Designing and Building Environmentally Sustainable, Play-based Early Learning Spaces Operational Guidance Note Anita Gurgel and Diego Ambasz Acknowledgements © 2024 International Bank for This guidance note was prepared by Anita Gurgel and Diego Reconstruction and Development / Ambasz. Content was developed based on interviews with The World Bank internal and external experts in the areas of architectural 1818 H Street NW, Washington DC 20433 design, construction, early childhood education, education Telephone: 202-473-1000 infrastructure, environmentally sustainable infrastructure, and Internet: www.worldbank.org play-based learning, as well as extensive desk research. The authors are grateful for the valuable input provided by This work is a product of the staff of The World Enrique Alasino, Amanda Devercelli, Jure Kotnik, Julia Liberman, Bank with external contributions. The findings, Tigran Shmis, Janssen Teixeira, and Sergio Venegas Marin. interpretations, and conclusions expressed in The authors would also like to thank Peter Barrett, Alejandra this work do not necessarily reflect the views of Cortázar, Juan Pablo Fuentealba, Amer Hasan, Ella Humphry, The World Bank, its Board of Executive Direc- Melissa Kelly, Boubakar Lompo, Jon Racek, Ibrahima Samba, tors, or the governments they represent. and Maria Ustinova for sharing their expert views with us. The team is particularly indebted to school building specialist The World Bank does not guarantee the ac- Alberto Treves for his time and substantive contributions to the curacy of the data included in this work. The development of this note. boundaries, colors, denominations, and other information shown on any map in this work This document is produced by the World Bank Education do not imply any judgment on the part of The Practice Group. The note represents a building block of the World Bank concerning the legal status of any larger analytical work of the World Bank’s Education and territory or the endorsement or acceptance of Climate Thematic Group. such boundaries. Document design was done by Elizaveta Tarasova. Rights and Permissions The material in this work is subject to copy- right. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncom- mercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. Table of Contents Acknowledgements i 13. How to make ECCE infrastructure more affordable? 27 Executive summary iv 14. What can typically be changed and/or influenced according to 31 the different phases of architectural design? 15. What can be done to improve existing buildings? 31 Introduction 1 16. What to keep in mind when designing playgrounds and other 32 Purpose and scope of the guidance note 1 external learning spaces? Background information 1 17. What is different when designing childcare spaces vs. spaces for older children? 34 Quality Physical Learning Environments in pre-primary education 3 18. What can principals and teachers do to make their existing spaces more 35 play-based and environmentally sustainable? Play-based approach in pre-primary education 3 Environmentally sustainable educational infrastructure 4 Construction 37 The role of key stakeholders 5 19. What are some key considerations for the implementation and 38 procurement processes? Preparation and Planning 7 20. What are key technical norms and construction approaches? 39 01. What is typically involved in a pre-primary education infrastructure 8 21. What materials should be used? 39 project financed by the World Bank? 22. What to take into consideration for supervision of construction projects? 41 02. How to assess the current infrastructure situation and establish needs? 9 03. Are there absolute minimum standards for pre-primary educational 12 Operations and Maintenance 43 facilities for World Bank financed projects? 04. What to look for when evaluating building and classroom designs and 12 23. hat provisions should be made for the proper transition from construction W 44 other requirements and who should be on the team? to operations of ECCE spaces? 05. What is required according to the World Bank climate corporate commitments? 13 24. What provisions should be made for the proper maintenance of ECCE spaces? 44 06. How to influence the counterpart to build or renovate the best spaces possible? 14 25. How to monitor and evaluate the effects of sustainable, play-based 46 infrastructure? 07. How to select suitable new sites? 16 08. How to involve communities and other stakeholders in the planning process? 17 Annex Key Resources by Theme 48 Design 19 References 50 09. What are key characteristics of good building design for ECCE PLEs? 20 10. What are key characteristics of good interior design for ECCE PLEs? 22 11. What types of furniture and equipment should be chosen? 24 12. How to make ECCE infrastructure environmentally sustainable? 25 ii iii land ownership) given the available financing which includes project specifications, drawings, and envelope. Identifying and understanding local laws bill of quantities for the works. Documents in the and regulations related to pre-primary infrastructure, bid package provide contractors with detailed infor- as well as the need for and feasibility of adjustments mation on the project’s scope, which they will use to the legal framework are critical for task teams in to create an estimate as accurate as possible of the Executive Summary this early stage. Typically, minimum structures needed for pre-primary facilities include classrooms, sanita- project’s cost (Giusti and Jennings, 2023). At this point, the approach to the construction contract has been tion/toilets, drinking water, electricity, office/storage determined (e.g., a traditional staged approach or a space and a playground, in a safe and sustainable turnkey approach where the contractor is engaged environment. At this stage, task teams must begin to plan, design and build the required infrastructure assessing the quality and appropriateness of existing and deliver it ready to use at an agreed price and by designs. Thus, in addition to the core task team, the a fixed date). The type of construction (e.g., tradi- team would benefit from expertise - ideally at the tional, off-site or “prefab,” 3D printed, etc.) will also The physical characteristics of learning spaces structure is also a key contributor to greenhouse gas local level but following international good practices be specified by the government. The tender is adver- have a significant impact on education quality emission, so being intentional about environmental - in architectural design in education, early learning tised, and the selection process takes place according and students’ learning, at all levels of education, features of buildings can bring important climate and development, costing and finance, engineering, to appropriate procurement procedures (e.g., World including in early childhood. The impact of physical co-benefits to projects. and environmental sustainability, among others. Bank procedures for investment project financing learning environments (PLEs) on learning outcomes Countries should also be encouraged and supported and government procedures for program for results has been estimated to explain approximately 16 World Bank teams have seen robust demand by to have an education infrastructure strategy that financing). Construction commences and in parallel percent of the variation of student performance in country governments over the last decade to will guide priorities, investments, and other deci- construction supervision by the government and/ reading, writing and math for children 5 years and expand access to quality pre-primary education sion-making in the short, middle, and long run. At the or the government representative initiates, which is older, with similar results at the appropriate level through investments in infrastructure. This is part of end of this phase, a design brief is prepared by the critical to the success of the project. Once construc- likely for 3- and 4-year-old children (Barrett, 2015 a larger trend, with a 2022 study revealing that 40 government, which will serve as a reference for archi- tion and/or rehabilitation is completed, pre-primary and personal communication, 2023). Quality early percent of the World Bank education portfolio was tects and designers working on the project. facilities are handed over to the project owner (the learning environments are those that are conducive dedicated to upgrading existing or introducing new government) and eventually to users. to development and learning, that ensure children education facilities. Adequate infrastructure is central At the design phase, specific infrastructure feel safe, and that allow children to make sense of the to increase access to education, in addition to quality, design standards and criteria are developed and/ As part of the operations and maintenance phase, world, feel empowered and understood, and free to particularly where large numbers of young children or adjusted. Design considerations include safety, government counterparts must have a plan for learn actively and flexibly (Adlerstein and Cortázar, in remain outside of early childhood programs. health and hygiene features, accessibility for children how operations and maintenance will be sustained Bendini and Devercelli, eds. 2022). and adults with disabilities, linkage between learning beyond project closing to ensure that facilities Thus, World Bank teams need to be prepared to spaces and pedagogical goals, whether the space perform to design expectations (e.g., created to Plays is one of the most important ways in which support country governments in their efforts to can foster a play-based approach, scale of facili- facilitate learning, to be environmentally sustain- young children gain essential knowledge and skills. expand access to quality early childhood care and ties, openness and connectedness of spaces, spatial able). Sustainability of educational facilities depend Play-based learning takes place through joyful, education (ECCE) through support for quality, envi- flexibility, features related to light, temperature, air on how they are used and cared for on a regular basis. actively engaging, iterative, meaningful, and socially ronmentally sustainable PLEs. This guidance note quality, and noise levels, and the external learning Appropriate funding for infrastructure maintenance interactive activities, from free play to adult directed is intended to support operational task teams in environment. Classroom design and age- and func- is critical and task teams must discuss the proposed play (Zosh et al., 2017). Play opportunities and reaching this objective by presenting practices and tion-appropriate furniture should offer flexibility for government approach from the earliest phases of the environments that promote play, exploration and examples of activities related to PLE ECCEs, organized teachers and students, enabling children project. Infrastructure maintenance – both preven- hands-on learning are at the core of effective pre-pri- according to four common concept and implementa- to interact in small, medium, and large tive and corrective – is important from the point mary education programs. Upgrading or developing tion phases of an infrastructure project. The document groups but also presenting oppor- of view of health and safety, durability, perfor- physical school environments that are conducive to is structured around a series of common questions tunity for individual play. Environ- mance, users’ satisfaction, compliance with play-based learning is critical to initiatives aimed World Bank teams should consider in each phase. mental sustainability, climate rules and regulations, and cost, among at supporting young children’s development and Readers are encouraged to use the table of contents change adaptation and mitiga- others. Investment in buildings education. to quickly identify the questions more pertinent to tion considerations can reduce the that are conducive to learning and their situation and to access the related content. environmental footprint of infra- promote environmental sustaina- School infrastructure is a concrete way for societies structure, preemptively address bility do not bring the expected to adapt to climate change. Pre-primary education Under the preparation and planning phase, task impacts of climate risk and support returns unless they are used as projects containing infrastructure components teams support the client to identify the need for resilience. Options to increase intended, that is, by teachers present an opportunity to strengthen the link between ECCE PLEs in the country, such as determining the affordability of new and existing knowledgeable in spatial organ- education and the environment. Young children are need for such infrastructure taking into account the infrastructure should be discussed ization and capable of optimizing particularly affected by climate change, including in government’s strategic plans and population projec- in all phases of the project and are critical their space for learning, with staff cases of extreme heat and cold, so education infra- tions, determining the scope and cost elements of new at the design stage. correctly adopting environmentally efficient structure for this age group must be conceived and facilities and of improving existing ones, and estab- operational and maintenance procedures. A post-oc- adapted to address current conditions and expected lishing criteria for selecting beneficiary sites (including At the construction phase, the government prepares cupancy evaluation is optional but highly recom- changes in climate. Within the education sector, infra- location, availability of sufficient land, and adequate a bid package for the procurement of contractors, mended in this phase of the project. iv v This note aims to provide practical guidance to World Bank teams on how to support World Bank clients in designing and building and/or adapting pre-pri- mary education PLEs that are conducive to quality ECCE, with an emphasis on play-based learning and Introduction environmental sustainability. While the note focuses primarily on early childhood education facilities, most of the approaches discussed are also applicable to childcare facilities, but topics more relevant to those designing spaces for infants and toddlers (e.g., related to activity, sleep, changing and food prepa- ration areas) are also discussed. This note comple- ments a series of World Bank resources on how to make school infrastructure at all levels healthier, more Purpose and Scope of the Guidance Note series of common questions teams should consider in inclusive, resilient, teaching and learning-conducive, each phase. Readers are encouraged to review the list and greener or more environmentally sustainable, This operational note aims to provide practical guid- of questions being answered in this document using five strategies that constitute the RIGHT+ approach ance to World Bank Group (WBG) country teams the Table of Contents to quickly access the informa- to ensure effective PLEs (Alasino et al., 2024). on how to support government counterparts and tion they need. The guidance focuses on preschool private sector partners in designing and building and/ and kindergarten infrastructure but at times also or adapting pre-primary education physical learning addresses issues more directly related to childcare, environments (PLEs) to be more environmentally which can cover children starting at just a few weeks sustainable and conducive to quality early education old.2 While ideas and approaches from different and care, with an emphasis on play-based learning1. regions of the world are shared in the document, It complements a series of World Bank resources on adapting to specific local contexts, including different how to make school infrastructure healthier, more levels of resource availability, would be critical to the inclusive, resilient, teaching and learning-conducive, successful use of this resource. and environmentally sustainable, five strategies to ensure effective PLEs (Alasino et al., 2024). Background information The note was developed based on a review of the liter- The importance of investing in early childhood care ature on environmentally sustainable, quality pre-pri- and education (ECCE) has been well established.3 Over mary PLEs and on interviews with WBG and external the last decade, World Bank teams have seen robust experts in these fields. It references other resources demand by country governments to expand access extensively to avoid repetition and to point Task to quality pre-primary education, that is, to programs Team Leaders and their teams to appropriate sources that nurture children’s potential and promote early in a quick manner. The note is structured around the learning. This upward trend is likely to remain high common design and construction phases of a World given low levels of access to ECCE in many parts of Bank education project that finances infrastructure the world and varying levels of program quality. To (preparation and planning, design, construction, and increase access, often new infrastructure may need operations and maintenance) and organized through a to be constructed or existing buildings and class- Figure 1: Physical Learning Environment Definition 1. Spaces, such as classrooms and other teaching and learning areas, in which students, teachers, content, equipment, and technologies interact. 2. The school-as-a-whole including buildings, amenities, outdoor and indoor spaces, furniture, equipment, and other similar physical elements. 3. The network of education facilities that collectively provide education services in a certain territory. Source: Adapted from Alasino and Laberenne, 2022, as cited in PLE Thematic Group and GFDRR Safer Schools Thematic Area, 2024. 1 Play-based learning refers to the gaining of knowledge and skills that takes place through joyful, actively engaging, iterative, meaningful, and socially inter- active activities, from free play to adult directed play (LEGO Foundation) 1 2 Ages covered by childcare services vary and can reach age of mandatory school entry. Afterschool care can also be considered childcare but falls outside the scope of this note. Often, however, childcare programs focus on children 0 to 2.9 years of age. 3 For an overview of the evidence on ECCE that can inform effective and comprehensive policies in low- and middle-income countries, see Quality Early Learning: Nurturing Children’s Potential (Bendini and Devercelli, eds. 2022). rooms originally designed for different occupants resources, competing priorities, lack of accurate data, need to be rehabilitated to host young children safely inadequate levels of technical skills, etc. By offering Quality Physical Learning Environments in and effectively. guidance and presenting ideas in this topic, we expect pre-primary education to promote deeper and more ample dialogue on how A significant percentage of World Bank lending to make the “next generation” of early childhood Infrastructure can both facilitate an increase in access In organized pre-primary settings, play experiences projects in ECCE involves infrastructure work. While facilities more appropriate to the function (learning to learning opportunities and contribute to higher are enhanced when children are provided with ample data is not available on ECCE projects specifically, a that is of high quality with an emphasis on play) and quality of education. As a structural factor contrib- time and space to engage freely with the pre-primary 2022 portfolio review of education projects by the that lasts in good working conditions for the longest uting to quality, the characteristics of PLEs can have setting/environment. Agency and executive function Global Program for Safer Schools (GPSS) revealed that possible period, with the minimum possible harm to a significant impact on learning and educational are higher when children can take initiative and can 40 percent of the World Bank’s education portfolio the environment (sustainable). World Bank teams and progress. The impact has been estimated to explain change the environment (Bagby et al, 2012 as cited was dedicated to education facilities, following a counterparts can make use of complementary World in the order of 16 percent of the variation in primary in Shmis, 2019). Opportunities for active play have substantial increase over the last decade, becoming Bank frameworks related to education infrastructure school pupils’ learning (Barrett et al. 2015). While the been linked with increased creativity, less conflicts, one of the most demanded investments in low- and to guide discussions and help with decision making oft-cited Barrett study focused on children 5 years and higher self-confidence (Presсott, 1967; White middle-income countries (Alasino et al, 2024). Given in this area, including the RIGHT+ approach to PLEs of age and older, it also looked at children 3-4 years and Stoecklin, 2003, Maxwell, 2007 as cited in Shmis, the need for investments in this area and the like- (Resilient, Inclusive, Green, Healthy and Teaching and old.4 According to Barrett, the PLE factors that had 2019). Play-based learning can occur in many forms: lihood that they will continue to take place in large Learning-Conducive, with the “+” referring to effective the greatest impact on learning outcomes for primary scale, a focus on the quality and sustainability of PLEs implementation of each of the previous characteris- students were also applicable to the younger cohort, • play with objects; is in order. tics). Similarly, the analytical structure discussed in enrolled in the last year of pre-primary education. • imaginary play; The Impact of School Infrastructure on Learning: A • play with peers and adults; Helping countries build or rehabilitate high quality, Synthesis of the Evidence (Barrett et al, 2019) can Quality early learning environments are those that are • solitary play; sustainable