educational facilities research paper

UCLA's Institute for Democracy, Education, and Access

School Facility Conditions and Student Academic Achievement

• Earthman, Glen I.

This paper shows that the condition of school facilities has an important impact on student performance and teacher effectiveness. In particular, research demonstrates that comfortable classroom temperature and noise level are very important to efficient student performance. The age of school buildings is a useful proxy in this regard, since older facilities often have problems with thermal environment and noise level. A number of studies have measured overall building condition and its connection to student performance; these have consistently shown that students attending schools in better condition outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness. Teachers report that physical improvements greatly enhance the teaching environment. Finally, school overcrowding also makes it harder for students to learn; this effect is greater for students from families of low socioeconomic status. Analyses show that class size reduction leads to higher student achievement.

Enter the password to open this PDF file:

• Subscribe Newsletter
• Track Paper
• Conferences

International Journal of Research and Innovation in Social Science (IJRISS)

•                              ISSN No. 2454-6186
•                                                                       Strengthening Social Sciences for the Future
• April Issue 2024
• Research Area
• Initial Submission
• Revised Manuscript Submission
• Final Submission
• Review Process
• Paper Format
• Author (s) Declaration
• Registration
• Virtual Library
• Apply as Reviewer
• Join as a Board Member
• Eligibility Details & Benefits
• Board Members

Unlocking Potential: The Crucial Link between School Infrastructure and Educational Quality.

• DR MRS NWAHAM CAROLINE OBIOMA
• Sep 29, 2023

Unlocking Potential: The Crucial Link between School Infrastructure and Educational Quality

Dr Mrs Nwaham Caroline Obioma

Faculty of Education, University of Delta, Agbor

DOI: https://dx.doi.org/10.47772/IJRISS.2023.70934

Received: 10 July 2023; Revised: 22 July 2023; Accepted: 26 July 2023; Published: 29 September 2023

Unlocking the potentials of students and improving educational quality depend significantly on the link between school infrastructure and educational outcomes  This paper examines what is meant by educational quality and how crucial school facilities are to its improvement. It names variables that affect educational quality, including infrastructural accessibility, resource distribution, technological integration, and teacher capacity. The effects of poor infrastructure on education are also covered, including constrained learning settings, a lack of resources, safety concerns, and inequity. The paper offers recommendations for approaches and solutions to address these problems, including improving infrastructure, incorporating technology, offering teacher professional development, implementing student-centered methodologies, promoting inclusive education, involving communities, and using data-driven decision making. It also discusses issues with funding and resource distribution and offers suggestions for removing obstacles such financial inequality, linguistic and cultural barriers, limited access to high-quality education, gender inequities, and a lack of parental involvement. These suggestions can help educational systems. Addressing the gap and understanding the crucial link between school infrastructure and educational quality is vital for fostering a conducive learning environment that empowers students to unlock their full potential. By acknowledging the impact of school infrastructure and prioritizing investments in this area, educational systems can take a significant step towards providing equitable, high-quality education for all students.

Keywords: Unlocking potentials, School infrastructure, Factors, Teaching and learning, educational quality

INTRODUCTION

Unlocking the full potential of students is a universal goal in education. It is widely recognized that the quality of education plays a pivotal role in shaping the future of individuals and societies. While various factors contribute to educational quality, one crucial aspect often overlooked is school infrastructure. The physical environment in which students learn and teachers work has a profound impact on educational outcomes. (Fisher, 2008). Adequate school infrastructure provides the foundation for creating optimal learning environments, fostering student engagement, and facilitating effective teaching practices. Unlocking potentials in education is of utmost importance as it holds the key to transforming individuals, communities, and entire nations. By recognizing and nurturing the unique abilities, talents, and capabilities of students, we can unleash their full potential and empower them to thrive in various aspects of life. Here are some reasons why unlocking potentials in education is crucial: Each student possesses a distinct set of strengths, interests, and skills. By unlocking their potentials, we tap into their inherent abilities and empower them to develop their talents to the fullest. This maximizes human capital and creates a diverse pool of individuals who can contribute to the social, economic, and cultural fabric of society.   Unlocking potentials encourages students to think critically, solve problems, and embrace creativity. When students are given the opportunity to explore and express their unique ideas, they become catalysts for innovation. By nurturing their creative thinking skills, education becomes a driving force for progress and development in various fields.   When students are supported and encouraged to explore their potentials, they develop a strong sense of self-confidence and self-belief. This belief in their abilities enables them to face challenges, overcome setbacks, and persevere in the pursuit of their goals. Unlocking potentials in education fosters resilience, empowering students to navigate the complexities of life with determination and optimism. ( Kerbage,  et  al  2021). Education is not solely about acquiring knowledge; it is also about personal and professional growth. When students’ potentials are unlocked, they embark on a journey of self-discovery, self-improvement, and self-actualization. By providing opportunities for students to explore different subjects, engage in extracurricular activities, and pursue their passions, education becomes a transformative experience that prepares them for future success.  Unlocking potentials in education is a powerful tool for reducing inequality and promoting social mobility. When all students, regardless of their background or circumstances, have equal access to high-quality education that fosters their potentials, it levels the playing field. This empowers individuals from disadvantaged backgrounds to overcome barriers and create better opportunities for themselves, (Kerr,1978).

School infrastructure and educational quality

School infrastructure plays a pivotal role in enhancing educational quality. It encompasses the physical facilities, resources, and environment in which teaching and learning take place. Here are several reasons why school infrastructure is crucial in improving educational quality:

• Well-designed and maintained school infrastructure creates a safe and conducive learning environment. Adequate classroom space, comfortable seating, proper lighting, ventilation, and temperature control contribute to students’ physical well-being and comfort, allowing them to focus on their studies.
• School infrastructure facilitates access to essential resources and technology. It includes libraries, laboratories, computer rooms, and specialized facilities for subjects such as science, technology, engineering, and mathematics (STEM
• School infrastructure should cater to the diverse learning needs of students.
• School infrastructure directly impacts student well-being and health. Adequate sanitation facilities, clean drinking water, and proper hygiene facilities are essential for maintaining students’ health and preventing the spread of diseases.
• School infrastructure also influences teacher effectiveness and professional growth. Well-designed classrooms, staff rooms, and professional development spaces provide teachers with an environment conducive to planning, collaboration, and reflection.
• School infrastructure serves as a community hub and symbol of educational pride. Modern and well-maintained facilities instill a sense of pride in students, teachers, and the wider community.

