CHILD-FRIENDLY SCHOOLS MANUAL shelters; they also serve as tools for learning and teaching. The size of each school and the layout and organization of the learning spaces and environments should be based on physical and curricular needs. Above all, spaces should be well defined, well proportioned, fit for multiple learning activities and integrated with outdoor spaces and environments. Decisions about school locations must involve community members, including students, teachers and community leaders, along with government representatives from water and sanitation, health, parks and recreation, and social welfare. Locations should protect children from safety, health and environmental hazards, such as ﬂooding, excessive noise, odour, dust, waste belts, fuel depots, small- and large-scale industries, traffic, crime and vandalism. A central location also promotes a sense of ownership among children and community members. The school should ideally be within walking distance for all children. When children need to use transportation to get to school, the cost increases and poor children are likely to be excluded. Distance is also a major factor in girls’ attendance. In an effort to enrol more children, the government of Uttar Pradesh, India, adopted a walking distance of 1.5 kilometres as the norm for schools in the plains and 1 kilometre in mountainous areas. A study in Egypt (Lone, 1996) showed 30 per cent enrolment for girls when schools were 3 or more kilometres from the children’s homes and more than 70 per cent when they were within 1 kilometre of home. The location of child-friendly schools is important for the safe and proper functioning of facilities. The school should be located where people live, either in the village or settlement it serves or close to it. This will make interaction between school personnel, children and parents easier and DIAGRAM 1: SPATIAL ARRANGEMENT C1 C2 OS T/A G C3 C Classroom T/A Teachers/administration + Intermediate spaces G Garden OS Open stage Child C o m m u n i t y S c h o o l F a m i l y
CHAPTER 3: LOCATION, DESIGN AND CONSTRUCTION 12 provide a greater chance to foster teamwork. Child-friendly schools/ spaces must signal that teaching and learning are valued by the community. 3.3.2 Mobility Schools do not have to be permanent structures. They can follow children in mobile communities. New schools can be designed to be quickly dismantled and moved with nomadic families to new locations. The telecommunication revolution has spread globally, and countries with rich access to telecommunications have seen a rapid growth in virtual learning communities. Distance learning and cyber-schools and spaces are providing teachers and children in remote areas with access to resources previously unavailable.
- Spring '19