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DesigningandBuilding

EnvironmentallySustainable,

Play-basedEarlyLearningSpaces

OperationalGuidanceNote

AnitaGurgelandDiegoAmbasz

?2024InternationalBankfor

ReconstructionandDevelopment/TheWorldBank

1818HStreetNW,WashingtonDC20433Telephone:202-473-1000

Internet:

ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusionsexpressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirec-tors,orthegovernmentstheyrepresent.

TheWorldBankdoesnotguaranteetheac-curacyofthedataincludedinthiswork.Theboundaries,colors,denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.

RightsandPermissions

Thematerialinthisworkissubjecttocopy-right.BecauseTheWorldBankencouragesdisseminationofitsknowledge,thisworkmaybereproduced,inwholeorinpart,fornoncom-mercialpurposesaslongasfullattributiontothisworkisgiven.

Anyqueriesonrightsandlicenses,includingsubsidiaryrights,shouldbeaddressedtoWorldBankPublications,TheWorldBankGroup,1818HStreetNW,Washington,DC20433,USA;

fax:202-522-2625;

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Acknowledgements

ThisguidancenotewaspreparedbyAnitaGurgelandDiegoAmbasz.Contentwasdevelopedbasedoninterviewswithinternalandexternalexpertsintheareasofarchitecturaldesign,construction,earlychildhoodeducation,educationinfrastructure,environmentallysustainableinfrastructure,andplay-basedlearning,aswellasextensivedeskresearch.

TheauthorsaregratefulforthevaluableinputprovidedbyEnriqueAlasino,AmandaDevercelli,JureKotnik,JuliaLiberman,TigranShmis,JanssenTeixeira,andSergioVenegasMarin.TheauthorswouldalsoliketothankPeterBarrett,AlejandraCortázar,JuanPabloFuentealba,AmerHasan,EllaHumphry,MelissaKelly,BoubakarLompo,JonRacek,IbrahimaSamba,andMariaUstinovaforsharingtheirexpertviewswithus.TheteamisparticularlyindebtedtoschoolbuildingspecialistAlbertoTrevesforhistimeandsubstantivecontributionstothedevelopmentofthisnote.

ThisdocumentisproducedbytheWorldBankEducationPracticeGroup.ThenoterepresentsabuildingblockofthelargeranalyticalworkoftheWorldBank’sEducationandClimateThematicGroup.

DocumentdesignwasdonebyElizavetaTarasova.

iiiii

TableofContents

Acknowledgementsi

Executivesummaryiv

Introduction1

Purposeandscopeoftheguidancenote1

Backgroundinformation1

QualityPhysicalLearningEnvironmentsinpre-primaryeducation3

Play-basedapproachinpre-primaryeducation3

Environmentallysustainableeducationalinfrastructure4

Theroleofkeystakeholders5

PreparationandPlanning7

01.

Whatistypicallyinvolvedinapre-primaryeducationinfrastructure8

projectfinancedbytheWorldBank?

02.

Howtoassessthecurrentinfrastructuresituationandestablishneeds?9

03.

Arethereabsoluteminimumstandardsforpre-primaryeducational12

facilitiesforWorldBankfinancedprojects?

04.

Whattolookforwhenevaluatingbuildingandclassroomdesignsand12

otherrequirementsandwhoshouldbeontheteam?

05.

WhatisrequiredaccordingtotheWorldBankclimatecorporatecommitments?13

06.

Howtoinfluencethecounterparttobuildorrenovatethebestspacespossible?14

07.

Howtoselectsuitablenewsites?16

08.

Howtoinvolvecommunitiesandotherstakeholdersintheplanningprocess?17

Design19

09.

WhatarekeycharacteristicsofgoodbuildingdesignforECCEPLEs?20

10.

WhatarekeycharacteristicsofgoodinteriordesignforECCEPLEs?22

11.

Whattypesoffurnitureandequipmentshouldbechosen?24

12.

HowtomakeECCEinfrastructureenvironmentallysustainable?25

13.