  Meaning of educational quality

Educational quality refers to the overall effectiveness and excellence of an educational system or institution in achieving its intended outcomes and goals. (Hossain, & Hossain, 2019). It encompasses various dimensions that contribute to the overall value and impact of education. Educational quality goes beyond the mere transmission of knowledge and focuses on creating an environment that promotes holistic development, critical thinking, and lifelong learning.

The meaning of educational quality extends beyond standardized test scores or academic achievements. It includes factors such as the relevance of the curriculum, the quality of teaching and learning processes, the availability and accessibility of resources, the support for individual learning needs, the development of essential skills, and the overall impact on students’ personal growth and well-being. It emphasizes the acquisition of knowledge, skills, and attitudes that prepare individuals to participate actively in society, contribute to their communities, and adapt to an ever-changing world. Some aspects of educational quality include educational quality emphasizes the alignment of curriculum and instruction with real-world contexts and challenges. It aims to equip students with knowledge and skills that are relevant and applicable to their lives, future careers, and societal needs. High-quality education fosters critical thinking skills, enabling students to analyze information, evaluate arguments, and solve complex problems. It encourages independent and creative thinking, promoting the ability to make informed decisions and adapt to different situations.  Educational quality involves creating an engaging and participatory learning environment. It encourages students to actively participate in their learning, collaborate with peers, and develop skills such as communication, teamwork, and leadership.  Educational quality ensures that every student has equal access to opportunities, regardless of their background, gender, ethnicity, or socioeconomic status. It aims to create an inclusive environment that celebrates diversity, respects individual differences, and provides tailored support to meet the needs of all learners. Educational quality encompasses the holistic development of students, nurturing their emotional, social, and ethical growth. (Huda, et al 2017).  It promotes values such as empathy, integrity, and respect for others, fostering responsible citizenship and positive contributions to society.  High-quality education instills a love for learning, curiosity, and a desire for continuous self-improvement. It equips students with the skills and attitudes needed to navigate a rapidly changing world, embrace new technologies, and adapt to evolving career paths.

Factors influencing educational quality.

Several factors influence educational quality, shaping the effectiveness and overall impact of an educational system or institution. These factors can vary across different contexts and educational settings, but some common elements include: (Al-Adwan, et al 2021).  The competence, expertise, and commitment of teachers significantly influence educational quality. Effective teaching practices, including clear instructional strategies, classroom management skills, and the ability to engage and motivate students, are vital. Teachers’ subject knowledge, pedagogical skills, ongoing professional development, and ability to provide constructive feedback also contribute to educational quality.    A well-designed curriculum that is aligned with educational goals and the needs of students is essential for educational quality. The curriculum should be comprehensive, balanced, and relevant, providing students with a broad range of knowledge, skills, and competencies. It should reflect current research, societal demands, and the aspirations of the community, while allowing flexibility for individual learning needs and interests.  Access to quality resources and learning materials is crucial for educational quality. This includes textbooks, digital resources, laboratory equipment, libraries, and educational technology. Sufficient availability and equitable distribution of resources ensure that students have the necessary tools to engage in meaningful learning experiences.  A positive and inclusive learning environment fosters educational quality. This includes factors such as a safe and well-maintained physical infrastructure, supportive school culture, respectful relationships among students and teachers, and proactive efforts to address bullying, discrimination, or other barriers to learning. Emotional support, guidance, and counseling services also contribute to a conducive learning environment.

Concept of school infrastructure

School infrastructure refers to the physical facilities, resources, and environment provided within an educational institution. (Farhan, et al, 2020).  It encompasses the buildings, classrooms, libraries, laboratories, playgrounds, equipment, technology, and other physical components that support teaching, learning, and school operations. School infrastructure is designed to create a safe, functional, and conducive environment for students, teachers, and staff.  Components of school infrastructure include: (Stroe, & Bauer, 2020).  School infrastructure includes the construction, design, and maintenance of buildings that house classrooms, administrative offices, libraries, laboratories, and other educational spaces. The layout, size, ventilation, lighting, and overall condition of the buildings contribute to a comfortable and conducive learning environment. School infrastructure encompasses various facilities and resources that support teaching and learning. This may include libraries stocked with books, digital resources, computers, internet access, science laboratories, sports facilities, art studios, music rooms, and vocational training workshops. These facilities provide students with the necessary resources and tools to explore and engage in different subject areas. The integration of technology in school infrastructure is crucial in modern education. This includes computers, interactive whiteboards, projectors, audiovisual equipment, educational software, and internet connectivity. Technology enhances instructional delivery, promotes digital literacy, and enables access to a wide range of educational resources.  School infrastructure should prioritize the safety and security of students and staff. This includes measures such as well-designed entrances, gates, fencing, security systems, fire safety equipment, and emergency response protocols.

Relevance of school infrastructure

School infrastructure plays a crucial role in education, and its importance cannot be overstated. Here are several key reasons why school infrastructure is important: (Spillane, et al 2019).

• School infrastructure provides a safe and conducive environment for teaching and learning. Well-designed buildings, classrooms, and facilities create spaces that promote focus, concentration, and engagement.
• High-quality school infrastructure has a positive impact on academic performance and achievement. Well-equipped classrooms, laboratories, libraries, and technology resources provide students with the tools and materials necessary to explore and understand various subjects.
• School infrastructure can influence student engagement and motivation. Engaging and visually appealing classrooms, well-equipped playgrounds, sports facilities, and recreational areas create a positive and stimulating learning environment.
• School infrastructure directly impacts the health and well-being of students and staff. Proper sanitation facilities, clean drinking water, and waste management systems promote hygiene and prevent the spread of diseases.
• School infrastructure should be designed to cater to the diverse needs of all students, including those with disabilities. Accessibility features such as ramps, elevators, adapted classrooms, and assistive technologies ensure that education is accessible to everyone.
• School infrastructure serves as a hub for community engagement and contributes to the overall pride and reputation of the educational institution.
• School infrastructure also influences teacher effectiveness and job satisfaction. Well-designed classrooms, staff rooms, and professional development spaces provide teachers with a conducive environment for planning, collaboration, and professional growth.