pre-primary infrastructure is not an offer inspiration for schools and practical imperatives conducive to development and learning, that ensure • cooperative play; easy task due to multiple factors, including limited for PLEs for better learning outcomes. children feel safe, make sense of the world, and feel • associative play; and empowered, understood, and free to learn actively • physical play. Figure 2: RIGHT+ Approach and flexibly (Adlerstein and Cortázar, in Bendini and Devercelli, eds. 2022). In their work, Adlerstein and ‘Corner play’ in the context of early learning or PLE challenges in LMICS Strategies That ensure... Contributing to... Cortázar highlight five principles that underpin a pre-primary programs is particularly conducive to quality early learning PLE: overall safety, pedagog- play-based learning. Corner play, when well planned, PLEs are vulnerable to natural Build Resilient PLES to ical organization, spatial flexibility, empowerment promotes child development and learning compe- hazards owing to poor protect the safety of all users construction and maintenance while ensuring education and authorship, and child-centered design. These tencies more effectively than any other pre-primary quality. continuity; five principles should be employed across borders activity (UNICEF, 2018). The role of teachers and to help create quality early learning spaces, but they other adults in the room/environment is to enable are more effective when adopted in ways that reflect and scaffold playful experiences and learning – this PLES are insu cient or Promote Inclusive PLES to local cultures, landscapes, and community experi- requires thoughtful planning (for example, setting inaccessible, excluding enable all students to have vulnerable population groups. access to learning; ences (Adlerstein and Cortázar, 2022). out materials to pique children’s curiosity) and spon- taneous interactions building on natural curiosities Play-based approach in pre-primary and ideas (for example, following the children’s lead PLES make ine cient use of Ensure Green PLES to reduce Increased education in pretend play) (UNICEF, 2018). This expands the energy, contributing to negative environmental EFFECTIVE access number and enriches the experiences young children increased GHG emissions. impacts; PLES As the ‘third teacher’ in a child’s learning journey, have during the day and contributes to the develop- alongside parents and teachers (a concept developed ment of cognitive skills. PLES lack basic services and Create Healthy PLES to by the Reggio Emilia educational philosophy’s Enhanced Health and IEQ, putting students' and protect students' and founder Loris Malaguzzi), quality learning environ- For young children, the evidence is strong that learning well-being teachers' health and teachers' health and ments share the essential characteristic of being play-based learning promotes cognitive, social, well-being at risk. wellbeing; conducive to adequate teaching and learning meth- emotional, creative, and physical skills development. odologies. According to UNICEF (2018), play is one The continuum of play-based learning ranges from PLE designs do not support Foster Teaching and of the most important ways in which young children free play to teacher-designed play. These various pedagogy, limiting teaching Learning-conducive PLES to gain essential knowledge and skills. Play-based forms of play are largely defined by the level of child and learning. support and enhance e ective learning refers therefore to the gaining of knowledge agency and the role of the adult within each play- T&L approaches; and skills that takes place through joyful, actively based experience. Research has shown that children engaging, iterative, meaningful, and socially inter- benefit in different ways from all forms of play across PLE investments are not Ensure + E ective active activities, from free play to adult directed play the continuum, with guided play experiences leading informed by evidence and are Implementation of all the (LEGO Foundation). For this reason, play opportuni- to some of the most significant learning and devel- inadequately managed / above. ties and environments that promote play, exploration opmental outcomes for young children (University of funded. and hands-on learning are at the core of effective New Hampshire, n.d.). Source: PLE Thematic Group and GFDRR Safer Schools Thematic Area, 2024. pre-primary programs. 2 According to Barrett (personal communication, September 4, 2023), the data collected on 3–4-year-olds was not included in the published paper given 4 3 technical challenges in capturing learning progress due to discontinuity of tracked learning outcomes between pre-primary and primary education. Figure 3: A continuum of play-based learning be conceived and adapted to address current and Similarly, TTLs are responsible for providing advice expected changes.6 Country governments are encour- and support to ensure the overall project is techni- aged to use a framework, such as the one discussed cally sound and appropriately implemented. Assem- in Venegas Marin, Schwarz and Sabarwal (2024), bling a team with complementary skills will be key to PLAYFUL LEARNING to assess the risks most relevant to their individual cases and to develop adaptation measures for their education sector, including ECCE systems. According the project’s success. Government Counterparts: as the client in a World to Venegas Marin et al., key actions are strength- Bank project, the government is responsible for: Free play Guided play Games Direct Instruction ening the resilience of existing buildings, protecting Child-led Child-led, adult sca olded Adult designed/sca olded Adult designed/controlled Set rules and constraints for play Set constraints for activity classrooms from heat, and adopting innovative best • owning the project, practices - for both resilience and cooling - for any • ensuring it has the technical capacity required to Balance of child-adult involvement and constraints new construction. A range of options is available implement the project and requesting support to Source: Zosh et al., 2017. depending on the risk at hand and on local realities. strengthen it when needed, For example, in the case of floods, structural adjust- • obtaining and sharing all relevant data and infor- ments, such as building retaining walls might be suffi- mation with World Bank teams, CARBON WATER WASTE ENERGY Research shows that children and adults learn best fits (GPSS, 2023). Green design5 has quickly moved cient to protect schools in one location, while in other • making decisions on designs and construction from experiences that are: from exotic and cutting edge to standard practice in places actually relocating schools would be required; methods, various parts of the world (Community Investment in the case of heat, a high tech solution would be to • implementing activities, and • joyful, Collaborative for Kids, 2010) including many of the install air conditioning units to lower temperatures • ensuring a high level of accountability to citizens • meaningfully connect the play to their lives, countries where the World Bank works. inside classrooms, while a low tech option would be and the World Bank. • are actively engaging, to invest in improving air flows in schools (Venegas • allow testing things iteratively, and In these situations, but also where this is not yet Marin, personal communication, November 7, 2023). In a project with a component on pre-primary • are socially interactive (Zosh et al, 2017, as cited in the case, linking infrastructure work to World Bank education infrastructure, the key ministries and Parker and Thomsen, 2019). environmental requirements and to good design The Role of Key Stakeholders departments typically involved are those covering and construction practices can help demonstrate to early childhood education and childcare (which Often, however, schools, parents and teachers over- counterparts how green design and green buildings Key stakeholders in a World Bank project typically sometimes are covered by different ministries), emphasize developing young children’s academic can be achieved in an effective manner within reason- include World Bank teams, the country’s government, finance, infrastructure/construction, land, the envi- skills through traditional teaching methods, able cost, with the benefit of helping conserve natural communities, experts in the domains related to the ronment, women and families. While the national neglecting other important children’s needs and resources, adapting to the realities of climate change, project, civil society, academia, and the private sector, government is often involved, in some projects foregoing appropriate evidence-based approaches, creating healthier interior environments, and limiting among others. regional and/or local governments are the actual such as play-based learning. Projects that build or the overall negative impact on the environment. If the borrowers or key stakeholders. renovate ECCE learning spaces present an oppor- infrastructure program is planned and designed well World Bank Task Team Leaders (TTLs) and project tunity to design physical environments aligned from the start, taking into consideration its environ- teams: as the principal point of contact for the This note also includes brief content on the to modern teaching and learning methodologies, mental impact and how it can become environmen- government and a key member of a World Bank team, community role and on the professionals needed for including a play-based approach. tally sustainable, benefits will be enjoyed for decades. the TTL needs to understand the topic (in this case, a well-rounded World Bank team. Among important characteristics of these schools, key concepts about pre-primary education, infra- Environmentally sustainable educational including ECCE centers and classrooms, are energy structure, and environmental sustainability), create infrastructure and water efficiency, waste management, and use of a vision for the project alongside the government sustainable construction materials (and processes) counterpart, build a team, and guide the counterpart Environmentally sustainable infrastructure is infra- (Alasino et al., 2024). Environmental aspects are also on technical and operational issues related to the structure that is planned, designed, constructed, critical when analyzing and improving educational World Bank project. The TTLs’ responsibilities include operated, and decommissioned in a manner that infrastructure safety and resilience connected with assessing whether: ensures environmental (including climate resil- climate change. ience) sustainability over the infrastructure life cycle • the country has a good institutional setting, (adapted from UN Environment Programme, n.d.). Projects should consider both mitigation and adap- • the investment framework is appropriate, ECCE projects containing infrastructure components tation measures. Because the education sector • the designs are adequate, present an opportunity to strengthen the link between contributes relatively little to global emissions in • construction methods are pertinent, education and environment and should promote comparison with other infrastructure programs (e.g., • communities are being involved in deci- green infrastructure practices. A 2021 United Nations power plants, residential and commercial buildings), sion-making, and University of Oxford report found that infra- adaptation will play an especially critical role in • technical capacity exists at the country level or structure (in all sectors) is responsible for 79 percent education initiatives, as it adjusts to the realities of a whether additional support needs to be secured, of all greenhouse gas emissions (UNOPS, UNEP and warmer and more unstable climate (Behrer and Holla, • issues of equity and inclusiveness are being University of Oxford, 2021). It is only natural then that 2023). In certain cases, young children are particularly properly addressed, and within the education sector, PLE investments have affected by climate change, such as with extreme • project activities meet environmental require- the highest potential to increase climate co-bene- heat, so pre-primary education infrastructure must ments and follow sustainability good practices. Excessive heat can impact young children’s development and health both in the moment and across the lifespan. Extreme heat affects infants and young 4 Design, usually architectural, which conforms to environmentally sound principles of building, materials, and energy use (Community Investment Collabora- 5 6 children more than most adults because their smaller bodies heat up more quickly, and they have less capacity to release heat via sweating, so imple- 5 tive for Kids, 2010). menting effective strategies to reduce exposure to extreme heat benefits children, families, and communities now and in the future (Ebi K.L. and al, 2021; Tsuzuki-Hayakawa K., Y. Tochihara, and T. Ohnaka, 1995; and Smith C.J., 2019, as cited in Early Childhood Scientific Council on Equity and the Environment, 2023). PREPARATION & Design quality & fit World Bank team Education infrastructure strategy Investment criteria Laws, regulations infrastructure needs & requirements & inventory Key objectives, activities, professionals, and documents in PLANNING this phase Objectives: Understand existing infrastructure and define needs; understand and propose standards and related local regulations; understand climate related threats and proposed mitigation measures; identify applicable WBG and government requirements on climate, procurement, etc.; assemble the WBG team; assist counterparts with decision making for efficient use of public resources; ensure stakeholder engagement in the infrastructure planning process Activities: Assess existing infrastructure inventory or conduct one if data is not available, identify current legal requirements related to infrastructure and approved designs, conduct/ review threat risk and resilience assessments of infrastructure, help establish standards for new and existing infrastructure, identify existing and needed technical and planning skills in the public and private sectors, help define infrastructure needs Professionals: Pedagogical decision makers, financial decision makers, WBG and counterpart environmental teams and champions, geographers, architects, engineers, cost experts Documents: Inventory of ECCE buildings, ECCE infrastruc- ture risk assessment, evaluation of ECCE PLEs (sometimes part of larger ECCE quality evaluation), ECCE infrastructure needs assessment, baseline/minimum standards for new and renovated buildings/classrooms, local regulations, approved standards 6 7 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance In the case of pre-primary infrastructure that aims to 01 02 What is typically involved be environmentally sustainable and of high-quality, Construction How to assess the current in a pre-primary education including an emphasis on facilities that lead to play- infrastructure situation and infrastructure project financed based learning, these elements will help guide analysis Procurement for construction contractors and the establish needs and investment by the World Bank? and decisions in this phase. Planning for how the new actual construction phase follow the design stage. criteria? or rehabilitated pre-primary education infrastructure A bid package is prepared by the government, with will be financed also takes place in this phase and support from partners when needed, and includes The phases of a pre-primary education project that should include an analysis of maintenance financing. the project specifications, drawings, and bill of quan- Ensuring decision makers and WBG teams have includes an infrastructure component are the same or tities for the works. At this point, the approach to reliable data on existing pre-primary facilities is an very similar to those in other education infrastructure At the end of the planning phase, a design brief construction contract has been determined (e.g., a important early step in the preparation stage of a projects and typically involve: should be prepared by the government, often with traditional staged approach or a turnkey approach project. A high-quality baseline is the foundation for a inputs from architects and other stakeholders. The where the contractor is engaged to plan, design high-quality planning process (World Bank, 2019). An Preparation and planning design brief is a written planning document that and build the required infrastructure and deliver it inventory of pre-primary learning spaces is crucial, establishes the project’s scope, methods, timeframe, ready to use at an agreed price and by a fixed date). but often not easily available. Preparation and planning activities should take place and desired results (CAERT, Inc., n.d.). It acts as a The type of construction (e.g., traditional, off-site or during the Preparation stage of the World Bank reference for both the client (the government) and the “prefab,” 3D printed, etc.) will also be specified by the Low-cost geospatial technology has become more project cycle. Many activities in this phase are analyt- architects when developing a building and addresses government. Documents in the bid package provide readily available in recent years and can be leveraged ical in nature and involve the studies necessary to constraints, budgets, etc. An effective design brief is contractors with detailed information on the project’s for planning and monitoring of school infrastructure, increase the chances that the project will meet real a critical factor to ensure project success. Engineers, scope, which they will use to create an estimate as although many countries are yet to explore the full needs, will be carried out in an appropriate manner, architects, and designers use descriptions in the brief accurate as possible of the project’s cost (Giusti and potential of the technology (Mai et al, 2022). For an leading to sustainable results from a financial, envi- to produce construction documents. Community Jennings, 2023). The tender is advertised, and the example of a country investing in geospatial analysis ronmental, social, and educational point of view. participation in the design phase of new or updated selection process takes place according to procure- to better reach children out of school and ensure Planning steps typically should include (MOED Iraq, infrastructure can ensure buildings are more likely to ment procedures. Construction commences and in the most appropriate locations for new and recon- 2023): meet real needs and be used as intended. parallel construction supervision by the government structed facilities, see Pakistan’s use of technology and/or the government representative initiates. for resilient education infrastructure here. • estimating the needs of the buildings based on Design Donor supervision or follow up of project activities the expected growth or decrease in the number of also takes place. Once construction and/or rehabili- If information is not currently available, is incom- students and education quality objectives, The design phase of an infrastructure project takes tation is completed, pre-primary facilities are handed plete or out of date, the project team should decide • analyzing the utilization of existing spaces to place in the Preparation and sometimes in the Imple- over to the project owner (the government) and even- in conjunction with the counterpart to conduct a decide on additional construction only after opti- mentation stages of a World Bank project. It involves tually to users. Delays, as well as fraud and corruption, situation analysis to acquire additional data as part of mizing existing constructed spaces, the development and/or adjustment of design can take place in any phase of the project, but often an Advisory Services and Analytics (ASA) activity or as • reviewing the conditions of existing buildings to standards and criteria to inform decisions about are concentrated in this stage, which requires strong a project preparation activity. determine the extent to which they need to be investments by the government (with WB support systems and oversight. replaced or repaired and rehabilitated, when needed) for pre-primary facilities and learning Local authorities are often best placed to gather • determining the specifications and conditions to spaces based on a situation assessment carried Operations and maintenance this information, but a centralized data collection be met in the new buildings and land for schools out or reviewed in the planning phase and aligned effort drawing on local data (or a central aggregation and to develop the relevant models, and with good regional and international practices and Sustainability of educational facilities depend on how of data) is recommended (European Commission, • estimating the cost of the buildings to be country regulations (which might require revision) and they are used and cared for on a regular basis. Invest- 2022). Important information includes the capacity constructed during the planned years and in line with the country’s educational, environmental ment in buildings that are conducive to learning and of existing facilities (number of buildings, class- proposing appropriate means and methods of and equity goals. The design of educational buildings promote environmental sustainability do not bring the rooms, places, etc.), location, condition and fitness financing, as well as estimating the costs of main- and other learning spaces is a specialty within general expected returns unless they are used as intended, for purpose based on evolving educational practices. tenance or renovation of the existing buildings. architectural design. In addition to technical archi- that is, by teachers knowledgeable in spatial organiza- Data on furniture and materials is also necessary to tectural