HowtomakeECCEinfrastructuremoreaffordable?27

14.

Whatcantypicallybechangedand/orinfluencedaccordingto31

thedifferentphasesofarchitecturaldesign?

15.

Whatcanbedonetoimproveexistingbuildings?31

16.

Whattokeepinmindwhendesigningplaygroundsandother32

externallearningspaces?

17.

Whatisdifferentwhendesigningchildcarespacesvs.spacesforolderchildren?34

18.

Whatcanprincipalsandteachersdotomaketheirexistingspacesmore

35

play-basedandenvironmentallysustainable?

Construction37

19.

Whataresomekeyconsiderationsfortheimplementationand38

procurementprocesses?

20.

Whatarekeytechnicalnormsandconstructionapproaches?39

21.

Whatmaterialsshouldbeused?39

22.

Whattotakeintoconsiderationforsupervisionofconstructionprojects?41

OperationsandMaintenance43

23.

Whatprovisionsshouldbemadeforthepropertransitionfromconstruction44

tooperationsofECCEspaces?

24.

WhatprovisionsshouldbemadeforthepropermaintenanceofECCEspaces?44

25.

Howtomonitorandevaluatetheeffectsofsustainable,play-based46

infrastructure?

Annex

KeyResourcesbyTheme48

References50

ivv

ExecutiveSummary

Thephysicalcharacteristicsoflearningspaceshaveasignificantimpactoneducationqualityandstudents’learning,atalllevelsofeducation,includinginearlychildhood.Theimpactofphysicallearningenvironments(PLEs)onlearningoutcomeshasbeenestimatedtoexplainapproximately16percentofthevariationofstudentperformanceinreading,writingandmathforchildren5yearsandolder,withsimilarresultsattheappropriatelevellikelyfor3-and4-year-oldchildren(Barrett,2015andpersonalcommunication,2023).Qualityearlylearningenvironmentsarethosethatareconducivetodevelopmentandlearning,thatensurechildrenfeelsafe,andthatallowchildrentomakesenseoftheworld,feelempoweredandunderstood,andfreeto

learnactivelyandflexibly(AdlersteinandCortázar,in

BendiniandDevercelli,eds.2022).

Playsisoneofthemostimportantwaysinwhichyoungchildrengainessentialknowledgeandskills.Play-basedlearningtakesplacethroughjoyful,activelyengaging,iterative,meaningful,andsociallyinteractiveactivities,fromfreeplaytoadultdirectedplay(Zoshetal.,2017).Playopportunitiesandenvironmentsthatpromoteplay,explorationandhands-onlearningareatthecoreofeffectivepre-pri-maryeducationprograms.Upgradingordevelopingphysicalschoolenvironmentsthatareconducivetoplay-basedlearningiscriticaltoinitiativesaimedatsupportingyoungchildren’sdevelopmentandeducation.

Schoolinfrastructureisaconcretewayforsocietiestoadapttoclimatechange.Pre-primaryeducationprojectscontaininginfrastructurecomponentspresentanopportunitytostrengthenthelinkbetweeneducationandtheenvironment.Youngchildrenareparticularlyaffectedbyclimatechange,includingincasesofextremeheatandcold,soeducationinfra-structureforthisagegroupmustbeconceivedandadaptedtoaddresscurrentconditionsandexpectedchangesinclimate.Withintheeducationsector,infra-

structureisalsoakeycontributortogreenhousegasemission,sobeingintentionalaboutenvironmentalfeaturesofbuildingscanbringimportantclimateco-benefitstoprojects.

WorldBankteamshaveseenrobustdemandbycountrygovernmentsoverthelastdecadetoexpandaccesstoqualitypre–primaryeducationthroughinvestmentsininfrastructure.Thisispartofalargertrend,witha2022studyrevealingthat40percentoftheWorldBankeducationportfoliowasdedicatedtoupgradingexistingorintroducingneweducationfacilities.Adequateinfrastructureiscentraltoincreaseaccesstoeducation,inadditiontoquality,particularlywherelargenumbersofyoungchildrenremainoutsideofearlychildhoodprograms.