  Role of school infrastructure in educational quality

The role of school infrastructure in educational quality is significant and multifaceted. School infrastructure directly impacts the overall effectiveness and excellence of education by providing the necessary physical facilities, resources, and environment for teaching and learning. Here are some key roles that school infrastructure plays in enhancing educational quality: Well-designed and maintained school infrastructure contributes to a conducive learning environment. Adequate classroom space, proper lighting, ventilation, temperature control, and acoustics create a comfortable atmosphere that supports student engagement and concentration. A safe and well-maintained physical environment promotes a sense of security and encourages students to focus on their studies. School infrastructure ensures access to essential resources and technology.  (Putri, et al 2019).  It includes libraries, laboratories, computer rooms, and specialized facilities for subjects such as science, technology, engineering, and mathematics (STEM). Access to a wide range of educational resources, including books, digital materials, and multimedia tools, equips students with the necessary tools to explore, research, and deepen their understanding of various subjects.  School infrastructure should cater to the diverse learning needs of students. It includes spaces for group work, individual study, and collaborative projects. Additionally, infrastructure should consider accessibility features to accommodate students with disabilities, ensuring an inclusive learning environment. Well-equipped classrooms and specialized facilities enable teachers to employ different instructional approaches, such as hands-on learning, project-based learning, and interactive teaching methods, to meet students’ diverse learning styles and needs. School infrastructure directly impacts student well-being and health. Adequate sanitation facilities, clean drinking water, and proper hygiene facilities are essential for maintaining students’ health and preventing the spread of diseases.

Impact of school infrastructure on teaching and learning

The impact of school infrastructure on teaching and learning is significant and wide-ranging. School infrastructure directly influences the effectiveness, engagement, and outcomes of teaching and learning processes. Here are some key impacts of school infrastructure on teaching and learning:

• Well-designed classrooms and specialized facilities provide teachers with an environment conducive to effective instruction. Classrooms with appropriate seating arrangements, proper lighting, and acoustics support effective communication and interaction between teachers and students
• School infrastructure plays a crucial role in promoting active learning approaches. Flexible learning spaces, such as collaborative workstations, breakout areas, and project corners, encourage student collaboration, discussion, and group work.
• School infrastructure should cater to the diverse learning needs of students. It includes providing spaces for individual study, group work, and hands-on activities. Specialized facilities, such as sensory rooms or quiet spaces, can support students with sensory sensitivities or special educational needs.
• School infrastructure plays a vital role in fostering student engagement and motivation. Inviting and well-designed learning spaces, colorful and stimulating classrooms, and interactive displays create a positive and inspiring learning environment.
• School infrastructure directly impacts student safety and well-being, which in turn affects teaching and learning. Safe and secure infrastructure, including well-maintained buildings, proper lighting, and security measures, creates a sense of physical security for students and teachers.
• School infrastructure also supports collaboration among teachers, promoting professional development and effective instructional practices

Impact of school infrastructure on student’s outcomes

School infrastructure has a significant impact on students’ outcomes, encompassing academic achievement, holistic development, well-being, and prospects. The quality and adequacy of school infrastructure directly influence various aspects of students’ outcomes. Here are some key impacts of school infrastructure on students’ outcomes: High-quality school infrastructure positively affects students’ academic achievement. Well-designed classrooms, equipped with appropriate furniture and technology tools, create a conducive learning environment that supports concentration and engagement. Specialized facilities, such as science laboratories, computer rooms, and libraries, provide students with the necessary resources to explore and deepen their understanding of different subjects. Access to modern technology and educational materials enhances research capabilities, critical thinking skills, and academic performance.  School infrastructure plays a vital role in fostering student engagement and motivation. Attractive and well-maintained classrooms, recreational areas, and sports facilities create a positive and stimulating learning environment. Adequate resources, including books, educational technology, and hands-on learning materials, encourage active participation and curiosity. Engaged and motivated students are more likely to be enthusiastic learners, actively participate in class activities, and achieve better outcomes.  School infrastructure supports the holistic development of students. Facilities such as sports fields, playgrounds, and art studios provide opportunities for physical activity, creative expression, and social interaction. Specialized facilities for music, drama, and other extracurricular activities nurture students’ talents and interests. Adequate spaces for group work, discussions, and collaboration promote communication, teamwork, and interpersonal skills. A well-rounded infrastructure enables students to develop not only academically but also socially, emotionally, and creatively.  School infrastructure significantly impacts students’ health and well-being, which, in turn, influences their overall outcomes. Adequate sanitation facilities, clean drinking water, and proper waste management contribute to students’ physical health and hygiene. Safe and secure infrastructure, including well-maintained buildings, playgrounds, and security measures, ensures the safety and well-being of students. A healthy and secure learning environment enables students to focus on their studies, enhances attendance rates, and reduces health-related barriers to learning. School infrastructure plays a critical role in promoting inclusivity and equity in education.

Challenges and disparities in school infrastructure

Challenges and disparities in school infrastructure exist in many regions and can significantly impact educational quality. Here are some common challenges and disparities in school infrastructure:

• Inadequate funding is a major challenge in many educational systems, leading to a lack of investment in school infrastructure challenge.
• Maintenance and upkeep of school infrastructure pose ongoing challenges. Lack of funds, inadequate maintenance systems, and limited technical expertise can lead to the deterioration of buildings and facilities over time.
• Disparities in school infrastructure exist both within and between regions. Schools in poor areas often face a lack of resources, dilapidated buildings, and inadequate facilities compared to schools in more affluent areas.
• Many schools lack infrastructure that accommodates students with disabilities or special needs. Limited ramps, elevators, accessible toilets, and assistive technologies create barriers for students with physical disabilities, impacting their ability to fully participate in educational activities.
• The digital divide poses a significant challenge in school infrastructure. Schools with limited access to technology and reliable internet connections are at a disadvantage in providing modern, technology-enabled education. (Jannah, et al   2020).
• School infrastructure should provide a safe and secure learning environment. However, many schools face challenges related to safety and security.

