AC08 SAFE PUBLIC SPACES \/ SCHOOL ROUTES<\/h2><\/div><\/p>\nIntroducing the gender perspective in the urban process \/ Development of safe school routes<\/h4>\n
<\/div><\/div>[\/vc_column_inner][vc_column_inner width=”1\/3″][vc_single_image image=”24498″ img_size=”medium” alignment=”right”][\/vc_column_inner][\/vc_row_inner][vc_empty_space][vc_text_separator title=”” color=”custom” border_width=”4″ accent_color=”#fae699″][vc_column_text]Aim<\/strong><\/p>\n\u25baGeneric: think, plan, project and maintain cities counting with women by focusing on those tasks traditionally assigned to women that have not been taken into account either by policies or urban planning. Consider the women tasks at the same level as those of production.<\/p>\n
\u25baSpecific of the school path:
\nCreate a network of safe routes so that children can move around on foot or by bicycle in their daily journeys, especially to school.<\/p>\n
Why?<\/strong><\/p>\nUrban planning has been dominated by men controling the decision-making processes. For this reason, the city and the growth model have prioritized productive tasks and economic activities, over the reproductive and care tasks of society. The enjoyment and safety aspects of public spaces (streets, squares, itineraries in general) have been considered a secondary issue. The most affected by this situation are the most vulnerable groups because they are far from that power structure: women and the childhood, even as principal users of the public space. Changing this scenario requires involving women in the decision-making phases in urban planning.<\/p>\n
Some of the main aspects that are underlined with the incorporation of the feminine perspective are the following:<\/p>\n
\u2022 The design of safe spaces that prevent dangerous situations for them and children.
\n\u2022 Prioricing pedestrian uses, accessibility and suppression of architectural barriers.
\n\u2022 The diversity of functions that avoid unnecessary travel.
\n\u2022 Adaptation of public transport to the specific needs of women.<\/p>\n
Another group affected by this situation are young people and children. We have come to believe that the optimal mode of travel is the individual in own vehicle because the city has been designed to favor this transport mode. Besides, there’s a growing feeling of fear, as we turn to believe that the city is increasingly insecure. However, this perception is fed back with the maintenance of that dominant mobility structure.<\/p>\n
The sustainable strategy addressed in this sheet is that of the school path as an example of a safe path because it is more quantifiable in terms of impact on the urban environment due to pollution and energy consumption, without forgetting its sociological benefits. The school path projects study the mobility needs for children in order to create adequate conditions for their daily movements, in particular to schools.<\/p>\n
Implementing this measure affects many aspects related with sustanibility and social relations and childhood development:
\n\u2022 Increase child autonomy.
\n\u2022 Increase the number of children who come walking or cycling to school.
\n\u2022 Reduce the number of private vehicles reaching the school surroundings.
\n\u2022 Transfers trips from private vehicles to public transport when distances are large.
\n\u2022 Encourage children to come in the company of friends or classmates.<\/p>\n
How?<\/strong><\/p>\nThe so called, safe school rutes Safe Routes to School programs aim to make it safer for students to walk and bike to school and encourage more walking and biking where safety is not a barrier. Transportation, public health and planning professionals, council politics, school communities, law enforcement officers, community groups and families all have roles to play using education, encouragement, engineering (changes to the physical environment). A safe school route project may have focus on different mobility problems depending on school urban situation.<\/p>\n
There are different planning guides that explain the managing process of safe school routes and show the different options (pedestrian \/ cyclist \/ public transport) and real examples around the world. The script of the process is structured in the following phases:<\/p>\n
\u25ba Phase 1. First studies.
\n\u2022 Definition of the project and objectives.
\n\u2022 Creation of a technical commission.<\/p>\n
\u25ba Phase 2. Diagnosis.
\n\u2022 Analysis of mobility routines.
\n\u2022 Drawing of maps with possible routes.
\n\u2022 Pointing of the problems and their origin.<\/p>\n
\u25ba Phase 3. Development of the plan and action proposal.
\n\u2022 Propositions to improve the mobility conditions in the itineraries.
\n\u2022 Proposition to organize the itineraries.