knowledge, it requires in-depth knowledge tion and capable of optimizing their space for learning, assess the adequacy of learning spaces and establish Simple but important questions that should be of the educational functions and services offered by with staff correctly adopting environmentally efficient needs. For more information on school inventory and answered by the government with World Bank pre-primary education, as well as the environment operational and maintenance procedures for their the analytical exercise that needs to accompany it, support during this phase include: in which it is located. Development or adjustment of specific building, etc. Effective school maintenance see Roadmap for Safer and Resilient Schools (RSRS) design criteria and standards can be a long process protects capital investment, ensures the health and (World Bank, 2019). For an example of a country that • what do we want to build, involving many stakeholders, so it should start as safety of children, and supports educational perfor- captured existing information on school infrastruc- • where do we want to build it, soon as possible. This process is led by the govern- mance (MOED, Iraq, 2023). For World Bank teams, it ture and used it to assess needs and create a strategy • how much will it cost, ment and as usual, decision-making rests with the is important to encourage counterparts to plan and for school infrastructure, see A National Infrastructure • when will we build it, and counterpart. World Bank teams can provide guidance budget appropriately for this phase to increase the Policy for Iraq (MOED Iraq, 2023). • what are the priorities for the project. and support with examples, recommendation of chance of successful projects and the impact of WB experts, etc. and should assess whether the proposed investments. A post-occupancy evaluation is optional To better understand the adequacy of current standards and criteria would allow the accomplish- but highly recommended in this phase of the project. pre-primary classrooms, an evaluation exercise, either ment of the proposed project’s objectives. targeted at PLEs or a broader assessment, that looks 8 9 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance at quality of ECCE service provision7 (using instru- that water and drainage installations can handle the in-depth guidance on diagnosis, analysis and planning at scale for school infrastructure (also relevant to ECCE ments such as MELE/MELQO and others), could be additional load planned due to a potentially larger infrastructure), refer to the World Bank’s Roadmap for Safer and Resilient Schools resource (2019) and to the conducted to inform the project, taking into consider- student population. Similarly, other possibilities wider work being done by the World Bank’s PLE Thematic Group. ation the time and financial resources required for this related to environmental sustainability at this stage activity. This step is critical to direct limited resources include maximization of utilization of natural light The work done on the preparation of a criteria for investment is critical to inform decisions on education infra- to address the most critical infrastructure needs. and ventilation, construction waste management, structure. In Romania, the World Bank developed and proposed such criteria, in partnership with the govern- Colombia provides a recent example of a country utilization of construction materials from responsible ment. government that assessed the quality of its ECE sources, among others. In the environmental analysis education services, with a module on learning spaces and management plan stage, it must be verified and materials (in Spanish). Paraguay conducted a that these additional charges can be carried out at Box 1: Romania: a strategic approach to investments in education with World Bank support similar exercise (in Spanish). a reasonable cost. Similarly, an assessment of elec- trical installations must be done to ensure they are Many countries use a fragmented or piecemeal approach to investing in their education infrastructure. Likewise, when evaluating existing ECCE infrastruc- compatible with the expected increased use. This In Romania, for example, decisions about education infrastructure investments have historically been ture, a diagnosis of school safety risks is required. is particularly important if ICT equipment is to be made under an uncoordinated and decentralized model, driven by ad hoc needs and limited funding The World Bank Approach Note: Global Guidance installed. availability, rather than a strategic approach. for Supporting and Sustaining Safe Schools and the accompanying report on The Role of Physical Learning Once the current situation is understood, gaps are A World Bank team worked with the government of Romania on the issue of investing in education Environment for Supporting Safe Schools provide identified, and it becomes possible to establish infrastructure under a Reimbursable Advisory Services (RAS) program. Through the RAS instrument, the detailed guidance to teams on this topic, including on needs and define criteria to prioritize investments. To World Bank delivers flexible and customized technical advice, analytical services, and implementation design and implementation of safe school strategies, identify gaps, it is critical to have standards defined. support to its clients in middle and high-income countries. In a nutshell, the team proposed a holistic which in large part apply to pre-primary facilities. A baseline of non-negotiable features of ECCE infra- and evidence-based model to inform decisions about investments in education infrastructure in the For an example of how the World Bank has helped structure can be created if one does not already exist country. Four key steps were taken: countries in the past adapt their school infrastruc- (or modified if not deemed adequate), often leading ture to local environmental challenges, such as those to a minimum package of facilities. In simple terms, 1. Data collection and analysis worsened by climate change, see the risk assessment whatever is under such an acceptable level needs 2. Identification of challenges in education and guidelines developed in Mozambique here and immediate attention (European Commission, 2022). 3. Development of a set of criteria to prioritize investments here. This is a fundamental activity and is addressed in 4. Monitoring the implementation of the new model more detail below. At the macro level, the project should be aligned with To assess and prioritize infrastructure funding proposals submitted by local governments, Romanian the country’s climate strategies, including its agenda Investment needs and prioritization criteria are authorities needed clear criteria for each level of education. The World Bank developed and proposed for adaptation and mitigation. Typically, some of the typically defined based on demand modeling or a such criteria according to four analytical dimensions: most effective possibilities for environmental protec- similar process to estimate the size and quality of tion measures are found in the planning and design spaces required, taking into consideration a desired • Demographic Trends phases of projects. In addition to structural and other ECCE infrastructure ‘package’ (based on criteria such • Needs of Education Institutions safety considerations, important issues to assess as maximum distance between home and ECCE • Transportation Alternatives include electrical loads and water consumption. centers/kindergartens, minimum architectural norms • Labor Market Skills Needed (for higher levels of education) Especially in cases of expansion, it is critical to ensure and standards for facilities and classrooms, etc.). For By applying a transparent, data-driven, and holistic set of criteria, Romanian authorities aimed to ensure Figure 4: Retrofitting of conventional buildings for flooding, Multi-hazard risk assessment for the schools that selected proposals would strike an optimal balance between efficiency, equity, and sector-specific sector in Mozambique needs. Worldwide, as policymakers continue to shift their focus from access to quality, Romania’s experience shows how data and a multi-faceted model can be helpful to promote effective learning environments. In contexts with limited resources, competing demands, and unequal starting conditions, a holistic and data-driven approach is essential to keep the focus on the ultimate goal: improving the quality of education for all students. Click here to learn more about the Romanian example and here to see a detailed description of criteria for prioritization of investments in education infrastructure developed for the country. Source: Teixeira, J., J. Amoroso, and J. Gresham, 2017. Source: Deltares, 2018. Source: Deltares, 2018. 10 For an in-depth discussion on quality ECCE provision, refer to Bendini and Devercelli, eds. 2022. 7 11 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance In addition to conducting a technical review, World • connectedness of spaces, Climate Co-Benefits measure financial input 03 Are there absolute minimum Bank teams should understand what procedures are • spatial flexibility and openness of spaces, of WB lending that contributes to climate standards for pre-primary required to alter approved designs and standards if • features related to light, temperature, air quality, change mitigation/adaptation => Target educational facilities for World they are not aligned to good practices and should and noise levels, and 45% CCBs and 50% adaptation share Bank financed projects? also aim to develop a sense of the counterpart`s • the external learning environment. appetite and political ability to change them. In some Climate Indicators measure and track climate cases, modifications to regulations are required to Multiple design options should be available because impacts and outcomes of mitigation and/or Not at present. The minimum package of facil- start or advance in the process of PLE improvements, a single model will not suit all circumstances within a adaptation interventions ities is typically defined in the country’s norms and including from a sustainability perspective. This step country. Having a menu of options available will make regulations and is the primary cost-driver of school is in addition to the general need to understand – it easier to adequately meet the needs of urban and Paris Alignment on Mitigation and Adapta- construction programs. According to GPE (2022), and then meet - environmental, inclusion, health and rural areas and of different village sizes, for example tion & Resilience ensures lower-carbon and the minimum package in certain education levels can safety, and other local requirements. (Theunynck, 2009). As an example of the flexibility climate resilient choices (from FY24) cost up to five times the cost of one classroom (e.g., required in design, an exterior classroom wall can be when it also includes teacher housing, a library, labs). Similarly, it’s important to understand early in the conceptualized, graphically represented and dimen- Climate & Disaster Risk Screening identifies What to include or not include in a minimum package planning stage the government’s procurement and sioned. The variants can be the materials used, the climate risks for all operations, and is first – the most basic standards that all pre-primary facil- construction management processes and require- type of windows, etc. depending on outside temper- step in Paris Alignment ities must meet – is therefore a critical decision in ments and the administrative structure in place atures, degree of humidity, solar incidence, etc. the planning and preparation phase of the project. to carry them on. Identifying these processes and GHG Accounting and Shadow Price of Carbon While minimum packages will vary greatly between practices related to construction services for civil An important part of project management is setting reflect carbon footprint for all operations in countries, the absolute minimum structure required works at the national and subnational levels will up a World Bank (WB) team with the appropriate sectors (GPS) with GHG methodologies, and for a pre-primary facility include: help the team understand the delivery and quality skills for each phase of the WB project. For operations is an input to Paris Alignment of school construction practices, information that involving building and/or rehabilitating pre-primary Source: Source: Ambasz, Sabarwal and Singh, 2023 (with an • Classrooms can help inform the implementation strategy for the PLEs, this means to the extent possible, engaging update to CCB target, 2024). • Sanitation/toilets project. This information can also be useful for the professionals with expertise in the following areas: • Drinking water preparation of the Project Appraisal Document (PAD). architectural design in education, costing and finance, be anticipated and addressed. But education oper- • Office/storage space Refer to the World Bank’s RSRS report for detailed early learning and development, engineering, envi- ations that include an infrastructure component also • Playground (Mai et al, 2022) guidance on this process (World Bank, 2019). ronmental sustainability, infrastructure management, represent an opportunity to address climate action. among others. Local knowledge of the education and School infrastructure should be designed or rede- The World Bank also sees access to electricity as a engineering sectors and international good practices signed to conserve energy, reduce emissions, protect 04 must and alternatives (e.g., use of renewable energy What to look for when evaluating are also considered assets. Counterpart teams should lives, ensure learning continuity during shocks, and sources, such as solar, set up of microgrids especially building and classroom designs also have professionals with the skill sets of those save public expenditure on energy (Ambasz, Sabarwal in rural schools) should be fully explored during the and other requirements and who highlighted above. If local capacity is weak, a capacity and Singh, 2023). Teams should refer to the appro- decision process by the government on whether to should be on the team? building program should be devised and imple- priate World Bank resources that provide guidance include it in its minimum national package. Other mented as early as possible. on each of the commitments above, including: items to be considered for inclusion in the minimum standard package at the pre-primary level include: a Early learning environments must be responsive • Maximizing Climate Co-Benefits in Education 05 school fence (in urban areas to isolate schools from and enabling to the needs of children as well as to What is required according Operations, crowds and prevent children from running into traffic), the intention of educators (Government of South to the World Bank climate • Guidance on climate indicators, an eating location, and internet connectivity (Mai et Australia, n.d.). Characteristics of good building and corporate commitments? • Education Sector Note on Applying the World al, 2022). An internal play area and a space for rest/ interior design, as well as furniture and materials, are Bank Group Paris Alignment Assessment Methods, naps should also be considered. described in more detail in the Design section below, • EDU sector specific reference guide for climate but it is important for teams to be able to assess and disaster risk screening, Identifying local laws and regulations related to the quality and appropriateness of existing designs The World Bank has six climate corporate commit- • Guidance on Cross-GP Application of GHG Meth- pre-primary infrastructure and therefore potentially and other requirements early in the planning phase, ments which are applicable to all IDA/IBRD lending odologies, and impacting the project is an important early step in so adjustments can be proposed in a timely manner. operations. All projects are assessed in accordance • GHG Accounting (Ambasz, Sabarwal and Singh, 2023). project preparation and planning. Teams should Main topics to be reviewed include, among others: with the requirements for meeting each climate locate approved designs that must be used for ECCE corporate commitment, as specified below (Ambasz, The process of identifying climate co-benefits8 is facilities and learning spaces, as well as any require- • safety, health and hygiene features, Sabarwal and Singh, 2023). done in conjunction with the implementation of other ments related to school size, class size (e.g., minimum/ • accessibility for children and adults with disabil- World Bank environmental procedures, such as the maximum number of students per class, minimum ities, The construction of new pre-primary education facil- preparation of the mandatory Environmental and square meter per child), structural integrity, seismic • linkage between learning spaces and pedagog- ities, as well as the renovation of existing ones, often Social Framework for the project by the government. safety, energy efficiency, etc. Once requirements ical goals, have adverse environmental risks and impacts, such Once the World Bank project has been approved and are identified and they meet the absolute minimum • whether the space can foster a play-based as those related to construction waste, dust, noise as a condition for disbursements, country govern- standards above, they are analyzed for adequacy approach, and pollution. These risks are likely to be site-specific, ments must prepare an environmental plan for each more broadly, for the level of flexibility provided, etc. • scale, predictable, and often are temporary. They need to location where the work will take place. 12 8 Climate co-benefits are benefits from operations that (a) reduce greenhouse gas emissions (climate change mitigation), or (b) enable affected project ben- 13 eficiaries to build resilience to the impacts of climate change (climate change adaptation) (Ambasz, Sabarwal, Singh, 2023) ◀ TOC Preparation and Planning Design Construction Operations and Maintenance will go far. Forecasting populational changes, operations need to be Paris Aligned from July • Identification of champions. Locating and 06 How to influence the ensuring spaces can be flexibly used and adapted 2023), access to Bank financing will be limited to enlisting the political capital and efforts of counterpart to build or based on evolving pedagogical approaches and governments that adopt sustainable practices champions of environmental sustainability and/ renovate the best spaces technological changes, making room for future in their projects. Explaining these requirements or quality ECCE can bring awareness and help possible? physical additions, among others, are ways of – and the benefits that come with them, will advance evidence-based solutions among increasing the chance that the infrastructure become a regular part of project preparation government officials. These professionals may built today will remain relevant in the following discussions in places where this is not already the be outside of the education department, for An important role of World Bank teams engaging years and decades. case. example in an environmental agency, in another with government officials in the preparation phase of ministry, in a public university, etc. and can help projects is to ensure counterparts have access to high • Review of whole life cost data associated with Other approaches, arguments and solutions used by advance good practices relevant to the project. quality, evidence-based information to support their environmental solutions. Presenting expected World Bank teams when engaging with counterparts decision making. Public resources are limited and cost savings related to energy and water savings to drive productive discussions around smart infra- • Engaging the Client in international compe- valuable and should be employed in a manner that and an overview of intangibles can help decision structure investments include: titions. In certain cases, the World Bank has benefits the largest number of people at the highest makers understand environmentally sustain- helped the counterparts arrange design compe- quality possible. Infrastructure investments are costly able, quality infrastructure as more affordable. • A staged approach to pre-primary infrastruc- titions for the upcoming education infrastruc- and education infrastructure is often expected to Although the added cost of building in an envi- ture. While some desired quality features of ture projects. It enabled the local community and last 40-50 years (GPE, 2022), so decision stakes are ronmentally sustainable way is decreasing around PLEs may not be affordable to countries at a helped them increase competitiveness and learn high. Access to reliable data and information requires the world, green design practices will introduce specific moment in time given priority placed from good examples. appropriate planning and budgeting in all phases additional upfront construction and renova- on expanding access to pre-primary education, of the project, which is a cost-effective investment tion expenses to a project. Over the long run, designs that contemplate future improvements World Bank teams have the opportunity to further given the expected duration of the infrastructure and however, environmentally sustainable practices to the infrastructure without costly re-work can support governments with their strategic planning their price tag. should result in considerable savings in energy be valuable. A simpler design and/or construc- and vision for education infrastructure. Every country costs for heating, air-conditioning and lightning, tion approach is chosen now with the expecta- should have an education infrastructure strategy Discussions involving the trade-off between quality and lower water usage. In addition, some tion that it will be built upon later. that will guide