As emphasised by the Committee on the Rights of the Child (General Comment No. 17, para. 9), ‘Play and recreation are essential to the health and well-being of children and promote the development of creativity, imagination, self-confidence, self-efficacy, as well as physical, social, cognitive and emotional strength and skills. They contribute to all aspects of learning.’ The Committee also recognises  play as one of the most distinctive features of early childhood (General Comment No. 7, para. 34).

The infrastructure requirements/standards may vary slightly depending on the culture, weather, geographical location, and domestic norms and standards. However, some of the basic amenities that every educational facility should have consist of :

This includes norms, standards, and guidelines set for infrastructure facilities and safety in schools and other educational institutions including ECCE centres, either in the domestic law or by the Ministry of Education or other relevant ministries or by the statutory bodies. This indicator assesses if such norms are set either by law or policies.

In some countries, the key dimensions of the right to education may not be explicitly enumerated in legal provisions, but they can be addressed through policies that are not legally binding.  These policies could have been revised and adopted at different periods depending on the changing context. Additionally, some levels of education, such as early childhood care and education, may not be covered in the legislation, but they could be integrated as part of either education policies or separate policies that focus on the 'care' and 'education' of young children.

States have the obligation to provide ‘reasonable accommodation’ to students with disabilities. Reasonable accommodation is defined as ‘appropriate modification and adjustments which are necessary, in a particular case, to ensure persons with disabilities can enjoy, on an equal basis with others, all human rights and fundamental freedoms’. 

This indicator refers to the extension of material damages due to targeted and non-targeted military attacks on schools, universities and other educational facilities. Damage to schools includes: facility infrastructure (walls, windows, roof, water, electricity, sanitation); leisure areas (playgrounds, libraries, school halls, cafeterias); and school materials (tables, black or whiteboards, books, toys).