\n\u2022 Calendar and resources.<\/p>\n
\u25ba Phase 4. Monitoring and evaluation<\/p>\n
The main task can be the selection of some routes that can bring together a good number of schoolchildren from a certain neighborhood to the school. Once the route is chosen, it’s necessary to identify points of possible road safety conflicts. If the council or other administration levels are involved in the project they may carry with the cost of some urban improvements. You can also count on other agents, such as people who run businesses located along the route, following the experiences inspired by the work of Francesco Tonucci.<\/p>\n
The main obstacle is that we live in a fear or distrust dominated society. There is a widespread perception that the street is a dangerous place for the childhood and, although the traffic is responsible for a significant part of this fear, but not only. In a perverse process citizens lost the sense of belonging to the public spaces so the street is perceived, increasingly, as a residual space where all kinds of dangers can appear and where nothing good can happen. However, the real statistics does not reinforce this fear.[\/vc_column_text][vc_column_text]Walking School Bus. Source: University of Salford Press Office<\/em><\/p>\n![\"\"](\"http:\/\/www.lugobiodinamico.eu\/catalogo\/wp-content\/uploads\/2021\/02\/feature.jpg\")
<\/p>\n
The planned itinerary of the safe school route can be pedestrian, by bike or in public transport. Source: www.streetfilms.org<\/em><\/p>\n![\"\"](\"http:\/\/www.lugobiodinamico.eu\/catalogo\/wp-content\/uploads\/2021\/02\/http_2F2Fwww.streetfilms.org2Fwp-content2Fuploads2Fsites2F82F20102F052Fbts33-1024x768-1.jpg\")
[\/vc_column_text][\/vc_column][vc_column width=”1\/3″ css=”.vc_custom_1548800623319{background-color: #fdfae4 !important;}”][vc_text_separator title=”District scale intervention” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_single_image image=”24502″ img_size=”full” alignment=”center”][vc_text_separator title=”Issues affected” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_gallery type=”image_grid” images=”23887,23899,23900,23892,23905,23907,23903,23894,23827,23819,23888,23897″ onclick=”custom_link” img_size=”52×52″][vc_text_separator title=”Other solutions suitable to combine with” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_gallery type=”image_grid” images=”25276,25269,25274,25333,25332″ onclick=”custom_link” custom_links_target=”_blank” img_size=”150×55″ custom_links=”http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac01-street-categorization\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac03-integrated-management-of-public-transport\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac06-cycling-ways-in-distributor-roads\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ub03-direct-sunlight-in-open-spaces\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ub04-seasonal-shading\/”][vc_text_separator title=”Measure elements” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Indicator<\/strong>
\nDecrease of CO2 emission by changing travels in private vehicle to pedestrian, bicycle or bus.<\/p>\nUnit<\/strong>
\n% of students who change their travel mode.<\/p>\nMinimum objective<\/strong>
\n20 %<\/p>\nDesirable objective<\/strong>
\n50 %<\/p>\nMesure method \/ Formula<\/strong>
\nAnual Mobility survey
\n\u2206g CO2=A x [B-C] x D
\nA: % travels changed to bicycle\/walking
\nB: car CO2 emissions factor (g CO2\/km)
\nC: bicycle\/walking CO2 emissions factor (g CO2\/km)
\nD: total km travelled[\/vc_column_text][vc_text_separator title=”PEOPLE INVOLVED” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Individuals
\nSchool staff
\nparents associations
\nCouncil politics and technicians[\/vc_column_text][vc_text_separator title=”POSIBLE ACTIONS DEVELOPED BY THE ADMINISTRATION:” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Raising of awareness campaigns.
\nUrban improvements in the hot spots in the safe routes.[\/vc_column_text][vc_text_separator title=”WHAT SHOULD BE CONSIDERED FOR ITS IMPLEMENTATION?” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]\u2219 Involvement of the largest possible number of agents: administration, parents, schools, associations.
