la Ciudad de México el Centro Regional de Construcciones E... more Entre los años 1964 y 1983 funcionó en la Ciudad de México el Centro Regional de Construcciones Escolares para América Latina y la Región del Caribe - CONESCAL. El Centro fue creado por una resolución conjunta de la Organización de las Naciones Únicas para la Educación, la Ciencia y la Cultura – UNESCO y el Gobierno de los Estados Unidos Mexicanos y con un mandato especifico de “asistir a los Estados Miembros en el desarrollo y ejecución de construcción de escuelas”
Books in this series are published to communicate the results of Bank research, analysis, and ope... more Books in this series are published to communicate the results of Bank research, analysis, and operational experience with the least possible delay. The extent of language editing varies from book to book. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.
This chapter contains information, criteria, and ideas compiled during direct interactions with p... more This chapter contains information, criteria, and ideas compiled during direct interactions with public officials working in the fields of education and school building in Argentina, Barbados, the City of Bogota, Colombia, the Dominican Republic, Guatemala, Honduras, Jamaica, and the Province of Buenos Aires. It also includes the results of the author's own observations made during visits to a large number of educational institutions in those countries and from reading official technical and strategic documents available on the subject.
Books in this series are published to communicate the results of Bank research, analysis, and ope... more Books in this series are published to communicate the results of Bank research, analysis, and operational experience with the least possible delay. The extent of language editing varies from book to book. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.
The impact of school infrastructure on learning, 2018
Educational planners have always wrestled with the question of how to create a school (or a schoo... more Educational planners have always wrestled with the question of how to create a school (or a school system with buildings in different locations) that will best facilitate the educational process. Only with a very clear vision of the current situation, with a good understanding of the expectations of all stakeholders, and the right set of standards, criteria, systems and processes it is possible deliver the necessary resources to truly support the needs of students, teachers and communities. This study helps to understand, by showing objective evidence, how school infrastructure affects educational outcomes. It also provides preliminary recommendations on how to support educational quality and equality, through adequate planning, design, construction and operation of school buildings.
Construcciones Escolares para América Latina, 2024
Entre los años 1964 y 1983 funcionó en la Ciudad de México el Centro Regional de Construcciones E... more Entre los años 1964 y 1983 funcionó en la Ciudad de México el Centro Regional de Construcciones Escolares para América Latina y la Región del Caribe - CONESCAL. El Centro fue creado por una resolución conjunta de la Organización de las Naciones Únicas para la Educación, la Ciencia y la Cultura – UNESCO y el Gobierno de los Estados Unidos Mexicanos y con un mandato especifico de “asistir a los Estados Miembros en el desarrollo y ejecución de construcción de escuelas”
Books in this series are published to communicate the results of Bank research, analysis, and ope... more Books in this series are published to communicate the results of Bank research, analysis, and operational experience with the least possible delay. The extent of language editing varies from book to book. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.
This chapter contains information, criteria, and ideas compiled during direct interactions with p... more This chapter contains information, criteria, and ideas compiled during direct interactions with public officials working in the fields of education and school building in Argentina, Barbados, the City of Bogota, Colombia, the Dominican Republic, Guatemala, Honduras, Jamaica, and the Province of Buenos Aires. It also includes the results of the author's own observations made during visits to a large number of educational institutions in those countries and from reading official technical and strategic documents available on the subject.
Books in this series are published to communicate the results of Bank research, analysis, and ope... more Books in this series are published to communicate the results of Bank research, analysis, and operational experience with the least possible delay. The extent of language editing varies from book to book. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.
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Books by Alberto Treves
This study helps to understand, by showing objective evidence, how school infrastructure affects educational outcomes. It also provides preliminary recommendations on how to support educational quality and equality, through adequate planning, design, construction and operation of school buildings.
Papers by Alberto Treves
This study helps to understand, by showing objective evidence, how school infrastructure affects educational outcomes. It also provides preliminary recommendations on how to support educational quality and equality, through adequate planning, design, construction and operation of school buildings.