compendium of temporary learning spaces in emergency, 2011 · 2018. 8. 29. · compendium of...

Shelter meeting 11bGeneva, 2.Nov. 2011

Compendium of temporary learning spaces in emergency,

2011

design and practice in emergencies

UNICEF

Carlos Vasquez, UNICEF, NYAnnika Grafweg, Project consultant

Compendium of Temporary Learning Spaces 2011, design and practice in emergencies

Introduction• Disasters have a devastating impact

on children, youth and communities including physical harm, loss of life and wide-reaching psychosocial harm

• Disasters can result in the damage/destruction of school facilities causing the prolonged disruption of education, limited access to schooling, and decreased education quality

• Disasters exacerbating the exclusion of some 70 mil children out of school worldwide, rolling back years of progress toward attaining Education for All commitments and the MDGs’


Pakistan, flooded school building

Introduction• Past disasters experience in

Pakistan, Haiti, Myanmar, etc have shown that the most vulnerable and marginalized communities and children are often disproportionally affected by disasters. ( emphasis on inclusiveness and accessibility)

• Past disaster have shown the challenges of providing child-friendly temporary learning spaces, that are safe and healthy, inclusive environment


Pakistan, makeshift classroom

Introduction• integrated approach for safe,

healthy and child-friendly school environments for all children is needed from the onset

• important to create close linkswith other sector initiatives, WASH in schools, child protection, to other key documents that address the safety and education of children in emergencies.

• stand alone classroom is not sufficient, WASH facilities, fence, safe play space, teachers’ space required for safe and healthy learning environment


Pakistan, inappropriate sanitation facilities

Key documents• Minimum Standards for Education in Emergencies, Chronic Crises

and Early Reconstruction.”Inter-agency Network for Education in Emergencies (INEE)

• Guidance Notes on Safer School Construction-Global Facility for Disaster Reduction and Recovery, 2009

• Child-friendly school manual, UNICEF, 2009• Schools for All – including disabled children in education, Save the

Children, 2002• Teaching children with disabilities, UNESO, 2009• WASH in schools, raising clean hands, UNICEF, 2010


Objective• Equip field practitioners with documentation and illustration

of TLS that have been implemented in past emergencies (technical drawings, BoQ, photos, etc.)

• Provide practical recommendations and information on how to implement TLS (situation appropriate, links to WASH in schools initiatives, safe, healthy, child-friendly)

• Offer practical information and recommendation as a basis for decision-making that is easily accessible and comprehensive ( cost, construction time, skills required, etc.)

• Assist the process of rapidly develop site and context specific TLS solutions

• Suggest improvements to the case studies to be considered in future implementations and illustrate challenges faced


Document structure

Section A: Principles of temporary learning spaces• providing general guidance on issues of:

– site selection, site analysis, Disaster Risk Reduction, maintenance measures, child-friendly principles, cost/time/quality, WASH in schools initiatives, references to other sectors and key documents

Section B: General design guidance• providing general design guidance on issues of:

– site layout, basic planning/design principles, thermal comfort, references to other key documents


Document structureSection C: Case studies• Document 10-12 field tested TLS designs• Variation of TLS design solutions responding to :

– different types of disasters/ degrees of community participation/community built, location in remote/ urban areas, degree of complexity of design/ implementation time/cost

• A standard drawing format (technical and architectural) that is clear and understandable by non-technical staff

• Suggestion for potential improvements

Section D: Innovative practices• Innovative technical solutions• Proposals that have not been implemented


MethodologyStage 1:• desktop review of existing documents • call for participation ( questionnaire, background brief)Stage 2:• collection of case studies from implementing organisations• developing draft case studies in correspondence with field

practitioners ( challenges/ suggestions for improvements)• preparation of first draft for reviewStage 3:• review period of first draftStage 4:• finalising of compendium of TLS, year 2011 • publication and distribution process


Contributing agencies:Education for allNRCPLANSAVEUNICEF


Stage 1:

C 1.0 Haiti/UNICEF/ EarthquakeC 2.0 Haiti/SAVE/ EarthquakeC 3.0 Haiti/PLAN/ EarthquakeC 4.0 Madagascar/UNICEF/ FloodC 5.0 Madagascar/ UNICEF/ Flood (aluronda)C 6.0 Myanmar/UNICEF/ CycloneC 7.0 Bangladesh/UNICEF/ CycloneC 8.0 Sri Lanka/UNICEF/ IDP campC 9.0 Somalia/UNICEF/ IDP campC 10.0 Pakistan/UNICEF/Flood, EarthquakeC 11.0 Philippines/UNICEF/ FloodC 12.0 China/UNICEF/UNHCR/ Earthquake


Section D Innovative practicesD 1.0 School in a box-container schoolD 1.1 Pakistan/proposed/TLCD 1.2 ‘water bottle light’D 1.3 ceramic water filter for classroomsD 1.4 Compressed earth blocks/AITD 1.5 Sealed earth flooring

DRAFT


DRAFT


116 USD, excluding wooden poles by community and transportation of items that cannot be sourced locally

DRAFT


DRAFT


If you would like to participate in the 2011 TLS compendium:

please e-mail:

Carlos Vasquez : [email protected] Grafweg: [email protected]

Thank you

compendium of temporary learning spaces in emergency, 2011 · 2018. 8. 29. · compendium of...

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