\n\u2219 Involvement of technicians who analyze the itineraries to configure an optimal network.[\/vc_column_text][vc_text_separator title=”EXAMPLES” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]UN Women’s web references ![\"\"](\"http:\/\/www.lugobiodinamico.eu\/catalogo\/wp-content\/uploads\/2019\/02\/Enlace-web-150x150.png\")
<\/a><\/p>\nFrancesco Tonucci’s web references <\/a><\/p>\nConcello de Ourense\u00a0 <\/a><\/p>\n
Introducing the gender perspective in the urban process \/ Development of safe school routes<\/h4>\n
<\/div><\/div>[\/vc_column_inner][vc_column_inner width=”1\/3″][vc_single_image image=”24498″ img_size=”medium” alignment=”right”][\/vc_column_inner][\/vc_row_inner][vc_empty_space][vc_text_separator title=”” color=”custom” border_width=”4″ accent_color=”#fae699″][vc_column_text]Aim<\/strong><\/p>\n \u25baGeneric: think, plan, project and maintain cities counting with women by focusing on those tasks traditionally assigned to women that have not been taken into account either by policies or urban planning. Consider the women tasks at the same level as those of production.<\/p>\n \u25baSpecific of the school path: Why?<\/strong><\/p>\n Urban planning has been dominated by men controling the decision-making processes. For this reason, the city and the growth model have prioritized productive tasks and economic activities, over the reproductive and care tasks of society. The enjoyment and safety aspects of public spaces (streets, squares, itineraries in general) have been considered a secondary issue. The most affected by this situation are the most vulnerable groups because they are far from that power structure: women and the childhood, even as principal users of the public space. Changing this scenario requires involving women in the decision-making phases in urban planning.<\/p>\n Some of the main aspects that are underlined with the incorporation of the feminine perspective are the following:<\/p>\n \u2022 The design of safe spaces that prevent dangerous situations for them and children. Another group affected by this situation are young people and children. We have come to believe that the optimal mode of travel is the individual in own vehicle because the city has been designed to favor this transport mode. Besides, there’s a growing feeling of fear, as we turn to believe that the city is increasingly insecure. However, this perception is fed back with the maintenance of that dominant mobility structure.<\/p>\n The sustainable strategy addressed in this sheet is that of the school path as an example of a safe path because it is more quantifiable in terms of impact on the urban environment due to pollution and energy consumption, without forgetting its sociological benefits. The school path projects study the mobility needs for children in order to create adequate conditions for their daily movements, in particular to schools.<\/p>\n Implementing this measure affects many aspects related with sustanibility and social relations and childhood development: How?<\/strong><\/p>\n The so called, safe school rutes Safe Routes to School programs aim to make it safer for students to walk and bike to school and encourage more walking and biking where safety is not a barrier. Transportation, public health and planning professionals, council politics, school communities, law enforcement officers, community groups and families all have roles to play using education, encouragement, engineering (changes to the physical environment). A safe school route project may have focus on different mobility problems depending on school urban situation.<\/p>\n There are different planning guides that explain the managing process of safe school routes and show the different options (pedestrian \/ cyclist \/ public transport) and real examples around the world. The script of the process is structured in the following phases:<\/p>\n \u25ba Phase 1. First studies. \u25ba Phase 2. Diagnosis. \u25ba Phase 3. Development of the plan and action proposal. \u25ba Phase 4. Monitoring and evaluation<\/p>\n The main task can be the selection of some routes that can bring together a good number of schoolchildren from a certain neighborhood to the school. Once the route is chosen, it’s necessary to identify points of possible road safety conflicts. If the council or other administration levels are involved in the project they may carry with the cost of some urban improvements. You can also count on other agents, such as people who run businesses located along the route, following the experiences inspired by the work of Francesco Tonucci.<\/p>\n The main obstacle is that we live in a fear or distrust dominated society. There is a widespread perception that the street is a dangerous place for the childhood and, although the traffic is responsible for a significant part of this fear, but not only. In a perverse process citizens lost the sense of belonging to the public spaces so the street is perceived, increasingly, as a residual space where all kinds of dangers can appear and where nothing good can happen. However, the real statistics does not reinforce this fear.[\/vc_column_text][vc_column_text]Walking School Bus. Source: University of Salford Press Office<\/em><\/p>\n The planned itinerary of the safe school route can be pedestrian, by bike or in public transport. Source: www.streetfilms.org<\/em><\/p>\n Unit<\/strong> Minimum objective<\/strong> Desirable objective<\/strong> Mesure method \/ Formula<\/strong> Francesco Tonucci’s web references Concello de Ourense\u00a0
\nCreate a network of safe routes so that children can move around on foot or by bicycle in their daily journeys, especially to school.<\/p>\n
\n\u2022 Prioricing pedestrian uses, accessibility and suppression of architectural barriers.