priorities, investments and other vs. access in countries where not all children of the important benefits, such as improving occupant decision making in the short, middle, and long run. appropriate age have access to pre-primary care and health, comfort, and productivity, and reducing • Capacity building. Helping to raise awareness In its Guidance Note on Value for Money for School education is a common one. Approaches that should pollution and landfill waste, are not easily quan- and understanding on technical issues among Construction, GPE recommends that low- and be employed to engage counterparts in a discus- tified (Community Investment Collaborative for public officials (as well as private sector profes- middle-income countries develop the document sion on reducing costs while maintaining quality and Kids, 2010). Below are average savings in the sionals) can be an effective strategy to facil- drawing lessons from their own experiences and those spousing environmental sustainability, while taking United States associated with environmentally itate discussions, drive demand, and foster of other countries (2022). This involves determining into consideration long-term benefits include: sustainable buildings. ownership of solutions. These can entail specific funding for the infrastructure program, planning the training sessions led by local and/or international program, adopting norms and standards, making • Future proofing of investments. By investing in • World Bank climate corporate requirements. As experts or be developed as more robust training implementation arrangements, and setting guide- architectural designs that take into considera- some WBG institutional commitments become programs supported by the World Band and/or lines to supervise and evaluate the infrastructure tion the life cycle of buildings, government funds requirements (e.g., all new World Bank lending other development partners and delivered by program. For more detailed recommendations, see local, regional, or international education insti- the GPE note. Figure 5: Buildings and the environment - potential reductions through green design tutions or professional associations. Relevant topics might include green design (passive and Having all the aspects of strategic planning and The average building designed active), environmentally sustainable building, vision towards education infrastructure, including CARBON WATER WASTE ENERGY Reduced by with green practices will result the role of PLEs in learning and teaching young ECCE infrastructure, outlined in a single document Reduced by 24-50% in up to 50% less use of energy, children, infrastructure planning and manage- (e.g., an education infrastructure strategy, at any Reduced by 33-39% up to 39% lower carbon dioxide ment, among others. If done prior to or during level) is considered ideal for clarity, comprehensive- emissions, and up to 40% less project preparation, capacity building initiatives ness, and monitoring. However, countries often do 40% use of water. In addition, the in these areas have the potential to influence not have these types of documents (which ideally Reduced by construction and operation of a project decision making. would have been built with participation of all stake- green building can generate up holders including those at the local and regional 70% to 70% less solid waste, which • Connection to additional funding. In certain levels, including users) (European Commission, 2022). reduces the energy needed for countries, meeting regional or international For an example of a World Bank project offering disposal and the amount of space standards (e.g., EU standards) can potentially comprehensive support to the development of a required for landfill. open doors to additional funding for the project. country’s strategy for infrastructure investments Primary CO2 Water use Solid waste Understanding and highlighting these require- in education institution, see Romania - Advisory energy use emissions ments when engaging government officials Services Agreement on Informed Decision-Making can serve as an additional incentive to adopt on Investments in Infrastructure (Teixeira et al, 2017). evidence-based, sustainable practices. Source: Community Investment Collaborative for Kids, 2010. 14 15 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance and associate them with typical costs per unit. Each The World Bank team should also ensure there are context, however, how to involve communities in 07 project will establish its own thresholds, but when the no issues associated with land ownership for the practice can look different in different locations. cost of mitigation due to terrain conditions is larger sites expected to host ECCE centers and kindergar- In situations where responsibility for pre-primary How to select suitable new sites? than approximately 30% of the total cost of the work tens. Unclear land ownership or lack of ownership by infrastructure construction and operations has for that unit, viability of placing the facility in that the government can lead to significant delays in the been devolved to the community level, community location should be carefully considered. project, so should be addressed before the project engagement will naturally be significantly higher advances to next stages. This may require working than in projects led from the central or regional level Governments must ensure that suitable sites are Site safety should be a key factor influencing site on land titling with the Ministry of Land or the local (for more on the community approach to school available and selected to host pre-primary facilities selection for pre-primary infrastructure. Govern- equivalent. provision in Africa, see Theunynck, 2009). Neverthe- and partners can support them in this important set ments must be sure that the building and site are less, community engagement is a requirement for all of early decisions. In general, it is crucial to ensure appropriate for use by young children and function projects. 08 ECCE buildings are well-distributed and able to serve effectively for the type of program it will host and How to involve communities the designated catchment area and located in a the families it will serve (Community Investment and other stakeholders in the While in certain projects communities have a central suitable environment, that is: Collaborative for Kids, 2010). According to Alasino planning process? role in the planning, designing and construc- et al. (2024), the objective here is to make a risk-in- tion of school infrastructure, projects that do not • in areas away from excessive noise, air pollution, formed decision by minimizing the site’s exposure to adopt such a community-based approach should industry, or major roads, natural hazards while simultaneously ensuring that still ensure communities are consulted and impli- • free from environmental hazards, the resulting risks can be adequately mitigated within Schools add value to communities and vice-versa. cated in the process. Different levels of community • taking into consideration protected areas, cultur- practical technical and financial constraints. Refer to In most communities, school buildings are the most engagement in projects typically include (i) sharing ally preserved locations, and areas where indige- the approach note Guidance to Resilient, Inclusive, prominent public building, the center of many civic information (a two-way process), (ii) consultation nous populations live, Green, Healthy, and Teaching & Learning-conducive activities, social life, and sports events, in addition (actively seeks community opinions to help inform • near public transportation or in/close to residen- (RIGHT+) Physical Learning Environments (PLEs) to cultural and educational activities. Also, in many decisions), (iii) planning together, (iv) acting together, tial areas, and for more on selecting sites that lead to resilient and cases, school buildings are the largest capital asset in and (v) community directed (MFSH, 2008 as cited in • with accessibility options for children and adults inclusive schools (Alasino et al, 2024). a residential neighborhood (Barrett et al, 2019). Given OpenLearn Create, n.d.). with disabilities. its importance to community life and taking into Following one of the worst floodings in its history, consideration local needs, community participation Several countries have been pioneering community There should be sufficient land area and construction which damaged or destroyed more than 2,000 of its in decisions concerning pre-primary school location engagement for school construction. Denmark, and operation of the pre-primary facility should not schools, the government of Pakistan, with support and design should be incorporated into the broader for example, developed a special approach called cause significant environmental impact. from the World Bank, developed a platform for school infrastructure process. Model Program (in Danish), that involves the use of geospatial planning of educational activities that uses business games for the community to plan a kinder- Ease of access is a key criterion for site selection. The a variety of environmental data sources, such as flood The World Bank’s Safeguard Policies, which provide a garten reflecting the needs of the community. The ability and willingness to walk and commute for a inundation maps, satellite imagery of school facilities mechanism for addressing environmental and social process helps generate the design brief for architects child aged 2-5 years old is lower (10-15 min) than for a before and after floods, high resolution rainfall data, issues in WB projects, offer a framework for consulta- to implement. For another example of participatory teenager aged 12-15 years old attending high school and ground-truthing field surveys, among others tion with communities and for public disclosure. The planning methodology for various types of buildings, (up to 15-30 min), therefore, the cut-off for travel (Saif, 2023). Insight generated through the platform Environmental and Social Framework (ESF), appli- including pre-primary schools, see Germany’s Baupi- distance for kindergartens is very different from the is expected to enhance the reach of investments, cable to all WB investment project financing, sets out loten method. A collaboration between the World cut-off for high schools (Alasino et al, 2024). Where leading to schools that are more equitable, resilient requirements in this area and can help projects make Bank and the Council of Europe Development Bank possible, locating facilities in green areas to allow for and safer. the most out of community engagement. For example, (CEB), highlights the “Constructing Education” the integration of sustainable learning spaces (but in projects that involve rehabilitation and/or expansion approach, which is similar to Denmark’s and has been not in the natural habitat of endangered species or Pre-primary facility location can also have a major of existing learning facilities that will impede the use used in the UK and Australia and places an emphasis protected vegetation and not in wetlands and in impact on how sustainable ECCE facilities will be. of the space by teachers and students, plans for on a structured way of designing the school brief for floodplains), in sites with a good amount of sunshine Some considerations include: temporary relocation of classes should be made early architects. and sheltered from high winds but well-ventilated in the planning process. Engaging communities can would also be desirable (Kotnik, 2010). • building on used land (avoids disrupting unde- be instrumental in identifying issues to be addressed, Governments and WB teams can also obtain support veloped land and can be cheaper due to pre-ex- suggesting alternative places for classes to be held for this portion of the project from organizations Related to the terrain for construction of new isting infrastructure of utilities, roads, and sewage that are within walking distance of current locations, specialized in participatory design and construc- pre-primary education facilities, in general all terrains systems), etc. While the project should proactively engage tion. For example, Semillas (Asociación Semillas para have some adverse condition, which can be relatively • healing a site (e.g., cleaning up an environmen- the community in these and similar topics, it is also el Desarrollo Sostenible) is a nonprofit organization minimal, such as the need to create a barrier of trees tally damaged area or fixing up an unsightly critical to have a grievance redress mechanism that based in Peru composed of national and interna- to mitigate the dust generated by a neighboring road, vacant lot), and can function as a feedback system for any concerns in tional architects, specialists in cooperation projects, or substantially greater, such as very steep slopes • repurposing existing buildings (can be cheaper, this and other areas and to take in suggestions from builders, and artisans that partners with govern- that require embankments and locations that need quicker, and more environmentally sustainable) stakeholders, including parents and young learners. ments, the private sector and academic institutions. stormwater channeling works. It is recommended (Community Investment Collaborative for Kids, The group has experience supporting the develop- that the technical professionals conducting the sites 2010). Community engagement should be a part of every ment of environmentally sustainable ECCE infra- selection exercise classify these mitigation actions stage of the infrastructure process and in every structure through participatory design. 16 17 Design standards & criteria RIGHT+ approach, play-based learning Building & interior design Flexibility Affordability Internal & external learning spaces The role of furniture Key objectives, activities, professionals, and documents in this phase Objectives: Develop and/or adjust ECCE PLE design standards and criteria that are aligned with good practices and meet country objectives; Support the approval of design standards and criteria if changes are proposed; Help select furniture and equipment fit for purpose, environmentally sustainable, and affordable Activities: Technical design activities can be subdivided in phases: concept design, detailed design, construction permit, later project for execution, and after the construction phase, the project of executed works/building certification (optional). During concept design, the focus is on the project’s basics yet key elements, such as capacity, orientation, functionality, sizing of classrooms and facilities. While costs can be impacted by activities throughout the infrastructure process, this phase is most influential on end costs while offering the most options DESIGN for introducing changes. The next phase, construction permit, is focused on planting the project onto the location, dealing with infrastructure, and obtaining permits from various authorities. The project for execution phase is the most detailed part of the project documentation that defines in detail the construc- tion elements and includes exact bills of quantity, material selection and technology/equipment selection (type, brand, model, energy consumption, performance). This phase has a large influence on end costs as each of these elements vary in cost and performance. In some countries, the final activi- ties of design, project of executed works/building certification take place after construction has been concluded and include documenting all the changes during the construction process. Additional activities often include those related to supporting community engagement and approval of new or updated norms and design standards. Professionals: Architects, education and built environment experts, government decision makers Documents: Project documentation (concept project, project for construction permit, project for execution (includes bill of quantities or project cost estimation)), interior design project, landscaping (playground and sports areas), project of executed works 18 19 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance Building typology principle (building shape) Construction principles Accessibility for children with disabilities principle 09 What are key characteristics of good building design for ECCE • The shape of a building affects is costs in • Frame construction systems are the most flexible • The design of new ECCE facilities and the upgrading PLEs? important ways, as it adds to floor, roof, and wall types of construction as they can form big open of existing ones should take into consideration surfaces. Widespread, linear, and complex floor spaces (that can later be closed if needed) at low cost. children and adults with disabilities. For practical plans contribute to greater façade surface, greater guidance on making schools accessible to children material spending and consequently also longer Figure 8: Frame construction systems, using with disabilities, see UNICEF, 2016. For inclusive Good building design for ECCE PLEs is design that building time. Such structures also add to greater different materials, can affect the functionality of playground ideas and materials, see inclusiveplay- helps provide safety and resilience, is healthy, creates heat losses in comparison to compact plans. the building grounds.net. spaces that are conducive to teaching and to learning by young children, is inclusive, and takes environ- Figure 7: Typology’s influence on the façade surface Figure 10: Examples of ramps and accessible play mental sustainability into consideration (Alasino et al, of two schools of the same size structures 2024). Design should also be culturally appropriate, attractive, and inspirational for children and commu- Facade: 1775m2 Facade: 995m2 Floor size: 1000m2 Floor size: 1000m2 nities, promote connection to nature, and be cost-ef- fective. A good design adequately meets current needs and provides flexibility and adaptability to facilities so that educational service can be efficiently offered for an extended period of time. Architects around the world have developed guide- Source: Timber Framers Guild, n.d. L-shape and Z-shape ramps. Source: Inspired by UNICEF, 2016. lines related to ECCE PLE design that can be adapted and built upon by different countries. Below is a list Gentle gradient Slope of 1 is to 15 of building design principles and good practices for early learning facilities created by education infra- Compact building: structure expert Jure Kotnik. For more detailed -75% m2 of façade guidance and examples on these and similar topics, Source: Kotnik, forthcoming. see CEB’s resource Architectural Design Guidelines for Early Childhood Education Centers and Play- The scheme above shows that the same floor surface 1 grounds (2018). can have up to 75% bigger façade surface simply 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 based on a different building shape. A compact Plot organization principle typology is recommended over a dispersed typology Gentle gradients for ramps. Source: Inspired by UNICEF, 2016. as always as possible. The table below highlights Source: Shutterstock/Dolores M. Harvey. • The shape of the plot and its surrounding area have advantages of the compact typology. an impact on the choice of the building typology which will then impact the organization of all other Façade/window design principle elements (e.g., interior design, playground, staff areas, parking) • Window design should enable children to have a • Locate the main premises of the school in the good visual connection with the surrounding envi- flattest area of the land and near entrances. ronment (e.g., nature, playground). • If the school has several educational levels, DISPERSED TYPOLOGY COMPACT TYPOLOGY separate access to pre-primary from access to Bigger plot needed, bigger • They can also help ‘articulate’ a building, that is, Less surface needed, less primary and higher levels fundaments and roof make it look and feel more interesting to users. Removable ramp. Source: Bloom blog, as cited in CEB, 2017. fundaments, less roofing • If possible, place the building closer to the edge of surface the plot to efficiently use the land available Bigger in size, more Figure 9: Façade variations with windows at different More compact, smaller in materials used, bigger CO2 heights and of different shapes in the same building size, smaller CO2 footprint Figure 6: Building positioning scheme footprint sta /entrance /parking Articulation of volumes, Articulation of details, space articulation building elements services and parking playground small kids Bigger façade surface, Less façade, less heat loss more heat loss playground playground Higher construction cost Lower construction cost calm dynamic Longer construction time Shorter construction time The type of flooring and equipment matters for accessible playgrounds. Source: CEB, 2018. Source: Kotnik, forthcoming. Source: Kotnik, forthcoming. Source: General Recreation, Inc. and Landscape Structures, n.d. 20 21 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance Minimum material selection principle seem to be more far-reaching than merely being Key interior design principles are also discussed in Figure 12: Active corridors with nooks and black- an aid to sight. detail in the 2018 CEB Architectural Design Guide- boards and space for reading and free play • Reducing the number of materials to be used lines for Early Childhood Education. Aspects to take means fewer subcontractors. Buildings designed • Children are particularly vulnerable to all types of into consideration include: with fewer materials overall tend to be more pollutants because their breathing and metabolic rational in their design, yet do not necessarily lack rates are high. Elevated concentrations of CO2 Floor plan organization architectural expression, as architects can use can lead to decreased attention and cognitive different