Global disparity in school infrastructure

Global disparities in school infrastructure are a significant issue that affects educational opportunities and outcomes for millions of students worldwide. Here are some key aspects of the global disparity in school infrastructure: In many developing countries, a lack of basic school infrastructure is prevalent. This includes a shortage of classrooms, insufficient furniture, inadequate sanitation facilities, and limited access to clean drinking water. Some schools operate in dilapidated buildings or makeshift structures, compromising the learning environment and student safety.  Disparities in access to educational resources and technology are common. Many schools in low-income regions lack libraries, science laboratories, computer rooms, and educational materials. Limited access to technology tools, such as computers, tablets, and the internet, hinders students’ ability to engage with digital learning resources and acquire essential digital skills. Disparities in school infrastructure are often more pronounced between rural and urban areas. Rural schools typically face greater challenges due to remoteness, limited resources, and inadequate transportation infrastructure. Urban schools may have better access to facilities, resources, and services, creating a divide in educational opportunities and quality between rural and urban students. Disparities in school infrastructure can be exacerbated by social, economic, and cultural factors, leading to inequality and discrimination.  (Vidyattama, & Miranti, 2019).  Marginalized groups, such as ethnic minorities, indigenous populations, and girls, may face even greater disparities in access to quality infrastructure, perpetuating educational inequity. Natural disasters, climate change, and environmental challenges can exacerbate disparities in school infrastructure. Schools in vulnerable regions are at higher risk of damage from floods, earthquakes, hurricanes, or other natural disasters. Insufficient infrastructure resilience and limited resources for rebuilding can further hinder educational opportunities in affected areas.

Funding and resource allocation challenges

Funding and resource allocation challenges are significant barriers to addressing disparities in school infrastructure. Here are some key challenges related to funding and resource allocation:

• In many countries, inadequate government investment in education leads to limited funds for school infrastructure.
• Even when funding is available, disparities in the allocation of resources can perpetuate inequalities. Some regions or schools receive more funding than others, exacerbating disparities in school infrastructure.
• Limited Access to External Financing: In many developing countries, accessing external financing for school infrastructure projects can be challenging their ability to invest in improving school infrastructure.
• Ineffective resource management can hinder the optimal allocation of available funds for school infrastructure. (Gaspar, et al 2022). Corruption, mismanagement, and lack of transparency in financial systems can divert funds away from infrastructure projects or result in subpar construction and maintenance practices.
• Within education budgets, competing priorities for funding can present challenges. Funds may be allocated to other areas such as teacher salaries, curriculum development, or student support services, leaving less for infrastructure.
• Developing and maintaining high-quality school infrastructure can be costly, especially for resource-constrained regions. sustainability is crucial to ensure that investments in school infrastructure are effective and provide lasting benefits.

Impact of inadequate infrastructure on education quality

The impact of inadequate infrastructure on education quality can be substantial and wide-ranging. Here are some keyways in which inadequate infrastructure negatively affects education quality: (Anekawati, et al, 2020).  Inadequate infrastructure, such as cramped classrooms, poorly ventilated spaces, or noisy environments, can hinder students’ ability to concentrate and engage in learning activities. A conducive learning environment is essential for effective teaching and learning, and when infrastructure falls short, it can impede students’ ability to fully absorb and retain information.  Inadequate infrastructure often translates to limited access to resources and materials necessary for quality education. This includes a lack of textbooks, libraries, science laboratories, computer rooms, and educational technology tools. In turn, students may not have the necessary resources to explore and deepen their understanding of various subjects, hindering their educational progress and academic achievement.  Inadequate infrastructure can compromise the safety and security of students and staff. Dilapidated buildings, faulty electrical wiring, inadequate sanitation facilities, or inadequate emergency response systems pose risks to physical well-being. When students and teachers feel unsafe in the school environment, it can create anxiety, affect attendance rates, and hinder the overall learning experience.  In the digital age, access to technology is crucial for education. Inadequate infrastructure may mean a lack of computers, internet connectivity, and other technological resources. This limits students’ exposure to digital tools and hinders their development of digital literacy skills, which are increasingly essential in the modern world. Students without access to technology are at a disadvantage in acquiring critical skills for their future careers.  Inadequate infrastructure often contributes to educational disparities and reinforces existing inequalities. Marginalized communities and disadvantaged students are more likely to face the consequences of inadequate infrastructure, further widening the achievement gap. Lack of quality infrastructure perpetuates educational inequity and limits opportunities for students from underprivileged backgrounds to excel academically.

Unlocking potentials: strategies and solutions  

Unlocking the potentials of students and improving educational outcomes requires implementing effective strategies and solutions. Here are some key approaches to unlocking potentials in education: Investing in quality school infrastructure is a fundamental step. This includes building well-designed classrooms, libraries, science laboratories, computer rooms, and recreational spaces. Upgrading infrastructure ensures a conducive learning environment that supports student engagement, exploration, and collaboration. Integrating technology into the learning process can enhance educational quality. Providing students with access to computers, tablets, educational software, and reliable internet connectivity enables them to access digital resources, engage in interactive learning experiences, and develop digital literacy skills. (Sudarsana, et al, 2019). Continuous professional development for teachers is vital to unlock their potential and enhance their teaching practices. Training programs can focus on innovative teaching methods, instructional strategies, assessment techniques, and the effective use of technology. Equipping teachers with the necessary skills and knowledge empower them to deliver high-quality instruction and facilitate student learning effectively.  Shifting towards student-centered learning approaches promotes active engagement, critical thinking, and problem-solving skills. Encouraging inquiry-based learning, project-based learning, and collaborative activities empowers students to take ownership of their learning, develop their interests and talents, and become independent learners.  Creating inclusive learning environments ensures that all students, regardless of their abilities or backgrounds, have equal opportunities to succeed. Implementing inclusive practices involves accommodating diverse learning needs, providing appropriate support services, and fostering a culture of respect and acceptance within schools.  Involving parents, families, and the wider community in education contributes to unlocking potentials. Engaging stakeholders in decision-making processes, fostering partnerships with community organizations, and involving parents in their children’s education creates a supportive ecosystem that promotes educational success.  Identifying and providing targeted support for at-risk students, such as those from disadvantaged backgrounds or with special needs, is essential.