\n\u2022 The diversity of functions that avoid unnecessary travel.
\n\u2022 Adaptation of public transport to the specific needs of women.<\/p>\n
\n\u2022 Increase child autonomy.
\n\u2022 Increase the number of children who come walking or cycling to school.
\n\u2022 Reduce the number of private vehicles reaching the school surroundings.
\n\u2022 Transfers trips from private vehicles to public transport when distances are large.
\n\u2022 Encourage children to come in the company of friends or classmates.<\/p>\n
\n\u2022 Definition of the project and objectives.
\n\u2022 Creation of a technical commission.<\/p>\n
\n\u2022 Analysis of mobility routines.
\n\u2022 Drawing of maps with possible routes.
\n\u2022 Pointing of the problems and their origin.<\/p>\n
\n\u2022 Propositions to improve the mobility conditions in the itineraries.
\n\u2022 Proposition to organize the itineraries.
\n\u2022 Calendar and resources.<\/p>\n<\/p>\n[\/vc_column_text][\/vc_column][vc_column width=”1\/3″ css=”.vc_custom_1548800623319{background-color: #fdfae4 !important;}”][vc_text_separator title=”District scale intervention” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_single_image image=”24502″ img_size=”full” alignment=”center”][vc_text_separator title=”Issues affected” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_gallery type=”image_grid” images=”23887,23899,23900,23892,23905,23907,23903,23894,23827,23819,23888,23897″ onclick=”custom_link” img_size=”52×52″][vc_text_separator title=”Other solutions suitable to combine with” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_gallery type=”image_grid” images=”25276,25269,25274,25333,25332″ onclick=”custom_link” custom_links_target=”_blank” img_size=”150×55″ custom_links=”http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac01-street-categorization\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac03-integrated-management-of-public-transport\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ac06-cycling-ways-in-distributor-roads\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ub03-direct-sunlight-in-open-spaces\/,http:\/\/www.lugobiodinamico.eu\/catalogo\/en\/proyectos\/ub04-seasonal-shading\/”][vc_text_separator title=”Measure elements” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Indicator<\/strong>
\nDecrease of CO2 emission by changing travels in private vehicle to pedestrian, bicycle or bus.<\/p>\n
\n% of students who change their travel mode.<\/p>\n
\n20 %<\/p>\n
\n50 %<\/p>\n
\nAnual Mobility survey
\n\u2206g CO2=A x [B-C] x D
\nA: % travels changed to bicycle\/walking
\nB: car CO2 emissions factor (g CO2\/km)
\nC: bicycle\/walking CO2 emissions factor (g CO2\/km)
\nD: total km travelled[\/vc_column_text][vc_text_separator title=”PEOPLE INVOLVED” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Individuals
\nSchool staff
\nparents associations
\nCouncil politics and technicians[\/vc_column_text][vc_text_separator title=”POSIBLE ACTIONS DEVELOPED BY THE ADMINISTRATION:” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]Raising of awareness campaigns.
\nUrban improvements in the hot spots in the safe routes.[\/vc_column_text][vc_text_separator title=”WHAT SHOULD BE CONSIDERED FOR ITS IMPLEMENTATION?” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]\u2219 Involvement of the largest possible number of agents: administration, parents, schools, associations.
\n\u2219 Involvement of technicians who analyze the itineraries to configure an optimal network.[\/vc_column_text][vc_text_separator title=”EXAMPLES” color=”custom” style=”dotted” border_width=”2″ accent_color=”#fae699″][vc_column_text]UN Women’s web references <\/a><\/p>\n<\/a><\/p>\n<\/a><\/p>\n