colors or shapes within the same material function. Poor air quality is a common problem in • Typically include children and staff areas and in to create variations of the façade. schools that needs to be addressed. some cases, service areas (e.g., a kitchen) Natural vegetation of the terrain • As temperature and humidity increase, students Common central spaces and corridors report greater discomfort, and their achievement • Maintain it as much as possible, including trees and task-performance deteriorate as attention • Considered one of the most innovative elements in Source: Kotnik, 2018. and shrubs. spans decrease (Mendell and Heath, 2005, as ECCE facilities, these spaces are multi-functional cited in Barrett et al., 2015). and are meant to be used by children for various In general, the functionality and efficiency of the activities, avoiding the need for dedicated rooms design should have priority over aesthetics (CEB, Flexibility and ownership and, often, corridors. When corridors are required, 2018). Avoiding complex exterior design and long and dark ones should be avoided and focusing on basic and proven shapes and details • Flexible classrooms offer a variety of opportunities opportunities to converting them into additional lower construction costs. According to CEB, simple for different modes of learning and in the longer learning spaces explored. According to Bassett distribution plans should also be privileged over term, they are key to accommodating changes (2018), each area of a pre-primary facility should more complex ones that entail larger façade surface, in pedagogical goals, educational programs, and be designed taking into consideration interaction greater use of materials and building time, all which instructional strategies. among children, since this promotes cooperation, are likely to increase costs (2018). Please refer to CEB improved social skills, and peer learning 2018 for examples on this. • Feeling ownership of their classroom can lead to Source: Gurgel, 2023. feelings of responsibility by children (DeVries and Figure 11: Transformation from corridor-based Zan, 1994 as cited in Barrett et al., 2015). Class- 2-classroon facility to 4 classrooms with multi-use Classrooms rooms that feature the products of students’ central space 10 What are key characteristics of intellectual engagements, projects, displays, and Includes thematic nooks with different play zones, good interior design for ECCE construction are also found to promote greater flexible spaces, active and quiet area (e.g., for PLEs? participation and involvement in the learning Theater Sport room reading, napping) design principles (e.g., higher process (Ulrich 2004, as cited in Barrett et al., 2015). ceilings, stronger light, user of brighter colors, and resilient surfaces for active areas and lower Hallway Complexity and color ceilings, lower light levels, subdued colors, and To complement good design at the building level soft surfaces for quiet areas), use of sliding walls, (above), attention to the design of pre-primary class- • An intermediate level of complexity is deemed among others rooms and other learning spaces is critical to ensure better than too much or too little complexity Classroom Classroom infrastructure is a positive factor in learning, safety, (visual diversity of floor layout, ceiling, and visual Toilets inclusiveness, and sustainability. According to the displays on the walls) Ideas on making toilets more compact, accessible, 2015 Barrett et al. study, school design is important, and easy to supervise. but first and foremost, the individual classrooms must • A functional approach to color focuses on using it each be well designed. Classroom design should offer to achieve end results such as increased attention Figure 13: Glass windows can facilitate supervision flexibility for teachers and students, enabling children span and lower levels of eye fatigue. Like level of young children in the toilet to interact in small, medium, and large groups but also of complexity, an intermediate approach shows Classroom Classroom Central public space: presenting opportunity for individual play. A series of better results (e.g., light colored walls plus a feature Theater / Sport characteristics contribute to positive student learning wall in a brighter color and/or flashes of bright outcomes and to the holistic experience of young color in chairs, blinds, etc.) children in ECCE settings. According to Barret et al (2015), the following factors contributed the most to The Barret et all. 2015 study, Clever Classrooms: positive learning outcomes: Summary Report of the HEAD Project offers detailed Classroom Classroom guidance for designers, teachers and other decision Light, air quality and temperature makers, including key areas of focus, illustrations, and examples on the classroom factors above as well as • Good natural light helps to create a sense of others, such as sound, link to nature, and connecting physical and mental comfort, and its benefits pathways within PLEs. Source: World Bank Yakutia project, 2018. Source: Kotnik, 2010. 22 23 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance The CEB resource also discusses some of the areas equipment to better accommodate children and staff wooden furniture – and furniture made from other highlighted in the Barrett report, such as the use of with disabilities (CEB, 2018) and can empower young materials - from responsible sources contributes to Energy Efficiency natural light, choosing functionality over decoration children to shape their environment. It is important to the environmental footprint of learning spaces. (related to complexity of environments), choice of notice, however, that educators will be more likely to PLES must prioritize energy efficiency colors, etc. and can be a good complement to it. rearrange rooms differently and take advantage of Evaluation of furniture and equipment should be by optimizing embodied energy associ- these furniture characteristics if they are trained and integral to assessments on the quality of pre-pri- ated with the materials and construction encouraged to plan spatial flexibility, to take risks, mary PLEs. These evaluations can be done as part of processes throughout the whole lifecycle of and to experiment with different uses of their space broader ECCE quality assessments or in preparation the buildings, reducing operational energy 11 to achieve their pedagogical goals (Adlerstein and for investments in ECCE infrastructure. Questions consumption through proper ventilation What types of furniture and Cortázar, in Bendini and Devercelli, eds. 2022). on the topics above should be included in these and use of LED lights, harnessing passive equipment should be chosen? exercises. For an example, see how Paraguay inte- and renewable energy sources such as solar Scale grated questions on the safety, conditions, scale and panels and wind turbines, and promoting fit for purpose of furniture (Misiego Telesca et. al, sustainable transportation to foster envi- The size of furniture should be adequate for the size 2023). ronmentally and economically sustainable Furniture and equipment can meaningfully transform of young children using them from an ergonomic practices. a learning space, making even the simplest room perspective but also to foster a sense of belonging Figure 14: Rendition of a pre-primary classroom more conducive to learning and development. It is in children. The height of tables and chairs matters. that offers flexibility and is adapted to children’s also a relatively less costly way to improve ECCE PLEs Tables should be approximately waist high for the needs through adequate furniture Water Efficiency and potentially learning outcomes (European Union, children using them, and children’s feet should Supervised 2022) and contribute to the environmental friendli- reach the floor when seated in a chair (Community restroom PLES must enhance water efficiency by ness of the space. Key aspects of furniture that should Investment Collaborative for Children, 2005). Lower Open closet managing water consumption in WASH facil- be considered include: furniture, such as shelves and other dividers, also storage Folding screen ities, landscaping, and kitchens through the allow for good adult sightline and supervision of adoption of conservation technologies and Play nook Contribution to learning space flexibility children and if against walls, allow for more wall room optimizing irrigation. Additionally, imple- for displays. menting water harvesting and saving tech- The type of furniture selected can contribute to niques is crucial to reduce costs and ecolog- spatial flexibility if it can be easily moved around and Safety ical impact while promoting sustainable adapted for various pedagogical purposes. According practices in water use. Size-adapted Mobile to Adlerstein and Cortázar (in Bendini and Devercelli, Safety should be a key feature of ECCE furniture. furniture furniture eds. 2022), light and therefore easy-to-rearrange Furniture should be stable and resist tipping. It should furniture, such as mid-rise multipurpose shelves, not splinter or shatter easily. If possible, it should have Source: Kotnik, 2010. Waste Management curtain-like fabric or foldable partitions, light-weight rounded corners and child-safe hardware, avoiding tables, and movable whiteboards allow for the use protrusions, pinch hazards, or hard edges. For easier PLES must implement effective waste of larger rooms while creating the opportunity for cleaning and sanitation, furnishings with smooth, management by optimizing construction smaller spaces conducive to individual or small nonporous surfaces or washable fabrics should be waste disposal and establishing a waste 12 group work, thematic nooks, quiet areas, etc. Mats, prioritized (Community Investment Collaborative for disposal system to segregate, reduce, recycle, blankets, fabric, cushions, and rugs can replace tradi- Kids, 2005a). How to make ECCE infrastructure and compost daily waste to minimize envi- tional more rigid furniture, such as chairs, and are also environmentally sustainable? ronmental impact. a lower cost alternative to traditional furniture and Durability often more comfortable for young children. Many of these materials are also easy to store away when not Durability is another important characteristic of Sustainable Construction in use and allow children to interact with their envi- furniture. Lifetime costs should be taken into consid- Building or renovating ECCE infrastructure to be ronment more easily. Some furniture even has wheel eration instead of initial price only. Furniture that environmentally sustainable is similar to building or PLES must adopt sustainable construction options (which can be locked) for easy rearrange- will age gracefully and is easy to maintain, including renovating school infrastructure for older children. In materials that are reusable, biodegradable, ment and storage. Allowing children to participate in through availability of replacement parts, should be Guidance to Resilient, Inclusive, Green, Healthy, and recyclable, renewable, and energy efficient the decision to re-arrange furniture and create new prioritized over lower cost options with shorter dura- Teaching & Learning-conducive (RIGHT+) Physical as well as a community-based approach spaces also contributes to young student’s ownership bility. For more expensive pieces such as storage Learning Environments (PLEs), a green school is during the planning, design, and construc- of their learning spaces. cubbies, shelves, changing tables, tables and chairs, defined as one that reduces negative environmental tion phases by utilizing eco-friendly and approximately ten to fifteen years of (daily) use should impacts and avoids exacerbating climate change locally-sourced materials and engaging local The “less-is-more”9 trademark of flexibility fosters be expected (Community Investment Collaborative risks, minimizing its ecological footprint and maxi- culture and labor for contextually relevant spacious, uncluttered, and action-inviting class- for Children, 2005). mizing the use of resources (Alasino et al, 2024). The and cost-effective school building. rooms (Cleveland et al., 2018, as cited in Adlerstein RIGHT+ approach note provides guidance and short and Cortázar, in Bendini and Devercelli, eds. 2022). Environmental Sustainability case studies on the main green school characteristics Source: PLE Thematic Group and GFDRR Safer Schools Thematic Re-arrangeable furniture also serve to expand the and their associated attributes: Area, 2024. distances between various elements of furniture and Furniture is often made of wood. Choosing to procure 24 9 Used to express the view that a minimalist approach to artistic or aesthetic matters is more effective than the opposite (Oxford Languages, n.d.) 25 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance To these characteristics, the Greening Early Childhood based on local building practices and climate simple but still energy-efficient architecture, rectan- 13 Centers resource guide (2010) adds helping users conditions. This allows for flexibility and innovation gular classrooms with a few locally made pieces better understand and relate to the natural envi- in achieving the desired outcomes. How to make ECCE of wooden furniture (e.g., small tables and chairs), ronment as an important feature of environmen- infrastructure more affordable? colorful mats on the floor, children’s work on the walls, tally sustainable early learning PLEs, especially if it • Cost-effectiveness: EDGE emphasizes identi- and a variety of learning corners with locally-made promotes environmental education opportunities fying strategies that offer the highest return on materials. While the resources required to create for children and communities, as education is the investment, ensuring resource savings translate to these PLEs can vary significantly, quality learning can greatest predictor of climate change awareness (Lee financial benefits. Quality ECCE PLEs share common characteristics take place in both types of environments - if it is facil- et al., 2015). globally, independent of location, yet they may look very itated by teachers prepared to engage children using • Verification and Certification: Once a building different in different parts of the world. This is expected appropriate methodologies, supported by adequate Figure 15: Sample elements of sustainable design design meets the EDGE standards, it undergoes given variances in country budgets, local preferences, management systems, etc. a third-party verification process. Upon successful and where countries are in their ECCE journey. verification, the project receives an EDGE certifi- Cost estimation is done at various stages of the infra- cate, recognizing its commitment to resource effi- Fundamental principles that should be observable structure construction process, from planning and ciency (EDGE, n.d.). across borders are those discussed earlier – PLEs preparation to operations and maintenance. It is an should be safe for young children and adults to iterative process, with estimations becoming more For case studies using the IFC EDGE methodology learn and engage in; be thoughtfully planned and detailed and precise as design features are refined in school buildings in Burkina Faso and Senegal, intended to motivate specific teaching and learning and surface finishes defined, construction methods see the World Bank’s Greenhouse Gas Accounting opportunities; have spatial flexibility for children and are evaluated and required maintenance and opera- for Buildings: Background Note & Case Studies adults to shape and re-shape spaces as needed; help tions costs can be assessed. For an overview of cost for School Buildings in Burkina Faso and Senegal empower children and allow them to personalize their estimates for a school construction program, see (Rathore, 2024). early learning spaces; be child-centered and allow Iraq’s national school infrastructure policy document. for play-based learning, in addition to being environ- Source: Kotnik, forthcoming. Additionally, a series of resources, available on the WB mentally sustainable. Affordability typically is an important criterion for intranet (some also available publicly), exist on how to countries building or renovating large numbers of Certification programs exist for promoting and make educational infrastructure more environmen- While in higher income countries this may include pre-primary buildings and classrooms around the verifying environmentally sustainable school facilities tally sustainable and climate resistant, including but buildings with modern energy-efficient architecture, world. For those on tighter budgets, finding affordable, and are applicable at the design, construction, and not limited to: classrooms with sliding doors and glass windows, scalable solutions becomes even more critical. Below operations and maintenance phases. The LEED certi- magnetic boards on the walls, corridors with multiple are some approaches to increase affordability while fication for schools and the Collaborative for High - The Global Program for Safer Schools’ Progra- nooks and a variety of attractive furniture, in lower maintaining quality of ECCE infrastructure that can Performance Schools (CHPS) are two of these certifi- matic Approach (P500506): Building Solutions at income countries this may present as buildings with be adapted to specific country circumstances. cation systems. While certification can be a costly and Scale to Reduce Disaster Risk and Climate Change complex process, not applicable in many contexts, Impact Low-cost solutions the certification criteria can be used as a reference on Architectural good environmental practices. - Greening Public Human Development Buildings in Croatia: Support for the Implementation of the • Location: Advances in geographic information systems and access to satellite data now make it cheaper and easier Similarly, EDGE, or Excellence in Design for Greater European Green Deal in the Croatian Health and to identify the most logical locations to build schools, considering key factors such as existing provision, population Efficiencies, is a green building certification system Education Sectors, including examples of environ- density, physical accessibility for all and flood vulnerability (Bangay, 2023), ultimately lowering costs and increasing infrastructure impact focused on making buildings more resource efficient mentally sustainable kindergartens from Austria, that can be used anywhere in the world. Developed Germany, Slovenia and Scandinavian countries • Orientation: Attention to a building’s orientation relative to the sun’s path through the sky has a large impact on the by the WBG’s International Finance Corporation (IFC), level of heat a building absorbs. Similarly, prevailing winds can impact on ventilation and exposure to air pollution EDGE helps builders and developers identify cost-ef- - The Impact of Climate Change on Education and (Bangay, 2023). fective ways to reduce energy use, water use, and What to do About It embodied energy in building materials. • Form: The physical shape and dimensions of classrooms can have a significant impact on light, temperature, - Innovative Learning Environments: the Role of acoustics (Bangay, 2023) and learning activities. For example, long, narrow classrooms are more limiting for large The key principles of EDGE are: Energy-Efficient Investments in Russian Preschool group work and children in the back of the classroom might have difficulty seeing those in the front of the room, although it can be beneficial for ventilation. Education Facilities (A case study of the Khan- • Focus on three critical resources: EDGE prior- ty-Mansyisk Region) Construction itizes reducing energy consumption, water usage, and embodied energy (the energy consumed in - Learning from Indigenous Solutions on Climate • Analysis of different construction approaches: In 2020, Senegal commissioned a technical analysis to help the creating and transporting building materials). Change RiskAdaptation and Mitigation in Education country choose the best construction method for a pre-school expansion program financed by the World Bank. The analysis recommended the Compressed Earth Bloc method (CEB, or BTC in French) as the most appropriate Infrastructure, by AIESOL for the World Bank approach due to advantages related to structural stability, level of user comfort, environmental sustainability, and • Performance-based approach: Instead of easy availability of local materials, over the classical construction method and an off-site option available in the prescribing specific design solutions, EDGE sets - Maximizing Climate Co-benefits in Education country. At the end, the classical method was selected due to the slightly higher cost of the CEB method, but the minimum benchmarks for resource efficiency Operations: A brief with examples analysis helped identify improvements to the design of the classical method. 