Promoting Gender and Disability Inclusion in School Infrastructure: Case Studies and Entry Points – World

Executive Summary

In many low- and middle-income countries (LMICs), inadequate school infrastructure disproportionately affects girls, children with disabilities, and other vulnerable groups, limiting their educational opportunities. Inclusive school infrastructure is vital for promoting gender equality, supporting children with disabilities, and enhancing disaster and climate resilience. Addressing these aspects improves educational outcomes, economic mobility, and social inclusion. This report examines World Bank projects that have successfully integrated gender- and disability-sensitive approaches in school infrastructure, presenting case studies and strategic entry points for future initiatives.

Overview of World Bank Projects

This report analyzes 57 World Bank projects that address barriers to inclusive school infrastructure. Projects focused on gender- and disability-sensitive designs and facilities, with key barriers identified as inadequate gender-segregated WASH (water, sanitation, and hygiene) facilities, travel distances to schools, and insufficient facilities for students with disabilities. Regionally, Eastern and Southern Africa led in project implementation, followed by South Asia and East Asia and the Pacific.

Case Studies

Seven detailed case studies illustrate diverse approaches and impacts:

➊ Malawi

Post-emergency school reconstruction focused on girls’ needs, improving sanitary facilities and reducing dropout rates.

➋ Pakistan (Sindh)

Infrastructure development in rural areas increased girls’ enrollment and improved learning conditions.

➌ Mozambique

Gender-sensitive and climate-resilient WASH facilities enhanced girls’ retention and reduced early marriage risks.

➍ South Sudan

Safe learning spaces in conflict areas increased girls’ enrollment and improved learning environments.

➎ Pakistan (Balochistan)

Community-led school construction challenged gender stereotypes and increased girls’ attendance.

➏ Tajikistan

Improved physical learning environments (PLEs) for children with disabilities increased their school attendance and inclusion.

➐ Viet Nam

National guidelines for inclusive education improved access and completion rates for children with disabilities.

Entry Points for Inclusive School Infrastructure

Key entry points for integrating gender and disability considerations include:

Gender-specific WASH and other facilities

Developing and maintaining gender-segregated sanitation facilities.

Safety measures

Implementing protocols to promote secure environments and encourage girls’ attendance.

School supplies

Ensuring access to menstrual hygiene products and private facilities.

Construction and rehabilitation

Involving communities in planning and implementing inclusive school designs.

Emergency preparedness

Building disaster-resilient and accessible infrastructure.

Capacity building

Training school staff and involving community stakeholders in the operation and maintenance of inclusive infrastructure.

Community engagement

Engaging diverse stakeholders to ensure that schools meet the needs of all students and conducting regular audits and disaggregated monitoring and evaluation to ensure that facilities remain inclusive and accessible.

Conclusion and Recommendations

To effectively integrate gender and disability considerations in school infrastructure, practitioners should:

› Use interconnected strategies to address inclusion gaps simultaneously.

› Apply an intersectional approach to gender analysis in infrastructure projects.

› Develop robust narratives showcasing the impact of inclusive school infrastructure on educational outcomes.

› Implement specific recommendations that focus on enhancing gender and disability-sensitive infrastructure. This includes strengthening community engagement, conducting vulnerability analysis, building capacity, providing institutional support, establishing monitoring and evaluation systems, promoting knowledge sharing, and ensuring resilience and sustainability.

By adopting these insights and recommendations, future school infrastructure projects can better serve all students, particularly the most vulnerable, promoting equitable and inclusive educational environments.