Thus,WorldBankteamsneedtobepreparedtosupportcountrygovernmentsintheireffortstoexpandaccesstoqualityearlychildhoodcareandeducation(ECCE)throughsupportforquality,envi–ronmentallysustainablePLEs.ThisguidancenoteisintendedtosupportoperationaltaskteamsinreachingthisobjectivebypresentingpracticesandexamplesofactivitiesrelatedtoPLEECCEs,organizedaccordingtofourcommonconceptandimplementa-tionphasesofaninfrastructureproject.ThedocumentisstructuredaroundaseriesofcommonquestionsWorldBankteamsshouldconsiderineachphase.Readersareencouragedtousethetableofcontentstoquicklyidentifythequestionsmorepertinenttotheirsituationandtoaccesstherelatedcontent.

Underthepreparationandplanningphase,taskteamssupporttheclienttoidentifytheneedforECCEPLEsinthecountry,suchasdeterminingtheneedforsuchinfrastructuretakingintoaccountthegovernment’sstrategicplansandpopulationprojec-tions,determiningthescopeandcostelementsofnewfacilitiesandofimprovingexistingones,andestab-lishingcriteriaforselectingbeneficiarysites(includinglocation,availabilityofsufficientland,andadequate

landownership)giventheavailablefinancingenvelope.Identifyingandunderstandinglocallawsandregulationsrelatedtopre-primaryinfrastructure,aswellastheneedforandfeasibilityofadjustmentstothelegalframeworkarecriticalfortaskteamsinthisearlystage.Typically,minimumstructuresneededforpre-primaryfacilitiesincludeclassrooms,sanita-tion/toilets,drinkingwater,electricity,office/storagespaceandaplayground,inasafeandsustainableenvironment.Atthisstage,taskteamsmustbeginassessingthequalityandappropriatenessofexistingdesigns.Thus,inadditiontothecoretaskteam,theteamwouldbenefitfromexpertise-ideallyatthelocallevelbutfollowinginternationalgoodpractices

-inarchitecturaldesignineducation,earlylearninganddevelopment,costingandfinance,engineering,andenvironmentalsustainability,amongothers.Countriesshouldalsobeencouragedandsupportedtohaveaneducationinfrastructurestrategythatwillguidepriorities,investments,andotherdeci-sion-makingintheshort,middle,andlongrun.Attheendofthisphase,adesignbriefispreparedbythegovernment,whichwillserveasareferenceforarchi-tectsanddesignersworkingontheproject.

Atthedesignphase,specificinfrastructuredesignstandardsandcriteriaaredevelopedand/oradjusted.Designconsiderationsincludesafety,healthandhygienefeatures,accessibilityforchildrenandadultswithdisabilities,linkagebetweenlearningspacesandpedagogicalgoals,whetherthespacecanfosteraplay-basedapproach,scaleoffacili-ties,opennessandconnectednessofspaces,spatialflexibility,featuresrelatedtolight,temperature,airquality,andnoiselevels,andtheexternallearningenvironment.Classroomdesignandage-andfunc-tion-appropriatefurnitureshouldofferflexibilityfor

teachersandstudents,enablingchildrentointeractinsmall,medium,andlarge

groupsbutalsopresentingoppor-tunityforindividualplay.Environ-mentalsustainability,climate

changeadaptationandmitiga-

tionconsiderationscanreducethe

environmentalfootprintofinfra-

structure,preemptivelyaddress

impactsofclimateriskandsupport

resilience.Optionstoincrease

affordabilityofnewandexisting

infrastructureshouldbediscussed

inallphasesoftheprojectandarecriticalatthedesignstage.

