International Bureau of Education
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Content Section

Diagnosis and analysis


Policies, instruments and process in support of a good learning environment

1. How well do existing policy guidelines and instruments ensure enabling learning environments? To what extent are our legal frameworks consistent with the goal of creating an enabling learning environment? What is the evidence that they support a rights-based approach to education (the principles of availability and accessibility for all, non-discrimination, equality of opportunity, fundamental freedoms)?

2. To what extent do education quality improvement efforts reflect the learning environment as key factors of achieving quality education for all? What key dimensions of these environments are taken into account and using what instruments?

3. What is the mechanism for participation of the education community (administrators, headmasters, teachers, learners, counselors, support staff, etc.), in setting the criteria for a good learning environment? How do we ensure a gender balance? Has the mechanism been effective? How do we know?

4. What is the role of centralized/decentralized structures in defining an enabling learning environment? [Link to Analytical Tool on Governance What evidence exist that current policies, legal frameworks and instruments have been effective in improving the learning environment? Which are the mechanisms in place for data collection and analysis to support measures to create and sustain a good learning environment?

The physical learning environment

1. What mechanisms (guidelines, standards, norms and safety requirements) have we in place to address the selection of sites and the design and construction process of our learning places? To what extent the community, including staff, learners, and villagers is consulted in the planning and design? What is the evidence that these standards and requirements are adhered to? (See Promising Practice: Rwanda’s child friendly schools infrastructure standards and guidelines)

2. How do we ensure that our physical spaces correspond to the requirements set in our educational policies and programs (e.g. availability of laboratories to ensure the delivery of science programs; ICTs spaces, etc.)?

3. What concrete measures have we taken to ensure that access routes to the learning places are safe and secure for all, especially for girls and women?

4. What physical conditions exist in learning settings that may impact on the health of learners (e.g. access to clean drinking water, proper sanitation facilities, lighting, ventilation and heating, drainage and dampness)? Do we have separate provision of sanitation facilities for girls and boys?

5. How do we ensure the needs of learners with disabilities?

6. How do we ensure equitable distribution of physical learning environment throughout the country (e.g. rural versus urban)? What is the evidence that physical infrastructure and facilities are distributed equitably in accordance with policy goals?

7. How efficiently are physical environments utilized and maintained? To what extent is it closely monitored? What is being done to address possible poor management and maintenance of infrastructure?

The psychosocial learning environment

(See: Note on phychosocial learning environment)

1. What concrete measures have we taken to address discrimination, to ensure respect for diversity and to promote living together? (See: Promising Practice on rights, respect: a Whole School approach, United Kingdom)

2. What are the measures put in place to protect our learners, such as safety and protection from violence (including corporal and humiliating forms of punishment of children): physical violence;bullying; mental/psychological violence; cyber bullying, external violence (e.g. effects of gangs, conflict situation)? To what extent does our curriculum integrate the necessary tools against violence? (See: Promising Practice : Anti-bulling programme in Finland)

3. What is the evidence on the type, form and extent of violence on our learners? What national mechanisms for data collection, monitoring and evaluation of violence exist?

4. What are the vigilance mechanisms (national/regional/local levels) within the learning environment?

5. Do we have a national policy/plan/framework in regard to health and nutrition in schools? If so, what aspects (e.g. HIV and AIDS, malaria, deworming, school feeding, etc.) does it cover? How effective is the implementation? Which specific health and nutrition issues merit more specific policies/plans/frameworks?

6. To what extent do our educational policies promote effective Guidance and Counseling Programmes innovations that are sustainable, demand driven and implementable? What types of services and thematic areas are included in our guidance and counseling programme policy?

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