Overcoming barriers to unlock potentials.

Unlocking potentials in education requires overcoming various barriers that can hinder students’ progress and achievement. Here are some key barriers and strategies to address them: (Regan, et al 2019).

• Students from poor backgrounds often face challenges that impede their educational success. To overcome this barrier, strategies such as providing financial support, scholarships, and reducing financial burdens can help create equal opportunities for all students.
• Students from diverse linguistic and cultural backgrounds may encounter difficulties in understanding and engaging with the curriculum.
• Inadequate access to quality education is a significant barrier, especially in rural or remote areas.
• Gender disparities in education, particularly in certain regions or cultural contexts, can hinder girls’ access to education and limit their opportunities.
• Teachers play a crucial role in unlocking students’ potentials, but limited teacher capacity can be a significant barrier.
• Involving parents and communities in education can positively impact students’ academic success. Overcoming the barrier of limited parental involvement requires creating channels for effective communication, organizing parent-teacher meetings, and offering workshops or sessions that empower parents to support their children’s learning.
• Insufficient school infrastructure and lack of educational resources hinder students’ learning experiences.
• Overcoming barriers often requires a shift in mindset and attitudes within educational systems and communities.

In conclusion, unlocking the potentials of students and improving educational quality requires recognizing the crucial link between school infrastructure and educational outcomes. Adequate school infrastructure plays a vital role in creating a conducive learning environment, enhancing teaching and learning experiences, and ultimately, improving students’ educational outcomes.

We explored the meaning of educational quality and the significance of school infrastructure in enhancing it. Factors such as infrastructure availability, resource allocation, technology integration, and teacher capacity all contribute to educational quality. We also examined the impact of inadequate infrastructure on education, including limited learning environments, insufficient resources, safety concerns, and inequality.

To overcome the challenges and disparities in school infrastructure, various strategies and solutions were discussed. These include enhancing infrastructure, integrating technology, providing professional development for teachers, adopting student-centered approaches, fostering inclusive education, engaging communities, and utilizing data-driven decision making. Additionally, addressing funding and resource allocation challenges, as well as overcoming barriers such as socioeconomic disparities, language and cultural differences, limited access to quality education, gender disparities, and lack of parental involvement, are crucial.

Implementing strategies and addressing barriers in educational systems can unlock student potential, promote equitable access, and foster positive learning outcomes. Collaboration among educators, policymakers, communities, and stakeholders is crucial for enabling environments. Quality, we can pave the way for a brighter future, where every student has the opportunity to thrive and succeed.

RECOMMENDATIONS

Based on the discourse, the following recommendations are made.

• Governments should allocate adequate funding to education, with a specific focus on infrastructure development and maintenance.
• Ensure equitable distribution of resources by prioritizing underserved areas and schools with limited infrastructure. Implement transparent and fair resource allocation mechanisms to bridge the gap between well-equipped schools and those lacking adequate infrastructure.
• Foster collaborations between the public and private sectors to mobilize additional resources for school infrastructure. Engage private companies, philanthropic organizations, and community members in financing infrastructure projects and providing necessary resources, expertise, and technology.
• Conduct comprehensive assessments of existing school infrastructure to identify gaps, prioritize needs, and develop long-term infrastructure plans. Regular monitoring and evaluation of infrastructure conditions will help identify maintenance requirements and ensure infrastructure remains conducive to learning.
• Invest in educational technology tools, including computers, internet connectivity, and digital resources, to enhance teaching and learning experiences. Provide training for teachers on integrating technology into their instructional practices and ensure equitable access to technology for all students.
• Offer ongoing professional development programs that focus on effective teaching strategies, utilization of infrastructure resources, and technology integration. Empower teachers with the necessary skills and knowledge to leverage infrastructure and create engaging learning environments.
• Involve parents, families, and community members in educational initiatives and decision-making processes. Establish strong partnerships with the community to support infrastructure development, volunteerism, and engage parents in their children’s education.
• Prioritize environmentally sustainable infrastructure solutions by incorporating energy-efficient practices, renewable energy sources, and eco-friendly construction materials. Promote sustainability education within schools to create environmentally conscious citizens.
• Seek support from international organizations, such as UNESCO or World Bank, to access funding, technical expertise, and best practices in school infrastructure development. Collaborate with global partners to learn from successful initiatives and adapt them to local contexts.
• Foster research and innovation in school infrastructure to identify emerging trends, innovative designs, and cost-effective solutions.
• Al-Adwan, et al  (2021). Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach. Sustainability.  https://doi.org/10.3390/su13169453.
• Anekawati, A et al.(2020). Exploring the Related Factors in Education Quality through Spatial Autoregressive Modeling with Latent Variables: A Rural Case Study. Education Research International. https:// doi.org/10.1155 /2020/8823186.
• Farhan, et al, (2020). Learning Problem for the Special Education Students: Funds and Infrastructure. International Journal of Humanities, Management and Social Science. https://doi.org/ 10.36079 /lamintang.ij-humass-0301.106.
• Fisher, E. (2008). The effect of the physical classroom environment on literacy outcomes: how 3rd grade teachers use the physical classroom to implement a balanced literacy curriculum.  .  https://doi.org/10.32469/10355/5699.
• Gaspar, M., Gabriel, J., Manuel, M., Ladrillo, D., Gabriel, E., & Gabriel, A. (2022). Transparency and Accountability of Managing School Financial Resources.  Journal of Public Administration and Governance. https://doi.org/10.5296 /jpag.v12i2.20146.
• Hossain, M., & Hossain, M. (2019). Understanding the Quality Management of Private Universities in Bangladesh: A Hierarchical Model. Quality Management Journal. https://doi.org/10.1080/ 10686967.2019. 1647771.
• Huda, et al (2017). Traditional Wisdom on Sustainable Learning.  SAGE Open. https://doi.org/10.1177/ 215824 4017697160.
• Jannah, et al   (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools.  . https://doi.org/10.24235/ al.ibtida. snj.v7i1 6088.
• Kerbage, et al  (2021). Undergraduate nursing students’ resilience, cha llenges, and supports during corona virus pandemic..  International journal of mental health nursing.  https://doi.org/10.1111/inm.12896.
• Kerr, C. (1978). Higher education: Paradise lost?.  Higher Education.  https://doi.org/10.1007/BF00139526.
• Putri, et al (2019). Teacher Function in Class: A Literature Review.  Proceedings of the 5th International Conference on Education and Technology (ICET 2019).  https://doi.org/10.2991/icet-19.2019.2.
• Regan, et al  (2019). Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning.  Medical Teacher.  https://doi.org/10.1080/0142159X.2019.1630729.
• Spillane, et al (2019). Educational System Building in a Changing Educational Sector: Environment, Organization, and the Technical Core.  Educational  
• Stroe, C., & (Bauer), R. (2020). The Impact of School Infrastructure on the Performance of Pupils.  . https://doi.org/ 10.18662/lumproc/gidtp2018/40.
• Sudarsana, et al (2019). Integrating Technology and Media In Learning Process.  Journal of Physics: Conference Series.  https://doi.org/10.1088/1742-6596/1363/1/012060.
• Vidyattama, Y., Li, J., & Miranti, R. (2019). Measuring Spatial Distributions of Secondary Education Achievement in Australia.  Applied Spatial Analysis and Policy.  https://doi.org/10.1007/S12061-018-9252-Z.

