Valuing Urban Schools as Social Infrastructure

Abstract

Re-thinking urban schools as part of an integral network of social infrastructure in cities presents new opportunities for mixed-use educational spaces at the heart of urban development. Yet these opportunities to leverage school assets to better integrate with, and enhance, their localities are often being missed. This chapter explores the value that schools can offer, not just for children, but for wider neighbourhood residents. While understanding that there is no one-size-fits-all approach, we report on a research project to produce a social infrastructure framework which can be included in schools’ policy, implementation and evaluation measures. Developed through an engagement process with key stakeholders, and focused on England, we propose principles for enabling schools to provide better local social infrastructure; based on broadening how we value schools; taking a long-term view; using joined-up thinking; enabling schools to deliver community support; and designing in community potential from the start. This chapter discusses the implications of each principle, supported by examples.

Urbanisation in Indonesia: The Relationship between Income Inequality, Urban Infrastructure, Access to Education, and Population Growth with Social Cohesion, Environmental Resilience, and Housing Quality to look at Urbanisation in Indonesia

“…Increased educational opportunities are linked to well-developed urban infrastructure, whereas poor infrastructure restricts access to high-quality education and exacerbates inequality (de Freitas Marangão et al, 2022). Studies have indicated that state-of-the-art physical amenities in schools foster a learning environment and improve students' academic performance (Boys & Jeffery, 2023;Posțan, 2022;Sebu, 2023;Yangambi, 2023). The accessibility and availability of educational resources and infrastructure close to a person's home are crucial for lifelong learning.…”