26 27 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance • Use of local construction principles: local construction methods are often time-tested and adapted to local climate conditions. The availability of providers/builders is often larger and may lead to a more competitive tendering • Exploration of off-site construction methods: Off-site construction refers to making structural and process. Buildings constructed according to local methods must however meet quality requirements as all other non-structural elements of a building in a factory, which are then transported to site for assembly. education infrastructure. According to the World Bank report Educational Infrastructure and Modern Methods of Construction (Iglesias et al., 2024), off-site construction does not impede design thinking or require any compro- • Use of local materials: By identifying and working with locally available materials, transportation and replacement mise in the quality of finishes or materials. The report explains that the off-site construction industry is costs, delivery times and the carbon footprint of buildings are reduced and familiarity of construction crews with developing fast and that there are more suppliers than ever around the world, with today’s advance in materials increases. Many examples of individual school buildings that use local materials exist, such as those in technology producing permanent structures built to modern building practices. When compared with Sierra Leone, Bangladesh and Malawi cited in Bangay (2023) and in Burkina Faso and Peru, and can serve as inspi- ration for large public infrastructure programs, which can borrow elements from these smaller-scale initiatives. conventional on-site construction methods, off-site construction systems provide significant benefits related to scalability, quality, quality of materials, speed, environment, health and safety, and cost. As • Transforming existing materials: several pre-primary facilities around the world have used recycled shipping with all approaches, off-site construction is not a cure-all for education building construction, but solid containers as the basic structure of the school, adapting them to local needs and to be fit to receive young experience demonstrates that, when design-led and logistically applied, it could make a transforma- children safely (Bassett, 2018). There is still a general public perception that associates prefabricated buildings with tional difference, having the most impact in scenarios where the deficit in education infrastructure is temporary, uninspiring, and sub-standard houses. The modular plug-and-play units are designed to offer minimal large, and the need to reduce it is urgent (Iglesias et al., 2024). standards and often are adequate for accommodating students in post-emergency. However, these modules can be design-articulated to better fit a required program (Iglesias et al, 2024). The Vissershok School in South Africa Figure 18: Permanent school facilities built using off-site methods of construction serves poor children of farm workers in the Du Noon township outside of Cape Town (InHabitat, 2012, as cited in Bassett, 2018). The 12 square-meter space holds 25 5- to 6-year-olds in the morning and transforms into a primary school library in the afternoon. To prevent the container from getting too hot, the expansive roof blocks School in Bhutan, WB project ECCE center in Portugal Kindergarten in Slovenia out excessive sunlight and the gap between roof and container provides natural ventilation. Several colorful cutouts (2003-2011) allow for cross ventilation. An early childhood education center for infants and children up to age five in Wakuthuni, Western Australia uses four shipping containers as classrooms. The project is based on a partnership between the University of Melbourne and the Gumala Aboriginal Corporation (GAC), an organization that works to protect indigenous peoples’ culture, heritage, and languages. After researching and consulting with the community about their needs and wants, a student team built the center in 10 days using prefabricated elements, a large shade roof and native landscaping (InHabitat, 2011, as cited in Bassett, 2018). In 2011, the Waldorf School of Orange County in California, in the U.S., used shipping containers to add classrooms to its campus. The project cost significantly less than conventional building materials and won the city’s Green Design Award (Premier Box Shipping Container, 2017). In the U.K., the firm Urban Space Management designed extensions to the Morpeth School in London, also to add more classrooms. Shipping containers were craned in over the holiday period, offering a cheaper and quicker Source: The World Bank, n.d. Source: Shmis, n.d. Source: Kotnik, n.d. alternative to conventional building, and leading to a reduced environmental impact, as the containers produce less carbon emissions and also use less energy for heating (Premier Box Shipping Container, 2017). • Furniture: invest in furniture and equipment as key shapers of quality, play-based PLEs, as they typically Figure 16: Transforming shipping containers into pre-primary and primary schools are lower cost than more structural approaches. Train and empower teachers to make optimal use of Vissershok school in Cape Town, South Africa Early childhood education center in Western Australia the space and local materials. Opt for fewer but more versatile furniture. Prioritize furniture made of wood from responsible sources. Often children of this age like to learn in different positions, so from a pedagogical and developmental perspective, different sitting and working arrangements can be made (Cortázar, personal communication, September 6, 2023). (e.g., using puffs, benches, stools, mats, etc.). Furniture made with local materials can help lower costs. Benchmarking • When cost information for education infrastructure is limited in a particular context, benchmarking other public and commercial infrastructure can provide important reference for estimations and procurement. Source: InHabitat, 2011 and 2012 as cited in Bassett, 2018. Source: InHabitat, 2011 and 2012 as cited in Bassett, 2018. Teams can obtain costs for construction of a square meter from a health project or from a private building, for example. Public projects tend to be more expensive than commercial ones in some locations, with up Figure 17: Design-articulated schools can lead to environmental and cost benefits to 30 percent more than the market price being considered common (Kotnik, personal communication, The Waldorf School of Orange County in the U.S. Morpeth School in the U.K. February 12, 2024). When considering costs, it’s important to think about two aspects of cost: cost per square meter and cost per student. Cost per square meter primarily depends on construction tech- nology), and the complexity of design, whereas the cost per student reflects space efficiency (Bassett, 2018) • Comparing home country costs with those of other countries in the region improves realism in facilities planning and procurement. Unit cost comparisons should be based on unit costs per gross square meter converted into hard currency (e.g., U.S. dollars) and actualized to the same year (GPE, 2022) Source: Premier Box Shipping Container, 2017. Source: Premier Box Shipping Container, 2017. 28 29 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance Optimal use of external learning spaces Figure 20 above shows gains realized through 14 What can typically be changed changes done in the construction permit phase: a • While Forest Schools (where children spend most of their time learning outdoors) have recently become and/or influenced according 50% increase in useful space per child obtained by more popular in high-income countries such as the United Kingdom and Scandinavian countries, using to the different phases of joining playrooms and sleeping rooms in a public nature and the immediate surrounding environment to foster learning experiences is still rarely done, architectural design? kindergarten in Russia. In the same World Bank especially in a systematic way. Intentionally creating and using external learning spaces, unbuilt or semi- project (2012-2014), similar changes to a different built, can lower the cost of education infrastructure while connecting children to nature, to their context, kindergarten meant that the building could accomo- offering opportunity for risk taking, motor skills development and for other enriching learning experi- Typically, the earlier the changes are made in the date 40% more children. ences. According to ECCE PLE expert Alejandra Cortázar, the use of external learning spaces is largely design process, the bigger the gains and the easier underutilized in most countries. Outside spaces include for example adjacent areas to classrooms and and quicker it is, but change possibilities often exist In the execution plans (project for execution) phase, other school buildings, such as covered verandas or patios, school yard areas under trees or that host throughout the design process. although not ideal, changes may still be made vegetable gardens, playgrounds, etc. This often leads to spaces with good air circulation and natural but flexibility is more limited and costs tent to be light, with the added benefit of lowering respiratory diseases transmission risks (Fuentealba Alvarez and In the concept phase, a significant amount of changes higher. By requesting changes to the construc- Alasino, forthcoming). Incorporating and creating these spaces into pre-primary infrastructure at the to the design of pre-primary education facilities tion permit, changes can be done in terms of sizing design phase can allow for important cost savings. For more on how to connect internal and external can take place. Sometimes it is hundreds of times - some spaces can be changed, reconsidered and learning spaces and to strengthen the connection with nature, see the World Bank’s GPSS resource cheaper to abandon a received concept project and can result in increased capacity of the pre-primary Architectural Principles for the Design of an Interdependent System of Physical Learning Environments start with a new, more rational one than later in the school facility. In this phase, however, optimizations (Fuentealba Alvarez and Alasino, forthcoming) as well as the Inter-American Bank’s resource Green process (Kotnik, 2024). The biggest gains often can are more focused on materials used, simplification of School Areas. Various resources also exist at the country level, such as Fundación Naturalizar in Chile be obtained by optimization of the building typology, details (e.g., to lower the risk to project execution and dedicated to promoting external learning in ECCE settings. with the focus on architectural form and space lower costs of certain aspects of buildings such as as organization (from dispersed typology to a compact complex roofings, custom made windows, etc.), and Figure 19: Examples of built, semi-built and unbuilt early learning spaces one) and rethinking spaces in terms of size and use. replacing costly choices with more affordable ones Kindergarten in Uruguay Outdoor furniture in the UK Another option involves improving the concept (e.g., prioritizing options that can be locally produced project (adjusting sizes, uses of spaces, etc.) and maintained). In this phase, changes can also focus on furniture and equipment. In the construction permit phase, it is possible to change several elements of the building design, such as sizing and capacity of spaces, make adjust- 15 ments to the uses of spaces, improve sustainability or educational features of the building. Changes What can be done to improve in this phase can lead to additional costs and time existing buildings? needed to redesign the project. Once the project is submitted for the construction permit or already has Source: Bassett, 2018. Source: Demco Interiors as cited in Childcare Renovation, 2022. the construction permit, changes can be done in the Using cut tree trunks as seats for outdoor lessons School garden in South Africa execution phase. Renovations and infrastructure upgrades usually have specific goals in mind, such as increase capacity Figure 20: Gains to pre-primary education building of buildings to host more children, improve safety capacity and useful space per child, Innovative and increase resilience, etc. Independent of the Development of Preschool Education of Republic of driving forces for the upgrade, opportunities for Sakha (Yakutia) Project, Russia making pre-primary PLEs more environmentally 200 kids → 240 kids sustainable and conducive to higher quality learning, Yakutia Project 2 3500 m2 → 2900 m2 including through play-based approaches can be 2.5 m2 → 3.75 m2/child created and incorporated to most school renovation projects. Approaches can involve structural and/or non-structural solutions and will depend on country Source: Caledonia Play, n.d. Source: Regency Global/SA Inc. as cited in GoodThingsGuy, context and budget, among others. A sample list of 2019. climate change mitigation, adaptation and additional measures is provided below. A staged approach • Budget constraints often limit what can be done in terms of new or renovated ECCE infrastructure. • Address heating, cooling, and ventilation chal- Developing a medium to long-term educational infrastructure strategy allows for immediate priorities lenges: for example, insulation for existing buildings to be met within budget now and allow for expansions and enhancements over time once more funds and changes to windows can be expensive, but become available. At the design phase it is important to take this staged approach in mind so that what there are a series of lower cost approaches that is planned for the immediate future is compatible with future expansion plans. can be considered, including blown-in insulation Source: Kotnik, n.d. that serves as building insulation and air sealing 30 31 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance (air sealing is considered one of the most cost-ef- o designing of separate zones based on envi- As with the rest of ECCE PLEs, the cost of playgrounds 16 fective ways of improving the efficiency of an What to keep in mind when ronmental features (overall shape of the space, can vary greatly. Like indoor play spaces, outdoor play existing building) (Community Investment Collab- designing playgrounds and topography, existing natural features such as areas can lead to high quality learning opportunities orative for Kids, 2010) other external learning spaces? trees and rocks), sun patterns, safety hazards even in low resource contexts. Choice of materials and points of access significantly impact the cost of playgrounds and • Save water inside and outside: harvest rainwater, o establishing appropriate circulation routes or other outdoor learning spaces. Another way to lower install low-flow plumbing fixtures, reduce the pathways around the play space, costs is the phased development of playgrounds, use of water for landscape irrigation by planting Outdoor spaces complement internal play areas and o designing for seating for children and adults which should be planned at the design stage, and trees and other plants that require less water, etc. are ideal for play-based learning and development which could envision playground expansion and/or (Community Investment Collaborative for Kids, and should be designed and built to be affordable o designing for the use and storage of loose the purchase of additional equipment years after the 2010) and environmentally sustainable. External learning materials (any assortment of objects, toys and initial space is delivered. spaces can contribute to all facets of young chil- natural materials that children can move and • Reduce Greenhouse Gas emissions: shift to solar dren’s development: motor, speech and language, manipulate during their play), such as large Playgrounds also lend themselves well to partic- power, invest in energy efficient lighting (replace cognitive, social and emotional. Playgrounds are the construction blocks, sand toys, balls, cars and ipatory construction approaches with communi- all lighting with LEDs), install lighting controls, use most common type of external learning area in ECCE trucks, etc. ties. An approach based on community labor, under energy efficient fans, motors, etc. (AIESOL, 2022) facilities, but not the only one. Multi-use spaces, o designing for safety and supervision the supervision of a trained professional, can lower vegetable gardens, and areas conducive to sports o designing for access to drinking water, hand- costs significantly and ensure community ownership • Invest in carbon sinks: plant trees, develop green can also be important elements of external learning washing, and toilets (Community Investment of the space, which can be critical for its mainte- roofs (AIESOL, 2022) environments (GPSS, 2023). Collaborative for Kids, 2005) nance (Community Investment Collaborative for o designing for shading Kids, 2005; Racek, 2023). Nonprofit organizations • Adapt to heat waves: invest in roof insulation Key considerations to keep in mind when planning for such as Play360 provide guidance and support for o focusing on non-conflict, multi-use playground and reflective paint, use shading devices, build and designing playgrounds for ECCE facilities include: the construction of low-cost playgrounds and other equipment (privileging play elements that can verandas (AIESOL, 2022). The significance of external learning spaces in school settings, including be used by many children at the same time classroom temperature shouldn’t be underes- • Ensure the model for a pre-primary playground is pre-primary centers, often based on community such as climbing structures, a slide on a hill or timated. A review of 18 different studies found adequate for the physical abilities, spatial orienta- participation in the design and construction of these larger swings, in place of equipment that can that children improved on psychological tests and tion, judgment, and how young children interact spaces. Patio Vivo (in Spanish) is another organization be used by only one or two children at a time, school tasks by 20%, on average, when the class- with their surroundings; pre-primary playgrounds that offers guidance on transforming external areas in such as rockers and single child slides) room’s temperature reduced from 30 °C to 20 °C should not simply be a scaled down version of educational facilities into learning spaces. According (Bangay, 2023) playground for older children. The layout of a o designing for inclusion of children with disabili- to former ECE teacher and architect Jon Racek, play area – including sight lines, interest areas ties founder of Play360, participation in the construc- • Add external learning spaces: these can be semi- and equipment choices – should be based on o leaving open spaces for sports, social games, tion of school playgrounds can also represent an built (such as verandas, patios, and paths) or the ages and stages of the children who will use events, and for simply allowing for children to opportunity for men/fathers to come closer to the unbuilt (such as playgrounds, areas under trees it, and always include appropriate safeguards run around educational lives of their children in settings where and vegetable gardens) (Community Investment Collaborative for Kids, male participation in ECE is more limited (personal 2005). For equipment to consider based on devel- • Special considerations for infants and toddlers: communication, October 20, 2023). • Invest in multi-use, flexible, durable furniture opmental milestones for children’s gross motor play spaces for infants and toddlers should be development, see the resource Creating Play- protected from older children and designed for Racek’s advice includes keeping design simple and • Implement toy libraries in ECCE centers (for infor- grounds for Early Childhood Facilities. their needs and comfort. The previously cited investing in developing safe play spaces made with mation (in Spanish) on the experience of South Creating Playgrounds for Early Childhood Facilities locally sourced materials that are resistant, easily American countries with toy libraries or “ludotecas” • Outdoor play spaces are extensions of indoor resource lists specific considerations for this age available, and relatively easy to maintain. In the last and detailed guidance on how to implement them learning environments, so similar to indoor spaces, group. decade, especially in high-income countries, interest in school settings, see Equipo National de Primera consider different zones and activity areas for the Infancia [de Paraguay] and UNICEF, 2021) outdoor area (for quiet activities and active play, Figure 21: playgrounds in Tanzania and Vietnam build by community members with support from Play360 for larger groups as well as smaller groups or indi- • Train teachers in spatial organization for optimal vidual play). Specific areas should be designed to learning, without which other investments in ECCE foster physical development (e.g., climbing struc- infrastructure may not lead to desired outcomes tures), social skills (e.g., a stage for role playing), and cognitive skills (e.g., numeric floor games), for While existing buildings can benefit from the example (CEB, 2018). approaches above, these measures are also appli- cable to new facilities. • When designing the organization of the space, the following should be taken into consideration (CEB, 2018 unless otherwise noted): Source: Play360, 2023. Source: Play360, 2023. 