Attheconstructionphase,thegovernmentpreparesabidpackagefortheprocurementofcontractors,

Aspartoftheoperationsandmaintenancephase,governmentcounterpartsmusthaveaplanforhowoperationsandmaintenancewillbesustainedbeyondprojectclosingtoensurethatfacilitiesperformtodesignexpectations(e.g.,createdtofacilitatelearning,tobeenvironmentallysustain–able).Sustainabilityofeducationalfacilitiesdependonhowtheyareusedandcaredforonaregularbasis.Appropriatefundingforinfrastructuremaintenanceiscriticalandtaskteamsmustdiscusstheproposedgovernmentapproachfromtheearliestphasesoftheproject.Infrastructuremaintenance–bothpreven- tiveandcorrective–isimportantfromthepoint ofviewofhealthandsafety,durability,perfor-mance,users’satisfaction,compliancewith

rulesandregulations,andcost,amongothers.Investmentinbuildingsthatareconducivetolearningandpromoteenvironmentalsustaina-bilitydonotbringtheexpectedreturnsunlesstheyareusedas intended,thatis,byteachersknowledgeableinspatialorgan- izationandcapableofoptimizingtheirspaceforlearning,withstaff

whichincludesprojectspecifications,drawings,andbillofquantitiesfortheworks.Documentsinthebidpackageprovidecontractorswithdetailedinfor-mationontheproject’sscope,whichtheywillusetocreateanestimateasaccurateaspossibleoftheproject’scost(GiustiandJennings,2023).Atthispoint,theapproachtotheconstructioncontracthasbeendetermined(e.g.,atraditionalstagedapproachoraturnkeyapproachwherethecontractorisengagedtoplan,designandbuildtherequiredinfrastructureanddeliveritreadytouseatanagreedpriceandbyafixeddate).Thetypeofconstruction(e.g.,tradi-tional,off-siteor“prefab,”3Dprinted,etc.)willalsobespecifiedbythegovernment.Thetenderisadver-tised,andtheselectionprocesstakesplaceaccordingtoappropriateprocurementprocedures(e.g.,WorldBankproceduresforinvestmentprojectfinancingandgovernmentproceduresforprogramforresultsfinancing).Constructioncommencesandinparallelconstructionsupervisionbythegovernmentand/orthegovernmentrepresentativeinitiates,whichiscriticaltothesuccessoftheproject.Onceconstruc-tionand/orrehabilitationiscompleted,pre-primaryfacilitiesarehandedovertotheprojectowner(thegovernment)andeventuallytousers.

correctlyadoptingenvironmentallyefficientoperationalandmaintenanceprocedures.Apost-oc-cupancyevaluationisoptionalbuthighlyrecom-mendedinthisphaseoftheproject.

ThisnoteaimstoprovidepracticalguidancetoWorldBankteamsonhowtosupportWorldBankclientsindesigningandbuildingand/oradaptingpre–pri–maryeducationPLEsthatareconducivetoqualityECCE,withanemphasisonplay–basedlearningandenvironmentalsustainability.Whilethenotefocusesprimarilyonearlychildhoodeducationfacilities,mostoftheapproachesdiscussedarealsoapplicabletochildcarefacilities,buttopicsmorerelevanttothosedesigningspacesforinfantsandtoddlers(e.g.,relatedtoactivity,sleep,changingandfoodprepa-rationareas)arealsodiscussed.Thisnotecomple-mentsaseriesofWorldBankresourcesonhowtomakeschoolinfrastructureatalllevelshealthier,moreinclusive,resilient,teachingandlearning-conducive,andgreenerormoreenvironmentallysustainable,fivestrategiesthatconstitutetheRIGHT+approachtoensureeffectivePLEs(Alasinoetal.,2024).

Introduction

PurposeandScopeoftheGuidanceNote

Thisoperationalnoteaimstoprovidepracticalguid-ancetoWorldBankGroup(WBG)countryteamsonhowtosupportgovernmentcounterpartsandprivatesectorpartnersindesigningandbuildingand/oradaptingpre-primaryeducationphysicallearningenvironments(PLEs)tobemoreenvironmentallysustainableandconducivetoqualityearlyeducationandcare,withanemphasisonplay-basedlearning1.ItcomplementsaseriesofWorldBankresourcesonhowtomakeschoolinfrastructurehealthier,moreinclusive,resilient,teachingandlearning-conducive,andenvironmentallysustainable,fivestrategiestoensureeffectivePLEs(Alasinoetal.,2024).

