In many low, and middle-income countries (LMICs) around the world, lack of access to inclusive school infrastructure disproportionately affects girls, children with disabilities, and other disadvantaged groups, hampering their education and future employment opportunities. The negative, gender-specific effects of limited access to education due to inadequate infrastructure are worsened in some cultures by existing discriminatory practices, gender-based social norms, and a lack of legislation related to inclusive school facilities (UNESCO 2020). In addition, climate change and increasing disasters threaten education outcomes in LMICs, with a disproportionate impact on girls and other disadvantaged groups (Hassani 2022; INEE 2022; Kwauk & Steer 2023). This note presents findings from a study on gender, and disability-sensitive safer school infrastructure. It draws from a review of World Bank projects involved in constructing or rehabilitating schools in LMICs (see appendix A). The Global Facility for Disaster Reduction and Recovery (GFDRR) shares these lessons learned to help incorporate gender- and disability-inclusive perspectives into the World Banks' school construction and rehabilitation interventions. The note mainly focuses on school facilities providing basic, primary, and secondary education services.
Authors
Martinez Cuba,Maria De Los Angeles, Escobar Saenz,Mirtha Liliana, Krylova,Yulia
- Disclosure Date
- 2024/10/17
- Disclosure Status
- Disclosed
- Doc Name
- Promoting Gender and Disability Inclusion in School Infrastructure : Case Studies and Entry Points
- Pages
- 54
- Product Line
- Advisory Services & Analytics
- Published in
- United States of America
- Rel Proj ID
- 1W-Inclusive Approaches To Drm -- P176516
- TF No/Name
- TF0B5401-STRENGTHENING INCLUSIVE APPROACHES TO DRM,TF0C2729-Advancing Policy Reforms for Disaster Risk Management and Social Protec
- Unit Owning
- Infra Disaster Climate RiskMgmt (IDURM)
- Version Type
- Final
- Volume No
- 1
Table of Contents
- _Hlk164339911 24
- _Hlk165552239 32
- _Hlk165552303 33
- Acknowledgements 3
- Abbreviations and Acronyms 7
- Glossary 8
- Executive Summary 9
- Introduction 11
- Importance of Gender- and Disability-Sensitive School Infrastructure and Its Integration with Disaster and Climate Resilience 13
- Overview of World Bank Projects with Gender- and Disability-Sensitive School Infrastructure Activities 15
- Case Studies of World Bank School Infrastructure Projects and Their Impacts on Gender Equity and Disability Inclusiveness 18
- Case Study 1 19
- Reconstructing School Infrastructure in Post emergency Situations with A Focus on Girls’ Needs (Malawi) 19
- Case Study 2 20
- Building and Rehabilitating School Infrastructure with A Focus on Underserved Girls in Rural Areas (Pakistan) 20
- Case Study 3 21
- Building Gender-Sensitive Water and Sanitation Facilities in Schools Based on Climate-Resilient Construction Techniques and Standards (Mozambique) 21
- Case Study 4 22
- Creating Safe Learning Spaces in the Fragility, Conflict, and Violence (FCV) Context (South Sudan) 22
- Case Study 5 24
- Destroying Gender Stereotypes through A Community-Led Model of Needs Identification for School Construction in Regions Characterized by Low Density of Population and Conflicts (Pakistan) 24
- Case Study 6 26
- Improving Access to Education for Children with Disabilities through Improved PLEs (Tajikistan) 26
- Case Study 7 27
- Improving Access to Education for Children with Disabilities through an Integrated Set of National Guidelines for Inclusive Education (Viet Nam) 27
- Entry Points for Promoting Gender and Disability Inclusion in School Infrastructure 29
- Community Engagement in School Infrastructure Projects 36
- Conclusion and Overall Recommendations 39
- References 41
- Appendix A: Projects with Activities Related to Gender- and Disability-Sensitive School Infrastructure 43
- Appendix B: Checklist for Inclusion in A School Infrastructure Project Cycle 46
- Appendix C: School Infrastructure Elements to Address Different Types of Disabilities 50
- Appendix D: Insights and Recommendations on Gender- and Disability-Sensitive School Infrastructure from Case Studies 52
- Figure 1. World Bank Projects Addressing Inclusive School Infrastructure Barriers (Multiple Barriers Possible) 15
- Figure 2. World Bank Projects Addressing Inclusive School Infrastructure Barriers, by Region and FCV Status 16
- Figure 3. The Malawi Education Sector Improvement Project’s Indicators 19
- Figure 4. The Second Sindh Education Sector Project’s Additional Indicators 21
- Figure 5. The MZ-Emergency Resilient Recovery Project’s Indicators 22
- Figure 6. Gross Enrollment Rates in Primary Schools in Sudan in FY2008/09, % 23
- Figure 7. The Sudan Basic Education Recovery Project’s Indicators 24
- Figure 8. Girls’ Gross Enrollment Rates in Balochistan in FY2010/11, % 25
- Figure 9. The Promotion of Girls’ Education in Balochistan Project’s Indicators 25
- Figure 10. The Global Partnership for Education (GPE)-4 Project’s Indicators 27
- Figure 11. The Primary Education for Disadvantaged Children Project’s Indicators 28
- Figure 12. Key Recommendations for New School Construction and Rehabilitation of Existing Education Facilities 37
- Table 1. Entry Points Related to Gender-Specific WASH and Other Facilities in Schools 30
- Table 2. Entry Points Related to Infrastructure Safety Measures 31
- Table 3. Entry Points Related to School Infrastructure Supplies 32
- Table 4. Entry Points Related to School Construction and Rehabilitation Interventions 33
- Table 5. Entry Points Related to Emergency Preparedness and Response in the School Infrastructure Context 34
- Table 6. Entry Points Related to Capacity Building in School Infrastructure Operation and Maintenance 35
