Infrastructure, Learning Complements, and Student Learning : Working Together for a Brighter Future
The purpose of this mixed methods study was twofold: (i) to examine how school infrastructure and learning complements can be better utilized to promote student learning in Indonesian schools; and (ii) to help the relevant ministries make more info...
| Main Authors: | , |
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| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2020
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| Online Access: | http://documents.worldbank.org/curated/en/227561606808183776/Infrastructure-Learning-Complements-and-Student-Learning-Working-Together-for-a-Brighter-Future http://hdl.handle.net/10986/34890 |
| Summary: | The purpose of this mixed methods study
was twofold: (i) to examine how school infrastructure and
learning complements can be better utilized to promote
student learning in Indonesian schools; and (ii) to help the
relevant ministries make more informed decisions about
investment in school infrastructure and learning
complements. Three analyses were conducted in the
quantitative component: descriptive and comparative analyses
of madrasah infrastructure, and a multivariate analysis of
madrasah infrastructure and student achievement. The
qualitative component employed the intentional sampling and
positive‐deviance approach consisting of semi‐structured
phone interviews with principals, teachers, librarians, and
parents from 20 madrasah and non‐madrasah schools (11
high‐performing secondary schools with science laboratories
and nine primary schools with libraries of which eight were
supported by the innovation for Indonesia’s school children
program, which aims to improve students’ literacy and
numeracy skills). The results of the descriptive and
comparative analyses indicated that the madrasah sector as a
whole is not adequately equipped with basic physical and
learning resource infrastructure and that private madrasahs
have significantly lower levels of infrastructure than their
public counterparts. However, the multivariate analysis
results did not conclusively show that infrastructure
directly contributes to student learning outcomes. The
qualitative analysis found some promising learning practices
related to teachers’ professional development, literacy
initiatives, and customized teaching and learning.
Nevertheless, challenges remain for many schools in the
disconnect between pedagogical and infrastructural quality
assurance mechanisms, the failure to fully exploit libraries
as resources for student learning, and learning spaces and
assets that are not sufficiently conducive to science
education. Based on the study results and findings, this
report offers four key steps to address the main challenges
related to school infrastructure and learning complements:
(i) prioritize resource allocation to basic physical and
digital infrastructure for the most underserved groups of
students; (ii) leverage educators to maximize their
potential as catalysts in facilitating improved teaching and
learning processes through an innovative and effective
utilization of learning spaces and complements; (iii)
streamline and strengthen quality assurance mechanisms to
document, monitor, and assess the quality, condition, and
use of infrastructure and related assets, and to improve the
links between school infrastructure management and learning
quality management; and (iv) increase the overall resilience
of the education system to future crises by strengthening
its capacity to coordinate, monitor, and manage the
continued delivery of equitable education services through
distance and hybrid learning. |
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