32 33 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance Figure 22: Playground that prioritize the use of natural materials such as wood, sand and rocks instead of plastic cots that are taken out and put away as needed, so it 18 is important to ensure that there is enough space for What can principals and teachers cots to be placed around the room without having to do to make their existing move too many pieces of furniture, equipment, etc. spaces more play-based and Also, sufficient accessible storage for the cots when environmentally sustainable? they are not in use is needed (Community Investment Collaborative for Kids, 2006). Light stackable beds (some like Futada’s toddler daycare cot taking only Teachers, principals, and other school staff are funda- 0,8 m2 of a room for 20 beds and weighing 1,2kg mental in (i) ensuring quality early learning PLEs are each) can be a good option for small spaces. used in a way that indeed fosters quality learning, (ii) adapting existing early learning PLEs to make Figure 23: Example of light stackable beds them more conducive to play-based, child-centered, Source: Chernaya, n.d. as seen on pexels.com. Source: Fundación Patio Vivo, cited in Fuentealba Alvarez and Alasino, forthcoming. quality learning, (iii) optimizing their learning facili- ties to be more environmentally sustainable, whether in the development of ‘natural’ play spaces has grown general safety of children, and lowering the risk of they were purposedly built for it or not. Approaches significantly. These play spaces emphasize the use of abuse. The use of color or shape can help orient and by school personnel can also represent a cost-effec- materials found in nature, such as wood, sand, rocks, guide young children about which environments tive way to strengthen PLEs and improve the quality water, and rope combined with landscape formation are intended for learning and those with restricted of learning for young children. On the other hand, (hills, holes, etc.). Natural materials will also provide access (Fuentealba Alvarez and Alasino, forthcoming investing in the design and construction of quality, sensorial stimulation for younger children and usually (or 2022). environmentally sustainable facilities that are then are more cost effective (CEB, 2018). not properly used can lead to a waste of resources Young children are very tactile and often connect to and opportunities. Publications on designing and building playgrounds their space with their hands, so the type of materials for young children list the pros and cons of different used, for example, the texture of walls and floors, While new built environments represent an opportu- materials for the surface of playing areas as well as matters (Fuentealba Alvarez, personal communi- Source: Futada, 2024 as seen on Amazon.com nity and can provide a catalyst for the implementa- their equipment. Two of these resources are Architec- cations, September 22, 2023). Environments that tion of innovative pedagogies [the other way around tural Design Guidelines for Early Childhood Education stimulate sensory development, pattern recogni- Changing area: The typical components of a diaper is also true – new pedagogical orientation can lead to Centers and Playgrounds (CEB, 2018) and Creating tion and safe mobility on a level surface are helpful changing area include the counter/changing table, new PLE requirements], open mindsets and practices Playgrounds for Early Childhood Facilities (Community for this age group. Furniture aspects that apply to cabinets for diaper and supply storage, covered trash regarding pedagogy is the precondition for optimal Investment Collaborative for Kids, 2005). older children are also relevant for this age group and where possible, a sink. Good ventilation is an use of redesigned built environments (Blackmore et and include size compatible with the age and size especially critical component of any changing area al., 2011, as cited in OECD, 2017). In their chapter on of infants and toddlers, safe to be used by young and should be considered during the design process Creating Early Childhood Education Environments children (e.g., no sharp edges), easy to clean, etc. (Community Investment Collaborative for Kids, 2006). that Promote Early Learning (2022), Adlerstein and 17 What is different when designing For children no longer requiring diapers, proximity to a Cortázar cite research that emphasizes the impor- childcare spaces vs. spaces for Importantly, childcare facilities catering to infants bathroom is important. However, if culturally accept- tance of ECE teachers developing spatial thinking older children? and toddlers often include children’s sleeping areas, able, there is less need for separate bathrooms for to build quality early learning PLEs. Pedagogi- changing areas, and food preparation areas, some of boys and girls (Fuentealba Alvarez, personal commu- cally organized environments are recognized as the which are also important for slightly older children. nication, September 22, 2023). second priority for teachers and educators (out of Additional areas that can be specific to childcare 81) in the OECD’s TALIS Starting Strong Survey 2018 Often, childcare programs focus on children 0 to 2.9 facilities include breastfeeding spaces and storage Food preparation area: In most cases, young children (Adlerstein and Cortázar, in Bendini and Devercelli, years of age: non-mobile infants (a few weeks old – 1 areas for strollers. eat in the classroom and don’t require a separate eds. 2022). year), mobile infants (12- 18 months), and toddlers (18 cafeteria. In this case, it is advisable to have a months – 2.9 years) (Community Investment Collab- Sleep areas: In infant classrooms, it is common to dedicated area within the classroom for food prepa- In his Clever Classrooms report (2015), Barrett and orative for Kids, 2006). Needs for this age group are identify an area that will be considered the sleep area. ration, even if children bring their own meals. In infant his co-authors present a list of ideas for teachers different from preschool aged children, which impacts This area should be large enough to accommodate rooms, where there is bottle and food preparation, it and school staff on how to improve their children’s the design of learning facilities. the necessary number of cribs, spaced as far apart is helpful to have a space to warm bottles as well as learning environment, with actions related to lighting, as required by licensing regulations, if these exist. It a larger food preparation area with a refrigerator to air quality, temperature, sound, links to nature, flex- Activity areas: In general, infants and toddlers need is recommended to separate this area from the chil- accommodate breast milk, formula and baby food ibility, ownership, connection, complexity, and color. open activity areas where they can crawl, explore, and dren’s activity area by a half wall or another structure that are brought in from home (Community Invest- interact with their teachers (CEB, 2018). The use of that will allow teachers to maintain visual supervision ment Collaborative for Kids, 2006). The creation of new early learning facilities and class- transparency is particularly important for spaces for of the sleep area, while preventing other crawling or rooms may represent a good opportunity to start younger children, either via open spaces or the use walking infants from disturbing sleeping children. experimenting with and changing current teaching of glass, where teachers can scan the entire room to Lighting in this area should also be controlled (e.g., practices (Shmis et al., 2019) and ways of thinking. quickly find children, and where children and adults through closing of windows, through a separate light When infrastructure investments are made into can be seen from adjoining spaces, increasing the switch). In toddler classrooms children often rest on making ECCE buildings more environmentally sustain- 34 35 able, how the infrastructure is used also becomes key to reaping the desired benefits. Governments and project teams should consider training for teachers, CONSTRUCTION principals, and other school staff on spatial organiza- Supervision tion (as part of pedagogical organization) and envi- Construction ronmentally sustainable practices in ECCE centers approaches and schools, including in the classroom. Because organizing spaces with pedagogical goals in mind can turn low-cost, basic infrastructure and spaces into exploration centers and art zones (Adlerstein and Cortázar, in Bendini and Devercelli, eds. 2022) conducive to early learning, investing in training in this area can be considered an additional cost-effec- tive approach to improving PLEs and early learning. building materials Teachers and principals also should connect envi- ronmentally sustainable educational infrastructure to environmental learning for young children and communities. Better educated people have a higher Bid package chance of being more resilient, better equipped to work in green jobs, and critical to spur innovation and climate solutions (Anwar, Chapman, and Demirag, 2023). A year of education substantially increases pro-climate beliefs, behaviors, and policy prefer- ences (Angrist et al, 2023). Environmentally sustain- Key objectives, activities, professionals, and documents in able pre-primary schools and centers have a unique this phase opportunity to communicate the importance of good environmental practice to young children, building on Objectives: Support the procurement of construction services their green features. that meet budget, schedule, and quality requirements; supervise construction of ECCE infrastructure When school staff, including teachers, receive training or orientation about their new or rehabilitated facility, Activities: Support the government in devising a procurement a connection should be made to teaching green skills strategy, work with the procurement team to ensure procure- to children based on their own learning environ- ment is carried out according to WB guidelines and local laws, ment. Teachers can discuss environmentally sustain- support the government in devising a supervision strategy able practices through actual physical elements of including proper qualification of and resources for supervision the building that are evident (e.g., solar panels, rain entity, support the government with tools to address possible barrels), but also through poster and labels explaining deviations from specifications, delays and cost overruns, various environmentally sustainable strategies that conduct follow up on the works’ progress, and support the went into the design and construction of the building government with lessons learned from the field. (Community Investment Collaborative for Kids, 2010). The resource guide Greening Early Childhood Centers Professionals/Institutions: Government decision makers at offers suggestions on activities teachers can do the central and local levels, often supported by project imple- with young learners related to their environmentally mentation units (PIUs) or by outsourced contract manage- sustainable building (Community Investment Collab- ment agencies (CMAs), local communities, architectural and orative for Kids, 2010). engineering firms and individuals, construction contractors, suppliers of construction materials and labor, quality assurance firms/technical supervisors Documents: Bidding package, which usually is defined in the country’s laws and at a minimum should contain drawings and specifications, conditions of the project, conditions of the contract, schedule, owner’s cost estimate, environmental and social reports. 36 37 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance ment project financing must be carried out in accord- tion, additional work needs to be done to better 19 20 What are some key considera- ance with the World Bank Procurement regulations. understand the application of this technology in tions for the implementation and Early in the project preparation phase, TTLs should What are key technical norms World Bank client countries, particularly on the impli- procurement start consulting and coordinating with the World and construction approaches? cation on time, cost, climate and the environment, Bank Procurement specialist in-country, similar to and skills development. According to El-Sayegh, what needs to be done for the environmental and Romdhane, and Manjikian (2020), the main benefits social as well as the finance areas. Regardless of the of 3D printing in construction include, among others: Pre-primary school construction is very similar to procurement approach selected, Value for Money Like architectural norms, standards and designs, primary school construction. Multiple options exist is a core procurement principle in all procurements technical construction norms need to be reviewed, • constructability benefits for implementation of school construction, with the financed by the World Bank (Value for Money is also adapted if needed, and followed. GPE (2022) high- o faster construction, procurement process being at the core of imple- key throughout the different phases of the infra- lights technical norms about building durability o low cost, mentation (GPE, 2022). According to the GPE Value structure process). This means the focus should be as important in the school construction process. o geometric freedom, for Money Guidance Note on School Construction on bids that provide the best overall value for money, According to the GPE note, the following durability o short supply chain, and (2022), procurement can be (i) carried out by a central taking into account quality, cost, and other factors as attributes should be considered: foundation strength, ministry, usually the education ministry; (ii) devolved needed, rather than a focus on the lowest evaluated roof strength, and strength of foundation-roof o better productivity to local governments; or (iii) decentralized to school compliant bid (World Bank, n.d.). attachment (the walls). Also critical are norms related • sustainability benefits communities. Recent developments include the to safety and resilience to hazards. Please refer to o environmentally sustainable structure, growing participation of nongovernmental organiza- Contractors’ past environmental performance and the World Bank’s Global Program for Safer Schools o less waste, tions and the local, small-scale construction industry. evidence of ability to address and resolve environ- resources in this area. o less formwork, and Countries have tried some or all the above three mental challenges in their work should be included o safer site with fewer people. options, but no one option fits all countries (and fraud as criteria in the selection process for construction The approach chosen to build ECCE learning facili- and corruption are risks for each option) (GPE, 2022). companies. Contractors should also demonstrate ties will have an impact on construction cost and On the other hand, initial up-front cost and skill devel- in their proposals that they have access to environ- construction duration. Governments should aim to opment needs must be considered, as well as specific Typically, the ministry of education organizes and mental equipment such as meters to measure wood compare different conventional on-site approaches costing and implementation plan development for decides on how the financial resources for school moisture, concrete dosing, water pressure and quality, to off-site construction methods during the design World Bank client country school infrastructure construction will be used. Often, other ministries etc. Bidding documents should include requirements phase, evaluating them in terms of scalability, quality, needs. To learn more about the first schools in Africa are also involved, such as ministries responsible for for the utilization of construction materials (e.g., bricks speed, environmental sustainability, health and that use the technology, see the Malawi example planning and public works. Provinces/states and and wood) from responsible sources or produced safety, maintenance, and cost. The World Bank can here, and the Madagascar example here and here. For municipalities may also have a say in this process. using low-carbon processes (e.g., low-carbon cement). support governments with such a study if needed. the first school in Europe built using 3D printing, see The ministry of education and its partners define the At the contract stage, environmental clauses should the Ukraine example here. school construction implementation strategy and be included as part of general conditions and in the Traditional construction approaches involve linear select the implementation arrangements, in partner- particular conditions of the contract. construction, meaning each individual step is ship with donors if external funding is involved (GPE, completed on site or largely on-site before advancing 21 2022). The GPE guidance note highlights that imple- Frequently, capacity building of school construc- to the next construction step. For the off-site mentation arrangements are the second cost driver of tion implementers is required (GPE, 2022). Capacity method, see description in question 13. Discussion What materials should be used? a school construction program (after what is included building related to procurement, among other areas, about construction methods should take place in the in the minimum package of school facilities). It states is typically a part of school construction programs. planning phase of the project, as they may impact the that the cost of one classroom is lowest if implemen- Teams are encouraged to understand capacity design phase, procurement, etc. For detailed guidance tation is done by the community by itself or through gaps (e.g., ability to prepare a bid package and lead on using the off-site construction method for school a contractor selected by local competitive bidding. a selection process) as early as possible and to plan building programs and comparisons with the tradi- Building materials should be durable and code-com- The unit cost is more, up to twice more, if implemen- for bridging those gaps as to not delay the procure- tional approach, refer to the World Bank report pliant, locally available and climate appropriate (GPE, tation is done by national competitive bidding. It is ment process or substantially impact its quality. Educational Infrastructure and Modern Methods of 2022). Safe, non-toxic, environmentally sustainable at least three times more if done by international Similarly, it’s important for World Bank teams and/or Construction: Analysis of Off-Site Technology for the materials are an important aspect of environmentally competitive bidding. Unit cost is one consideration in the government to assess the capacity of the local Construction of School Buildings (Iglesias et al., 2024). sustainable building. the value proposition when selecting an implementa- construction industry (e.g., technical skills, green skills, tion arrangement. The GPE guidance note highlights implementation skills) to better design procurement 3D construction printing is an emerging and rapidly According to the WB’s RIGHT+ note (Alasino et al, the pros and cons of procurement options central- documents and capacity building support initiatives developing mode of construction, which allows 2024), it is important to consider the following factors ized at the ministry, devolved to local governments, focused on these professionals. producing objects of different sizes using additive when building green schools: decentralized to school communities, and when using manufacturing technologies.10 Large-scale 3D communities as contractors. construction printing has the potential to revolu- • reusability, tionize the construction industry by making construc- • biodegradability, The laws and regulations of each country on this tion faster, more affordable, and sustainable (Bici and • recyclability, topic are to be followed, and when the local legal Yunitsyna, 2023). The use of 3D printing technology • renewability, and framework allows, different arrangements should offers several advantages over traditional methods, • energy efficiency during the construction phase. be considered. All procurement activities for invest- but given its relatively recent application to construc- 38 In December 2023, the International Organization for Standardization (ISO) published the standard which aims to ensure quality, safety, and efficiency 10 39 within the 3D printing construction industry (ISO/ASTM 52939:2023 “Additive manufacturing for construction — Qualification principles — Structural and infrastructure elements”). ◀ TOC Preparation and Planning Design Construction Operations and Maintenance Figure 24: 3D printed schools in Malawi, Madagascar, and Ukraine vision for greater efficiency, cost-effectiveness, and 22 Secondary classroom in Madagascar, with walls printed What to take into consideration sustainability: Single room primary school in Malawi, built in 15 hours in 18 hours and structure completed in 3 weeks for supervision of construction • Outsourced technical supervision is better than projects? in-house technical supervision; • Large engineering firms are no better at supervi- sion than small firms or individuals; Construction supervision should include all areas • Technical supervisors should be made account- of the project: technical, administrative, financial, able to the beneficiaries; socio-environmental, health and safety, and legal. Its • Technical supervision costs about 10 percent of primary purposes are to ensure progress and fulfill- total construction (this figure is based on services ment of contractual obligations and to anticipate related to design, assistance in the procurement and prevent events or situations that may affect the process, and technical site supervision during the execution of the contract and management of risk, execution of the works; in most school construc- although the role and responsibilities of the supervi- tion programs, design is not part of the technical Source: Tomson Reuteurs Foundation/Charles Pensulo, 2021 as Source: Friddet, 2022 as cited in Kite-Powell, 2022. cited in World Economic Forum, 2021. sion function can vary based on the type of construc- supervisor’s contract – in these cases, estimated tion contract at hand (Carrizosa et al, 2023). Super- site supervision is 5-7 percent of construction A printing nozzle laying the concrete mix for the Printing robot at the Ukraine site, which along with the vision is typically done by a consulting firm, a team Ukraine primary school costs) monitor, requires 3 people to operate and monitor hired ad hoc, or internally by the contracting entity who owns the works (e.g., the central ministry, the Supervision contracts (as well as construction local government, or the community). contracts) should be thorough. Clear definition of responsibilities for supervision, contract risk manage- Technical supervision is considered essential for ment, revision and approval times, quality control efficiency in the construction process (GPE, 2022). work, social and environmental aspects and the form According to GPE, technical site supervision, more of payment