Article Statistics

Track views and downloads to measure the impact and reach of your article.

PDF Downloads

Subscribe to Our Newsletter

Sign up for our newsletter, to get updates regarding the Call for Paper, Papers & Research.

Email Address * Subscribe

Track Your Paper

Enter the following details to get the information about your paper

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

•  We're Hiring!
•  Help Center

Educational Facilities

• Most Cited Papers
• Most Downloaded Papers
• Newest Papers
• Save to Library
• Everything Follow Following
• Urban Open Space Design Follow Following
• Alternative Construction Materials & techniques Follow Following
• Telecoms Follow Following
• Urban Green Open Spaces Follow Following
• Alternative Energy Follow Following
• Urban Health Follow Following
• Architectural Geometry Follow Following
• Learning Spaces Follow Following
• Spatial planning Follow Following

Enter the email address you signed up with and we'll email you a reset link.

• Academia.edu Publishing
•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

Partisan divides over K-12 education in 8 charts

K-12 education is shaping up to be a key issue in the 2024 election cycle. Several prominent Republican leaders, including GOP presidential candidates, have sought to limit discussion of gender identity and race in schools , while the Biden administration has called for expanded protections for transgender students . The coronavirus pandemic also brought out partisan divides on many issues related to K-12 schools .

Today, the public is sharply divided along partisan lines on topics ranging from what should be taught in schools to how much influence parents should have over the curriculum. Here are eight charts that highlight partisan differences over K-12 education, based on recent surveys by Pew Research Center and external data.

Pew Research Center conducted this analysis to provide a snapshot of partisan divides in K-12 education in the run-up to the 2024 election. The analysis is based on data from various Center surveys and analyses conducted from 2021 to 2023, as well as survey data from Education Next, a research journal about education policy. Links to the methodology and questions for each survey or analysis can be found in the text of this analysis.

Most Democrats say K-12 schools are having a positive effect on the country , but a majority of Republicans say schools are having a negative effect, according to a Pew Research Center survey from October 2022. About seven-in-ten Democrats and Democratic-leaning independents (72%) said K-12 public schools were having a positive effect on the way things were going in the United States. About six-in-ten Republicans and GOP leaners (61%) said K-12 schools were having a negative effect.

About six-in-ten Democrats (62%) have a favorable opinion of the U.S. Department of Education , while a similar share of Republicans (65%) see it negatively, according to a March 2023 survey by the Center. Democrats and Republicans were more divided over the Department of Education than most of the other 15 federal departments and agencies the Center asked about.

In May 2023, after the survey was conducted, Republican lawmakers scrutinized the Department of Education’s priorities during a House Committee on Education and the Workforce hearing. The lawmakers pressed U.S. Secretary of Education Miguel Cardona on topics including transgender students’ participation in sports and how race-related concepts are taught in schools, while Democratic lawmakers focused on school shootings.

Partisan opinions of K-12 principals have become more divided. In a December 2021 Center survey, about three-quarters of Democrats (76%) expressed a great deal or fair amount of confidence in K-12 principals to act in the best interests of the public. A much smaller share of Republicans (52%) said the same. And nearly half of Republicans (47%) had not too much or no confidence at all in principals, compared with about a quarter of Democrats (24%).

This divide grew between April 2020 and December 2021. While confidence in K-12 principals declined significantly among people in both parties during that span, it fell by 27 percentage points among Republicans, compared with an 11-point decline among Democrats.

Democrats are much more likely than Republicans to say teachers’ unions are having a positive effect on schools. In a May 2022 survey by Education Next , 60% of Democrats said this, compared with 22% of Republicans. Meanwhile, 53% of Republicans and 17% of Democrats said that teachers’ unions were having a negative effect on schools. (In this survey, too, Democrats and Republicans include independents who lean toward each party.)

The 38-point difference between Democrats and Republicans on this question was the widest since Education Next first asked it in 2013. However, the gap has exceeded 30 points in four of the last five years for which data is available.

Republican and Democratic parents differ over how much influence they think governments, school boards and others should have on what K-12 schools teach. About half of Republican parents of K-12 students (52%) said in a fall 2022 Center survey that the federal government has too much influence on what their local public schools are teaching, compared with two-in-ten Democratic parents. Republican K-12 parents were also significantly more likely than their Democratic counterparts to say their state government (41% vs. 28%) and their local school board (30% vs. 17%) have too much influence.

On the other hand, more than four-in-ten Republican parents (44%) said parents themselves don’t have enough influence on what their local K-12 schools teach, compared with roughly a quarter of Democratic parents (23%). A larger share of Democratic parents – about a third (35%) – said teachers don’t have enough influence on what their local schools teach, compared with a quarter of Republican parents who held this view.