Thenotewasdevelopedbasedonareviewoftheliter-atureonenvironmentallysustainable,qualitypre-pri-maryPLEsandoninterviewswithWBGandexternalexpertsinthesefields.ItreferencesotherresourcesextensivelytoavoidrepetitionandtopointTaskTeamLeadersandtheirteamstoappropriatesourcesinaquickmanner.ThenoteisstructuredaroundthecommondesignandconstructionphasesofaWorldBankeducationprojectthatfinancesinfrastructure(preparationandplanning,design,construction,andoperationsandmaintenance)andorganizedthrougha

seriesofcommonquestionsteamsshouldconsiderineachphase.ReadersareencouragedtoreviewthelistofquestionsbeingansweredinthisdocumentusingtheTableofContentstoquicklyaccesstheinforma-tiontheyneed.Theguidancefocusesonpreschoolandkindergarteninfrastructurebutattimesalsoaddressesissuesmoredirectlyrelatedtochildcare,whichcancoverchildrenstartingatjustafewweeksold.2Whileideasandapproachesfromdifferentregionsoftheworldaresharedinthedocument,adaptingtospecificlocalcontexts,includingdifferentlevelsofresourceavailability,wouldbecriticaltothesuccessfuluseofthisresource.

Backgroundinformation

Theimportanceofinvestinginearlychildhoodcareandeducation(ECCE)hasbeenwellestablished.3Overthelastdecade,WorldBankteamshaveseenrobustdemandbycountrygovernmentstoexpandaccesstoqualitypre-primaryeducation,thatis,toprogramsthatnurturechildren’spotentialandpromoteearlylearning.ThisupwardtrendislikelytoremainhighgivenlowlevelsofaccesstoECCEinmanypartsoftheworldandvaryinglevelsofprogramquality.Toincreaseaccess,oftennewinfrastructuremayneedtobeconstructedorexistingbuildingsandclass-

Figure1:PhysicalLearningEnvironmentDefinition

1.

Spaces,suchasclassroomsandotherteachingandlearningareas,inwhichstudents,teachers,content,equipment,andtechnologiesinteract.

2.

outdoorphysical

Theschool–as–a–wholeincludingbuildings,amenities,andindoorspaces,furniture,equipment,andothersimilarelements.

3.

Thenetworkofeducationfacilitiesthatcollectivelyprovideeducationservicesinacertainterritory.

1Play-basedlearningreferstothegainingofknowledgeandskillsthattakesplacethroughjoyful,activelyengaging,iterative,meaningful,andsociallyinter-

activeactivities,fromfreeplaytoadultdirectedplay(LEGOFoundation)1

2Agescoveredbychildcareservicesvaryandcanreachageofmandatoryschoolentry.Afterschoolcarecanalsobeconsideredchildcarebutfallsoutsidethescopeofthisnote.Often,however,childcareprogramsfocusonchildren0to2.9yearsofage.

3ForanoverviewoftheevidenceonECCEthatcaninformeffectiveandcomprehensivepoliciesinlow-andmiddle-incomecountries,seeQualityEarlyLearning:NurturingChildren’sPotential(BendiniandDevercelli,eds.2022).

Source:AdaptedfromAlasinoandLaberenne,2022,ascitedinPLEThematicGroupandGFDRRSaferSchoolsThematicArea,2024.

roomsoriginallydesignedfordifferentoccupantsneedtoberehabilitatedtohostyoungchildrensafelyandeffectively.

