Conceptual model for evaluating school infrastructure in basic education
Abstract
This paper presents a conceptual model for evaluating school infrastructure in basic education, having as reference the legal standards on the subject and based on a review of the national and international literature. The assurance of school infrastructure with minimum quality standards is present in the statutory planning of the country but remains a challenge for educational policies. The literature review has resulted in a large number of studies, among which there is no consensus on how to define, evaluate and measure school infrastructure. The proposed conceptual model adopts a multi-dimensional perspective, with various indicators for evaluating the construct. This article ends with an analysis of public data on the subject. There is a lot of information related to school infrastructure in official surveys, especially regarding school physical infrastructure and spaces. The conceptual model created here identified that aspects related to well-being and equity have less coverage of information. Reformulations in the public data collection instruments would allow an alignment between national research and international scientific production.
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