Learning Environments and Learning Achievement in the Russian Federation: How School Infrastructure and Climate Affect Student Success

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.

International Bank for Reconstruction and Development / The World Bank / DOI: 10.1596/978-1-4648-1499-0

Tigran Shmis is a Senior Education Specialist of the World Bank in Moscow office. Tigran works under educational projects in Russia, Belarus, Kazakhstan, Kyrgyz Republic, Romania, Serbia and Peru. Among those projects are: the Yakutia Early Childhood Development (ECD) project, Russian Education Aid for Development (READ), Khanty-Mansyisk ECD infrastructure development technical assistance, Kyrgyz ECD project, Belarus Education Modernization Project and Serbia ECD project, technical Assistance on Safer Schools development project in Peru. Tigran leads a work on innovative learning environments, ECD quality initiatives, and capacity building of Russia in international development aid in education.

Maria Ustinova works as a Consultant at the World Bank office in Moscow, where she supports various technical assistance and lending projects in the field of education and social protection. She also serves as an Associated Researcher at the Urban Health Games Research Group, which is a part of Architecture Department at the Technical University of Darmstadt, Germany. She contributes to the research projects, which investigate how urban planning and design influence human health and wellbeing, particularly focusing on school learning environments.

Publication is published under ‘open access’ or under the author’s permission and copyright of the work belongs to the author.