This series of notes summarizes work performed by the countries of Latin America and the Caribbean under the Project on Learning in Twenty-First Century Schools, a Technical Cooperation on Regional Public Goods funded by the Inter-American Development Bank (IDB). The project's main aim was to study, jointly with the countries of the region, the states and challenges of schools infrastructure, to suggest solutions, and to encourage the adoption of subregional building standards.

The process of developing a methodology for the management of education infrastructure in the countries of Latin America and the Caribbean began with an analysis and discussion of types of variables, common content, and unified criteria across this group of countries. This produced a definition of school infrastructure as well as implications for managing it in accordance with each country's legislation, plans, and policies.

People used to take the weather and climate for granted -butnot anymore! They are both now studied intensively by scientists and discussed by celebrities and newscasters as they become increasingly important to our own daily lives.

For many children, the circumstances of their birth and earliest years have lifelong consequences. Where and to whom a child is born can predict her economic and social outcomes later in life. Children born to parents who invest emotional and economic resources in their development tend to become healthy and productive adults, passing on the advantages that such investments bring to their own children. Children born in adverse circumstances, where poverty and stress limit possibilities and aspirations, fare less well. The odds are stacked against them from the beginning.

Climate change poses new hazards to schools and heightens preexisting ones. Every day we hear news of some community in the world being adversely affected by natural phenomena such as excess water (floods, landslides), extreme winds, or drought. Such events may leave communities without access to a reliable supply of drinking water, create conditions conducive to the spread of fires, force school closures, and affect the economy. Schools mirror their communities.

Thousands of children and young people who attend schools every day (on schedules ranging from 4 to 10 hours) consume large amounts of natural resources (water, trees made into paper, fossil fuels for energy, and others). These resources are used in the manufacturing of books, notepads, backpacks, pencils, paint, and so on. To a large extent, schools represent the way a society uses its natural resources. Using these materials in a more sustainable fashion will lower demand for natural resources. We can also learn innovative ways of using them in the learning process.

The World Health Organization says that all cities and towns should have a minimum of 9 square meters (m2) of green space per person. In Latin America there are 3.5 m2 per capita. What is it like in your town?

Take a look at the garbage bin in your school or home. Have you ever wondered what makes its content garbage? If you look inside, you may see that the waste at the bottom of the bin is made up of items that are no longer of use and therefore have been tossed out. You may also find materials that are of mixed composition (made of glass, paper, metal, organics, and the like). Breathe in deeply, and you may notice an unpleasant odor.

Even though there is plenty of water on earth, not all of it is suitable for consumption. One out of every five people does not have access to safe drinking water, and 40 percent of the planet's population lacks basic sanitation systems.

How much energy do you think is needed to light and mobilize all the machines and devices operating on the planet? Have you ever thought that by turning on a light in your house or school you are impacting the environment and emitting gases into the atmosphere?