AsignificantpercentageofWorldBanklendingprojectsinECCEinvolvesinfrastructurework.WhiledataisnotavailableonECCEprojectsspecifically,a2022portfolioreviewofeducationprojectsbytheGlobalProgramforSaferSchools(GPSS)revealedthat40percentoftheWorldBankseducationportfoliowasdedicatedtoeducationfacilities,followingasubstantialincreaseoverthelastdecade,becomingoneofthemostdemandedinvestmentsinlow-andmiddle-incomecountries(Alasinoetal,2024).Giventheneedforinvestmentsinthisareaandthelike-lihoodthattheywillcontinuetotakeplaceinlargescale,afocusonthequalityandsustainabilityofPLEsisinorder.

Helpingcountriesbuildorrehabilitatehighquality,sustainablepre-primaryinfrastructureisnotaneasytaskduetomultiplefactors,includinglimited

resources,competingpriorities,lackofaccuratedata,inadequatelevelsoftechnicalskills,etc.Byofferingguidanceandpresentingideasinthistopic,weexpecttopromotedeeperandmoreampledialogueonhowtomakethe“nextgeneration”ofearlychildhoodfacilitiesmoreappropriatetothefunction(learningthatisofhighqualitywithanemphasisonplay)andthatlastsingoodworkingconditionsforthelongestpossibleperiod,withtheminimumpossibleharmtotheenvironment(sustainable).WorldBankteamsandcounterpartscanmakeuseofcomplementaryWorldBankframeworksrelatedtoeducationinfrastructuretoguidediscussionsandhelpwithdecisionmakinginthisarea,includingtheRIGHT+approachtoPLEs(Resilient,Inclusive,Green,HealthyandTeachingandLearning-Conducive,withthe“+”referringtoeffectiveimplementationofeachofthepreviouscharacteris-tics).Similarly,theanalyticalstructurediscussedin

TheImpactofSchoolInfrastructureonLearning:A

SynthesisoftheEvidence

(Barrettetal,2019)canofferinspirationforschoolsandpracticalimperativesforPLEsforbetterlearningoutcomes.

Figure2:RIGHT+Approach

PLEchallengesinLMICS

Thatensure...Contributingto...

Strategies

BuildResilientPLESto

protectthesafetyofalluserswhileensuringeducation

continuity;

PLEsarevulnerabletonaturalhazardsowingtopoor

constructionandmaintenancequality.

PromoteInclusivePLEStoenableallstudentstohaveaccesstolearning;

EnsureGreenPLEStoreducenegativeenvironmental

impacts;

CreateHealthyPLEStoprotectstudents'andteachers'healthand

wellbeing;

FosterTeachingand

Learning-conducivePLEStosupportandenhanceefectiveT&Lapproaches;

Ensure+Efective

Implementationofalltheabove.

PLESareinsu樂(lè)cientor

inaccessible,excluding

vulnerablepopulationgroups.

EFFECTIVEPLES

Increased

access

PLESmakeine樂(lè)cientuseofenergy,contributingto

increasedGHGemissions.

Healthandwell-being

Enhanced

learning

PLESlackbasicservicesand

IEQ,puttingstudents'andteachers'healthand

well-beingatrisk.

PLEdesignsdonotsupportpedagogy,limitingteachingandlearning.

PLEinvestmentsarenot

informedbyevidenceandareinadequatelymanaged/

funded.

Source:PLEThematicGroupandGFDRRSaferSchoolsThematicArea,2024.

2

QualityPhysicalLearningEnvironmentsinpre-primaryeducation

Infrastructurecanbothfacilitateanincreaseinaccesstolearningopportunitiesandcontributetohigherqualityofeducation.Asastructuralfactorcontrib-utingtoquality,thecharacteristicsofPLEscanhaveasignificantimpactonlearningandeducationalprogress.Theimpacthasbeenestimatedtoexplainintheorderof16percentofthevariationinprimaryschoolpupilslearning(Barrettetal.2015).Whiletheoft-citedBarrettstudyfocusedonchildren5yearsofageandolder,italsolookedatchildren3-4yearsold.4AccordingtoBarrett,thePLEfactorsthathadthegreatestimpactonlearningoutcomesforprimarystudentswerealsoapplicabletotheyoungercohort,enrolledint