The learning environment should provide children and adults with a sense of well-being and community, and offer frequent opportunities for interaction. A variety of culturally relevant and meaningful learning materials should be available, including visual displays, books, art supplies, etc. Programmes should provide access to clean drinking water, nutritious meals and adequate sanitation facilities. Standards for physical environments are often included in government regulations on pre-school settings.
UNESCO, UNICEF, Brookings Institution and the WORLD BANK. 2017. Overview: MELQO: Measuring Early Learning Quality and Outcomes. Paris: UNESCO.
Gender equality in education requires not only equality of access, but also equality in the learning process, in educational outcomes and in external results. The Dakar Framework highlights school-related factors that can constrain the achievement of equality and calls for schools to be safe and gender-sensitive learning environments (UNESCO, 2015: 174).
UNESCO. 2015. Education for All 2000-2015: Achievements and Challenges; EFA Global Monitoring Report, 2015. Paris: UNESCO.