are key elements contributing to optimal than the contractor’s professionalism, determines contract implementation (Carrizosa et al, 2023). the quality of the works. This is seen as a construc- tion industry rule and is valid for big contractors Cost overruns and delays in completion and turnover executing large contracts as well as for small contrac- of buildings are common in school construction and tors executing small works. Frequent and thorough frequently blamed on contractors. Effective technical technical inspection and control of the works are supervision ensures corrective actions are taken Source: Dyachyshyn (AFP), 2023 as cited in RadioFreeEurope, 2023. Source: Dyachyshyn (AFP), 2023 as cited in RadioFreeEurope, 2023. basic requirements of technical site supervision. timely to avoid larger issues. See the GPE note for more details on technical site supervision. Three independent actors are part of the structure for The RIGHT+ note highlights a few sustainable Use of local or regionally available materials not only technical supervision: Risk for corruption can be high in school construc- construction materials: saves on the energy used to transport materials but tion programs - but can be mitigated with a properly • the contracting entity who owns the works, also supports the local economy and often benefits planned and managed project. According to Trans- • the construction contractor who executes the • bamboo, smaller regional producers (Community Investment parency International (as cited by GPE, 2022), the works, and • wood, Collaborative for Kids, 2010). Likewise, materials from construction industry is the most corrupt industry in • the technical supervisor who controls the construc- • compressed earth blocks, responsible sources should be considered. the world because large sums of money are involved, tion process for the owner and certifies that the • locally sourced timber, and its activities are technical and complex. In school works done by the contractor can be paid by the • precast concrete, Affordability is an important determinant factor in construction, corrupt practices happen (i) during owner (and who can also assist in the design and • cork, the selection of materials for school construction, procurement of the contract for works and of the procurement phases if desired). • reclaimed metal, alongside quality and sustainability. Being environ- contract for technical site supervision, and (ii) during • insulating concrete forms, and mentally sustainable does not necessarily mean that In all cases, the rule is to keep the supervision of works the execution of the works and the supervision by • timbercrete. the material is more expensive than the alternative, independent of both owner and contractor (GPE, the technical site supervisor. See GPE (2022) for a but in some countries certain materials are still not 2022). For good practices and detailed guidance on detailed discussion on curbing corruption in school Each material has its advantages and disadvantages. produced at competitive prices. If environmentally construction supervision in social project, including construction programs. These are not absolute and depend significantly on sustainable materials that offer similar performance education projects, see the Inter-American Develop- the conditions of each project, geographical location, are more than 20 percent more expensive than tradi- ment Bank 2023 resource in Spanish Buenas Práticas World Bank teams conducting project supervision/ size, timelines, and costs established for each project. tional ones, teams must be particularly cautious en Supervisión de Obras de Proyectos de Infrae- follow up of projects with a construction component, In many cases it is necessary to carry out cost-benefit selecting it. structura Social. should visit work sites to co-verify with government analyses considering the total life cycle of materials, officials the progress of work. TTLs are encouraged to the different components that make up the education The GPE Guidance Note on School Construction conduct these visits with an architect or engineer as building, and the entire school facility. lists important lessons learned on technical super- well as an environmental and social expert. 40 41 OPERATIONS & Sustainability of ECCE infrastructure MAINTENANCE Handover process Preventive & corrective maintenance Maintenance plan & budget Key objectives, activities, professionals, and documents in this phase Objectives: Facilitate proper and sustainable use of new and/ or rehabilitated ECCE infrastructure and help create conditions for facilities maintenance that supports the longevity and good condition of buildings Activities: Hand over of infrastructure to end users, awareness and training sessions on facilities features and operations, development/revision of maintenance strategy and a funding plan (ideally done in earlier phases of the project) Professionals/Institutions: Finance officials, Education officials, principals, teachers, other school staff, engineers, firms to conduct repair work Documents: Facilities manuals, training plans, user surveys, school infrastructure maintenance strategy, maintenance plans, facilities performance monitoring documents 43 ◀ TOC Preparation and Planning Design Construction Operations and Maintenance building features and expected savings) and fine A 2023 study on the maintenance of toilets in schools, their contribution and that maintenance should be 23 What provisions should be tuning/de-bugging/making required adjustments for for example, found that since 2015 an estimated 1.2 the responsibility of the government. In either case, made for the proper transition optimal building operations and performance. Peri- million school toilets have been “lost” due to lack of sufficient government funding significantly increases from construction to operations odically, as staff rotates, additional training should be maintenance across four countries (Ecuador, India, the chance that maintenance will be properly handled. of ECCE spaces? offered, under the responsibility of school construc- Nigeria, and the Philippines), equivalent to a loss of tion authorities at the central or regional level. $1.9 billion. On average, for every $5 invested in school World Bank project teams should support the govern- toilets in Nigeria and Ethiopia, $1 has been lost due to ment in developing school maintenance programs To ensure that facilities actually perform to design poor maintenance. In Nigeria, a strategy that prior- that cover ECCE infrastructure and integrate them expectations (e.g., created to facilitate learning and itizes operations and maintenance investments to with the national school construction strategy. Asset 24 environmental sustainability) and meet operations What provisions should be maintain existing school toilets delivers social returns management plans are useful tools for municipal- requirements project teams should ensure govern- made for the proper transition of $2.6 for every $1 invested (Stewart et al., 2023). ities to keep their properties maintained and well ment counterparts in the education sector have a plan from construction to operations managed. Mai et al (2022) suggest the inclusion of for the handover process of ECCE facilities to those of ECCE spaces? Theunynck (2009) explains that in African countries, a school maintenance component into WB projects. who will operate them. The transition to the post-oc- classroom maintenance is compounded by the many Teams should consider budget support in this area. cupancy or operational phase is important for any classrooms built by communities with local nonper- A new plan should be prepared for each new school; transfer of infrastructure but is particularly relevant Educational infrastructure maintenance is important manent materials that require a high level of upkeep for rehabilitated schools, relevant changes should be when the new or rehabilitated buildings include envi- from the point of view of health and safety, dura- to keep them operational. The author lists a series made to the existing operations and maintenance ronmental sustainability features, such as solar power bility, performance, users’ satisfaction, compliance of reasons for a widespread lack of investments by plan, if they already exist. systems, ventilation systems, etc. that require proper with rules and regulations, and cost, among others. governments, donors, and communities in main- use to deliver results. Proper building maintenance prolongs infrastructure tenance in the continent – also applicable in other At the school level, establishing a Maintenance life and contributes to a more sustainable building regions. Among them, on the government side, are Committee is an effective way of preparing and A planned transition process has a strong focus on lifecycle11. The most common types of building main- the fact that most countries have not established implementing the maintenance plan (to be created communication and includes transferring design tenance are preventive (includes regular and periodic clear maintenance policies, strategies, or implemen- during the planning and design phases) with input knowledge and obtaining user feedback (Collabo- (time-based) schedules) and corrective (occurs when tation arrangements, reallocation of funds to other from various stakeholders, including the school rative for High Performing Schools, 2022). During an issue is noticed), with both being required. The areas seen as higher priority (e.g., construction of new principal, teachers, students, and parents (MOED this process, construction companies must deliver sustainability of an already built facility depends on buildings), and bundling up of maintenance costs Iraq, 2023). If committee members do not have the as-built plans indicating if any modifications to the how it is used daily and on compliance with its main- with other operational costs (e.g., under the broad required technical skills (e.g., engineering, architec- original plans and specifications have been made tenance routines. Larger works such as changing budget line of “operations and maintenance,” which tural, landscaping), a consultant or other technical during construction. All guarantees and equipment roofs, replacing windows or improving facilities are is rapidly consumed by costs related to utilities and support should be hired to support the prepara- manuals should also be handed over. considered repairs or rehabilitation, falling outside supplies, for example, leaving very little for actual tion and revision of the plan alongside committee the scope of maintenance. It is critical to under- maintenance). members. A local network of small-scale contractors Training for occupant and facility staff should be stand maintenance as a highly structured, contin- who build the schools can be a promising source of organized when the building is ready to be trans- uous activity that should be covered with the school’s On the donors’ side, Theunynck (2009) claims that services for maintenance and repair (GPE, 2022). For ferred to users. This training typically covers building operating budget. resources often are used towards rehabilitation school toilets specifically, volunteer WASH (Water, features and their design intent, guidance on opti- but not maintenance. When donors do set aside Sanitation and Health) committees (and in the case mizing building performance (e.g., related to expected Building maintenance produces savings by (MOED funding for maintenance, it is often limited to capaci- of primary and secondary schools, WASH clubs) are efficiency gains and savings), emergency features, Iraq, 2023): ty-building activities or pilots that are then not scaled common, but studies show it often does not deliver building operations, and maintenance. Things like up. Because it is a recurrent expenditure, mainte- the expected results for a variety of reasons. In 2024 how to monitor energy bills and how to share infor- • Decreasing equipment replacement costs over nance does not lend itself well to short-term projects, the World Bank is conducting a study on sustainable mation with staff, students and the community about time, being better handled through the public budget. management models for WASH facilities in schools the facility’s energy performance can be discussed According to Theunynck, most projects simply assign and health care facilities (Grigera, personal communi- • Decreasing renovation costs because fewer large- and templates shared (see Community Investment school maintenance to the government, without an cation, February 14, 2024), which may be relevant for scale repair or replacement work is required, Collaborative for Kids, 2010 for a simple energy bill assessment of its feasibility. pre-primary facilities. monitoring template for ECCE centers). • Decreasing overhead costs (such as utility bills) because of increased system efficiency. Communities often find themselves tasked with Theunynck (2009) shares a table on the types, cost, According to the Collaborative for High Performing educational infrastructure maintenance, but without and schedule of different school maintenance activi- Schools (2022), good practices for post-occupancy According to GPE (2022), however, maintenance of the resources to do so. Poor communities also have ties in Burkina Faso, which could serve as a reference transition includes three elements beyond the initial school facilities is universally problematic. Govern- difficulty mobilizing the resources required, either due on how to estimate these costs for other countries. training: reaching out to users and facility staff after ments typically underfund maintenance, which is to lack of organization or competing pressures on For detailed information on developing and imple- the training with a post-occupancy survey, holding estimated to run 1–2 percent of the construction cost family and community budgets (Theunynck, 2009). menting school maintenance plans, which are appli- a meeting 3 months after school facility handover per year. This underfunding leads to much costlier Some reports (such as GPE, 2022, Mai et al, 2022) cable to facilities at all education levels, including (to ensure occupants do know how to best use and rehabilitation of aging buildings later (GPE, 2022) claim communities are well positioned to lead school pre-primary, as well as sample forms used to prepare control their building, are comfortable and can work and erodes confidence in the education system maintenance, especially if they participated in its a maintenance plan, see Iraq’s national infrastructure effectively and have realistic expectations about (Theunynck, 2009). construction, but Theunynck says in such situations policy (2023). communities may also feel they have already made 44 Building lifecycle refers to the view of a building over the course of its entire life, taking into account the design, construction, operation, demolition and 11 45 waste treatment (Kotaji, S., 2003, as cited in Wikipedia). ◀ TOC Preparation and Planning Design Construction Operations and Maintenance From an environmental sustainability perspective, school occupancy (Collaborative for High Performing the Collaborative for High Performing Schools in the Schools, 2022). US considers a systems maintenance plan critical as it establishes the practices that will continue to To ensure play-based, quality ECCE infrastructure ensure the school is operated according to its envi- that was designed and built to be flexible and learn- ronmental high-performance intent (2022; see more ing-oriented is being fully taken advantage of by on how to monitor environmentally sustainable infra- teachers and used as intended, education systems structure below). When assessing WB project activ- can conduct monitoring and evaluation activities ities for climate co-benefits, maintenance activities such as ECCE quality assessments that include a PLE may qualify under certain conditions. An example component, such as MELQO/MELE. Creating oppor- would be climate-resilient infrastructure repair and tunities to observe ECCE teachers in action and to maintenance strategies (relevant to specific local support their work through training and coaching on climate risks) that uses climate-resilient materials and spatial planning and use is recommended to increase design (teams need to specify what ‘climate-resil- the likelihood that quality infrastructure will lead to ient’ materials are being used and declare that they high quality learning by children. are not being used currently) (Ambasz, Sabarwal, and Singh, 2023). 25 What provisions should be made for the proper transition from construction to operations of ECCE spaces? To ensure the investment in environmentally sustain- able pre-primary infrastructure is leading to the intended results in terms of efficiency, comfort, etc., monitoring and benchmarking the ongoing perfor- mance of schools is recommended. The Collaborative for High Performing Schools in the US recommends the tracking of eight key metrics once schools are occupied: • energy efficiency, • thermal comfort, • visual comfort, • indoor air quality, • acoustics, • waste reduction, • water conservation, and • greenhouse gas emissions (2022). For school systems that pursued all or some of the elements above in their ECCE construction or adap- tation program and that want to ensure high perfor- mance of their infrastructure, investing in measuring devices and designating positions responsible for overseeing usage, performance targets, and coor- dinating efficiency policies is recommended at the central, district and school level. See Criteria & Imple- mentation Guide for New Construction & Major Renovation of School Buildings for details on how school systems can monitor these key metrics post- 46 European Commission, Directo- A study on smart, effective, and inclusive investment 2022 rate-General for Education, Youth, in education infrastructure: recommendations Sport and Culture Clever Classrooms: Summary report of the HEAD Peter Barrett, Yufan Zhang, Fay Davies, ANNEX: Project 2015 Lucinda Barrett Key Resources by Theme Guidance to Resilient, Inclusive, Green, Healthy, and Enrique Alasino, Peter Barrett, Angeles Education infrastructure Teaching & Learning-conducive (RIGHT+) Physical 2024 Martinez, Fernando Ramirez Learning Environments (PLEs) Peter Barrett, Alberto Treves, Tigran The Impact of School Infrastructure on Learning: A 2019 Shmis, Diego Ambasz, and Maria Synthesis of the Evidence Key resources by theme. Please refer to the reference Ustinova. The World Bank section for a more complete bibliography. Ministry of Education, Iraq, with World A National School Infrastructure Policy for Iraq 2023 Bank technical support The Power of a Learning-Conducive Education Janssen Teixeira, Tigran Shmis, and Themes Publication title Date Author Infrastructure: How It Can Be Transformational in the 2023 Peter Barrett. The World Bank Architectural Design Guidelines for Early Childhood Pacific (PPT) Architectural design 2018 Council of Europe Development Bank Education Promoting RIGHT+ Physical Learning Environments PLE Thematic Group and GFDRR Safer 2024 Architectural Principles for the Design of an Interde- (PLEs): Resource Guidelines for Task Teams (PPT) Schools Thematic Area. The World Bank Forth- Juan Pablo Fuentealba Alvarez, Enrique pendent System of Physical Learning Environments Roadmap for Safer and Resilient Schools - Guidance coming Alasino. The World Bank Jure Kotnik 2019 The World Bank (also available in Spanish)Kindergarten Design Manual Note V.2 Principios arquitectónicos para el diseno de un Jure Kotnik Juan Pablo Fuentealba Education and Climate Change: the Critical Role of 2023 Patrick Behrer, Alaka Holla sistema interdependiente de ambientes físicos de 2010 Alvarez, Enrique Alasino. The World Adaptation Investments (blog post) Environmentally sustainable infrastructure aprendizaje Kindergarten Design Manual Bank Marina Robles, Emma Naslund-Hadley, A critical review of 3D printing in construction: S. El-Sayegh, L. Romdhane, and S. María Clara Ramos, Juan Roberto 2020 Environmentally friendly School Infrastructure 2015 benefits, challenges and risks Manjikian. Paredes. Inter-American Development School Infrastructure in the AFW Region - Back- Thanh Thi Mai, Harisoa Rasolonjatovo, Bank ground Note for the Western and Central Africa 2022 Serge Theunynck,Omer Nasir Elseed, Khyati Rathore for the World Bank’s Greenhouse Gas Accounting for Buildings: Back- Education Strategy and Mahesh Dahal. The World Bank Global Facility for Disaster Reduction ground Note & Case Studies for School Buildings in 2024 Jaime Carrizosa, Jimena Sánchez, Carlos and Recovery - Global Program for Burkina Faso and Senegal Safer Schools Construction & Supervision Díaz, Wilhelm Dalaison, Marco Aleman, Buenas prácticas en supervisión de obras de Greening Public Human Development Buildings 2023 Livia Minoja, Ignacio Astorga, Alvaro proyectos de infraestructura social in Croatia: Support for the Implementation of the Editors: Edited by Adrien Dozol, Diego Adam, Soraya Senosier. Inter-American 2023 Development Bank European Green Deal in the Croatian Health and Ambasz, Tigran Shmis. The World Bank Pablo Iglesias, Jure Kotnik, Karina Education Sectors Educational Infrastructure and Modern Methods of Acevedo, Maria Ustinova, Diego Learning from Indigenous Solutions on Climate Construction: Analysis of Off-Site Technology for the 2024 Ambasz, and Tigran Shmis. The World Change Risk Adaptation and Mitigation in Education 2022 AIESOL Construction of School Buildings Bank Infrastructure Environmental advantages of prefab construction: Tigran Shmis, Diego Ambasz, Jure Maximizing Climate Co-benefits in Education Opera- Diego Ambasz, Shwetlena Sabarwal, Forth- 2023 Reduced emissions, reduced waste, and potential for Kotnik, Pablo Iglesia, Maria Ustinova. tions: A brief with examples Devika Singh. 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