Publication:
RIGHT+ Framework for Physical Learning Environments (PLEs): Guidance for Resilient, Inclusive, Green, Healthy, and Teaching and Learning-Conducive (RIGHT) PLEs Effectively Implemented (+)

Simple item page
dc.contributor.authorAlasino, Enrique
dc.contributor.authorMartinez, Angeles
dc.contributor.authorBarrett, Peter
dc.contributor.authorRamirez, Fernando
dc.contributor.authorShmis, Tigran
dc.contributor.authorTeixeira, Janssen
dc.date.accessioned2025-03-14T15:19:04Z
dc.date.available2025-03-14T15:19:04Z
dc.date.issued2025-03-14
dc.description.abstractIn the context of the global learning crisis, climate change, and increasing disasters, Physical Learning Environments (PLEs) can play an important role in increasing education outcomes globally, especially in the most vulnerable populations. For this framework, PLEs comprise the physical elements of the learning environment at three different levels: spaces; the school as a whole; and the network of education facilities. In low- and middle-income countries (LMICs), PLEs face common challenges that result in the exclusion of vulnerable populations, hinder students’ learning outcomes, and threaten students’ and teachers’ health and well-being. The main issues relate to insufficient supply of places in schools, poor physical conditions, and lack of safety. Furthermore, the design of the PLEs is often conceived to support only traditional pedagogical practices, limiting the effectiveness of the teaching-learning process. As a crosscutting challenge, the management of the education infrastructure is critical. The intended use of this framework is not to be a one-fit-all solution that must be fully implemented using a top-bottom approach. Instead, its objective is to provide education practitioners with an organizational scheme to assess the PLE’s situation and propose solutions for rehabilitating existing PLEs or constructing new ones. The proposed six strategies, characteristics, and attributes are intended to be used to interpret PLE needs and guide the appropriate design of interventions. To maximize impact, it emphasizes taking advantage of the entry points and building on existing demands, expanding them to maximize impact, creating synergies among factors, and prioritizing interventions based on context and needs. The flexible framework is a reference for local solutions, allowing communities to diagnose and design their proposals with local solutions. To successfully implement the RIGHT+ framework, task teams must use a comprehensive approach to PLEs that prioritizes the learning process, expands solutions to address the broader context, scales interventions to benefit all education infrastructure, and relies on data-driven decision-making, all complemented with capacity-building processes. By adopting this approach, task teams can promote PLEs that genuinely support learning and development for all, with the potential to impact the education sector.en
dc.identifierhttp://documents.worldbank.org/curated/en/099221203132541765
dc.identifier.doi10.1596/42950
dc.identifier.urihttps://hdl.handle.net/10986/42950
dc.languageEnglish
dc.language.isoen_US
dc.publisherWorld Bank, Washington DC
dc.rightsCC BY 4.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/igo
dc.subjectQUALITY EDUCATION
dc.subjectGLOBAL LEARNING CRISIS
dc.subjectPHYSICAL LEARNING ENVIRONMENTS (PLES)
dc.subjectRIGHT+ FRAMEWORK
dc.titleRIGHT+ Framework for Physical Learning Environments (PLEs)en
dc.title.subtitleGuidance for Resilient, Inclusive, Green, Healthy, and Teaching and Learning-Conducive (RIGHT) PLEs Effectively Implemented (+)en
dc.typeReport
dspace.entity.typePublication
okr.crossref.titleRIGHT+ Framework for Physical Learning Environments (PLEs): Guidance for Resilient, Inclusive, Green, Healthy, and Teaching- & Learning-Conducive (RIGHT) PLEs Effectively Implemented (+)
okr.date.disclosure2025-03-14
okr.date.doiregistration2025-04-07T08:17:23.248779Z
okr.date.doiregistration2025-04-08T16:07:52.284848Z
okr.date.doiregistration2025-04-09T02:51:17.721616Z
okr.date.lastmodified2025-03-14T13:03:13Zen
okr.doctypeEconomic & Sector Work::Other Education Study
okr.doctypeEconomic & Sector Work
okr.docurlhttp://documents.worldbank.org/curated/en/099221203132541765
okr.guid099221203132541765
okr.identifier.docmidIDU-b289c9eb-cc3f-4b8b-a64e-240616c51ce7
okr.identifier.doi10.1596/42950
okr.identifier.externaldocumentum40000675
okr.identifier.internaldocumentum40000675
okr.identifier.report197833
okr.import.id6869
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttps://documents.worldbank.org/curated/en/099221203132541765/pdf/IDU-b289c9eb-cc3f-4b8b-a64e-240616c51ce7.pdfen
okr.region.geographicalWorld
okr.topicEducation::Education For All
okr.topicEducation::Education Indicators and Statistics
okr.topicEducation::Educational Policy and Planning
okr.topicEducation::Education Reform and Management
okr.unitHEDGE - Education Global
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
IDU-b289c9eb-cc3f-4b8b-a64e-240616c51ce7.pdf
Size:
2.52 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
IDU-b289c9eb-cc3f-4b8b-a64e-240616c51ce7.txt
Size:
313.16 KB
Format:
Plain Text
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Plain Text
Description:
Download
Collections
Other Education Study