Republican and Democratic parents don’t agree on what their children should learn in school about certain topics. Take slavery, for example: While about nine-in-ten parents of K-12 students overall agreed in the fall 2022 survey that their children should learn about it in school, they differed by party over the specifics. About two-thirds of Republican K-12 parents said they would prefer that their children learn that slavery is part of American history but does not affect the position of Black people in American society today. On the other hand, 70% of Democratic parents said they would prefer for their children to learn that the legacy of slavery still affects the position of Black people in American society today.

Parents are also divided along partisan lines on the topics of gender identity, sex education and America’s position relative to other countries. Notably, 46% of Republican K-12 parents said their children should not learn about gender identity at all in school, compared with 28% of Democratic parents. Those shares were much larger than the shares of Republican and Democratic parents who said that their children should not learn about the other two topics in school.

Many Republican parents see a place for religion in public schools , whereas a majority of Democratic parents do not. About six-in-ten Republican parents of K-12 students (59%) said in the same survey that public school teachers should be allowed to lead students in Christian prayers, including 29% who said this should be the case even if prayers from other religions are not offered. In contrast, 63% of Democratic parents said that public school teachers should not be allowed to lead students in any type of prayers.

In June 2022, before the Center conducted the survey, the Supreme Court ruled in favor of a football coach at a public high school who had prayed with players at midfield after games. More recently, Texas lawmakers introduced several bills in the 2023 legislative session that would expand the role of religion in K-12 public schools in the state. Those proposals included a bill that would require the Ten Commandments to be displayed in every classroom, a bill that would allow schools to replace guidance counselors with chaplains, and a bill that would allow districts to mandate time during the school day for staff and students to pray and study religious materials.

Mentions of diversity, social-emotional learning and related topics in school mission statements are more common in Democratic areas than in Republican areas. K-12 mission statements from public schools in areas where the majority of residents voted Democratic in the 2020 general election are at least twice as likely as those in Republican-voting areas to include the words “diversity,” “equity” or “inclusion,” according to an April 2023 Pew Research Center analysis .

Also, about a third of mission statements in Democratic-voting areas (34%) use the word “social,” compared with a quarter of those in Republican-voting areas, and a similar gap exists for the word “emotional.” Like diversity, equity and inclusion, social-emotional learning is a contentious issue between Democrats and Republicans, even though most K-12 parents think it’s important for their children’s schools to teach these skills . Supporters argue that social-emotional learning helps address mental health needs and student well-being, but some critics consider it emotional manipulation and want it banned.

In contrast, there are broad similarities in school mission statements outside of these hot-button topics. Similar shares of mission statements in Democratic and Republican areas mention students’ future readiness, parent and community involvement, and providing a safe and healthy educational environment for students.

• Education & Politics
• Partisanship & Issues
• Politics & Policy

About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

About half of americans say public k-12 education is going in the wrong direction, what public k-12 teachers want americans to know about teaching, what’s it like to be a teacher in america today, race and lgbtq issues in k-12 schools, most popular.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Age & Generations
• Coronavirus (COVID-19)
• Economy & Work
• Family & Relationships
• Gender & LGBTQ
• Immigration & Migration
• International Affairs
• Internet & Technology
• Methodological Research
• News Habits & Media
• Non-U.S. Governments
• Other Topics
• Race & Ethnicity
• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

Copyright 2024 Pew Research Center

Terms & Conditions

Privacy Policy

Cookie Settings

Reprints, Permissions & Use Policy

To revisit this article, visit My Profile, then View saved stories .

• Backchannel
• Newsletters
• WIRED Insider
• WIRED Consulting

Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Emily Mullin

Joel Khalili

C. Brandon Ogbunu

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

You Might Also Like …

In your inbox: The best and weirdest stories from WIRED’s archive

Jeffrey Epstein’s island visitors exposed by data broker

8 Google employees invented modern AI. Here’s the inside story

The crypto fraud kingpin who almost got away

Listen up! These are the best podcasts , no matter what you’re into

Benj Edwards, Ars Technica

Will Knight

Matt Burgess

Reece Rogers

Steven Levy

Stephen Ornes

Rowan Glenn Takes Flight with Undergraduate Research

• by Molly Medin
• April 19, 2024

For Rowan Glenn, applying for the American Institute of Aeronautics and Astronautics, or AIAA, Jefferson Goblet Student Paper Award, wasn't top of mind while researching aviation with Assistant Professor of Mechanical and Aerospace Engineering Christina Harvey , who leads the Biologically Informed Research and Design, or BIRD , lab at the University of California, Davis.

So, it was a bit of a surprise when Glenn, a fourth-year mechanical engineering major, found out they had won the prestigious award for aerospace design and structures, typically presented to a Ph.D. student.

"It was a hectic month leading up to our research paper. I got so focused on the presentation about our research that I forgot that I had submitted for the award at all," they said. "I got through the presentation, and then a day later, Christina told me I won an award. I was like, 'I forgot I was doing that.'"

Between preparing to graduate and conducting award-winning research, plus their other obligations as a lead in UC Davis' liquid rocketry club and a machine shop tech at the Diane Bryant Engineering Student Design Center , or ESDC, Glenn is one busy undergraduate, going all in on everything they can.

For their research, Glenn collaborated with Lucas Dahlke, a fellow mechanical engineering major, and Andy Engilis, the curator at the UC Davis Museum of Wildlife and Fish Biology, to collect data on the wingspan of birds to learn about aviation.

Glenn's team used an infrared and visual light scanner to create 3D models of 18 prepared bird wings, provided by Engilis, across several species. Glenn then adapted these models with a slicing algorithm for 3D printing, which slices a model into layers that the 3D printer prints, to measure the morphology of birdwings by extracting information about the shape of the wings' airfoils, or parts of the wing that create lift.

From there, Glenn compared the aerodynamic characteristics of the airfoils from gliding birds to the airfoils of flapping birds to determine if there were any differences between them. The research showed a statistically insignificant difference in the aerodynamic efficiency of the different airfoils, concluding that further research is needed. 

Glenn will continue this research in collaboration with the University of North Carolina using their larger database of wing scans.

Glenn wasn't initially interested in bird flight research, but kept an open mind when they joined Harvey's lab. That willingness to try anything, coupled with their engineering skills and drive to excel, led to their research being recognized. 

When speaking about undergraduate research and not letting fear limit their opportunities, Glenn said, "You're not going to feel qualified because you're an undergrad. But that doesn't mean you can't do it. It just means you just got to start."

Rocket Science, Literally

Glenn continues to apply that same openness and drive in all aspects of their student life. As the engine lead in the Aggie Propulsion and Rocketry Lab , or APRL, the first liquid rocketry team at UC Davis, Glenn is currently designing their first rocket engine with the club. They will travel to the Mojave Desert to perform a hot fire test on their engine, a huge milestone in the engine's development.  

Another environment Glenn excels in is manufacturing at the ESDC. Glenn works part-time as a machine shop tech, getting more hands-on engineering experience and developing manufacturing knowledge. They maintain and service machines in the shop, train students to use shop equipment and manufacturing techniques and implement new organizational systems for the shop to improve the workflow and functionality of the shop.

Glenn is continually pushing to learn something new and apply maximum effort in all of their roles. They have learned that fear shouldn't stop them from trying out something new, which Glenn believes is a key part of the college experience and finding success.

"The thing I try to remind myself of is, it's not that I'm not finding it hard because I'm not competent enough," said Glenn. "I'm finding this difficult or confusing because the work is difficult and confusing. It's complicated engineering stuff. This work is hard. This is literally rocket science. That's why I'm finding it difficult, not because I'm not good enough to do this."

In their lead role at APRL, they make it a point to teach younger students about their lessons learned in intimidating research labs about fighting imposter syndrome and confidence.

Glenn plans to continue research as an undergraduate student, keep trying new things, and apply to grad school in a few years after graduating and starting work. In winning the Jefferson Goblet Student Paper Award, Glenn found a bit of outside validation that their plan, or lack thereof, is working. 

"I like to joke with my friends that I'm an award-winning aerospace engineer now. I think it has solidified for me that just starting something and seeing what happens is a valid way to get work done." 

Primary Category

Education and research at the heart of Neutrog upgrade

South Australian biological fertiliser company Neutrog will build a new multi-functional facility at its Kanmantoo headquarters focusing on education and R&D.

Neutrog's $3.5 million multi-function facility will include an 80-seat education centre. Photo: Supplied.

A $3.5 million spend will expand fertiliser company Neutrog’s on-site laboratory capacity four-fold and extend its ability to educate the public about ongoing research, according to managing director Angus Irwin.

“We have outgrown our existing laboratory and with the increasing demand we are experiencing from our customers and partners we need to position for the future,” Irwin said.

Founded in 1988, Neutrog has grown steadily to become a major player in the biological fertiliser space, helped by quirky naming conventions for its fertiliser products like Nincompoop, SeaDoo, and Meatworks.

The unlisted public company is on track to hit $22 million in annual revenue this financial year – up from $19 million – and exports have risen 20 per cent to now represent $1.2 million in annual sales.

Neutrog said its new 80-seat centre will help educate the industry and the broader community on its developments in microbes and biologicals, and their value to agriculture and horticulture.

Speaking to InDaily , Irwin said the public knew “very little… about biologicals” and that the facility will assist in its mission to grow awareness about its research.

“We’d have probably 1000 to 1500 visitors a year through our site, and we already get students from various places up here,” he said.

“It’s really about coming and having a look and seeing what we do. It’s very difficult for people to imagine the extent of what we do up here.”

Irwin added that it was important for people to learn more about what Neutrog does, especially as he believes the company will play an important part in increasing food production.

“It is widely recognised that over the next 20 years, food production needs to increase by 70 to 100 per cent from diminishing areas of arable land just to feed the world’s growing population,” he said.

“Biologicals are increasingly seen as playing a significant role in achieving this goal.”

A render of the proposed upgrade of Neutrog’s R&D facilities. Photo: Supplied.

Irwin said the company’s R&D facility upgrades would give Neutrog “significantly increased scope for standalone and partnership R&D projects and to expand its own R&D workforce”.

“I’m both fascinated and obsessed with the R&D we’re doing,” Irwin said.

The centre will include a BC2-accredited (biosecurity containment level 2 approved) laboratory, and Neutrog will be the only commercial fertiliser business in Australia to have this accreditation once received.

The accreditation will allow Neutrog to bring soils in from overseas – “important if we’re wanting to be developing products to go around the world” – and will permit the company to do research into animal and human pathogens.

“For example, with the likes of salmonella, it’s highly likely that the manure we get in here contains salmonella because it literally comes from chickens.

“Another good example is if you have legionella – which can sometimes happen in potting mix – if you’re able to inoculate that with inhibitors that stop legionella then you’ve fixed another problem.

“[The accreditation] allows us to have a far greater scope for the research we’re doing.”

Neutrog senior research assistant Juhee Hada and managing director Angus Irwin. Photo: Supplied.

The news follows a growth spurt for the company which has nearly doubled its staff headcount over the last five years.

Irwin said the company’s focus on biologicals brought about that growth, as well as a desire to “do things differently”.

“We have brought out a number of innovative products which have been very successful,” Irwin said.

“One of the most successful ones was a product ‘Who Flung Dung’ which is a by-product of chicken growing bedding material.

“If there was one thing driving the growth it would be innovation: what we do is we do things differently and we do it at a very high premium level.”

Senior research assistant Juhee Hada said the new facilities would allow Neutrog to continue helping farmers.

“What we do at Neutrog is not for research’s sake,” she said.

“We work closely alongside farmers and growers so we get to see the real life impact of our R&D.

“I’m excited by the difference our team is making in agriculture and horticulture and what that means for the future of food production.”

SA’s History Festival brings a month of discovery

South aussies save $40m thanks to landmark rental reforms, speedy uti relief proves a winner for sa women, meet sa’s mental health commissioner and ‘wellbeing warrior’.

We strive to deliver the best local independent coverage of the issues that matter to South Australians.

• Food & Wine
• Arts & Culture
• About InDaily
• Support Independent Journalism
• Advertising & Sponsorship
• Terms & Conditions
• Back Issues