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Empowering youth and local communities to lead in defending the rights of people with special needs in Lebanon.

August – December 2016

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Report

Empowering youth and local communities to lead in defending the rights of people with special needs in Lebanon.

(August – December 2016)

Observation of buildings for public use (report based on field work)

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Lebanese Physical Handicapped Union 2016

Special thanks to: Kfarzabd municipality Halba municipality Sisters of Our Lady of Charity and Peace, secondary school administration Sisters of Our Lady of Charity and Peace, primary school administration Menyara complementary school administration MaaroufSaad secondary school administration Kfarzabd public school administration Qobayat hospital administration Kfarzabd Charity Association, Dispensary administration Caritas, Qobayat DPNA The Lebanese association for rural development Mr. Ali Shahla Mr. Zakaria Al Baba Ms. Hoda Al Bitar Mrs. Diana Sassine Mr. Michel Hayek

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Table Of Contents Thanks

1- Foreword………………………………………………………………………………………….…… P5 2- Background…………………………………………………………………………………………… P5 3- Goals of the activity…………………………………………………………………………...…… P6 4- Project components and stages of work…………………………………………………...P6

a. Field survey project…………………………………………………………………….. P8 i. Definition of technical criteria and questionnaire preparation phase

………………………………………………………………………………. P8 ii. Training and field survey phase………………………………………… P9

iii. Tables of general data, conclusions and suggestions…………… P10 iv. Suggestions and recommendations……………………………………. P3 v. Annexes………………………………………………………………………..….P15

vi. Questionnaire sample………………………………………………………P17 vii. Tables……………………………………………………………………………P23

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1 – Foreword This report presents the process of an awareness-raising project around the idea of integration. The project is a collaboration between the Networks of Mediterranean Youth Program by the UNESCO and the Lebanese Physical Handicapped Union. This project reached out to three groups of volunteers from a number of towns across the South, Bekaa and North Governorates. It consisted in assessing the levels of convenience and readiness of a number of public buildings in the aforementioned towns, particularly those of public use, in order to gauge their accessibility and usability by everyone, and particularly by the disabled. 2- Background The concept of integration is based on the conviction that all humans, far from any differentiation or segregation and regardless of gender, race, social status, additional needs and other individuals and groups alike, have the right to a dignified life based on a productive, effective and independent role in a society that appreciates their human value and their ability to engage and communicate with others;in addition to all legitimate rights recognized in the Declaration of Human Rights and all international treaties.

- These fundamental rights translate in the ability to provide and secure a diverse group of needs and essential functions, such as the right to education, the right to housing, the right to hospitalization, the right to work, the right to political work and others… any deprivation or absence of any of these primary elements contributes directly to an enterprise of isolation and exclusion of individuals, communities and groups, and consolidates the barriers and obstacles that they face. Consequently, it poses an impediment to social integration while increasing the marginalization of groups and denying them productive roles in society.

- The ability to meet those needs – rights means the possibility of performing a range of activities relating to those roles and functions in an autonomous way.

- These roles, activities and various social and economic functions fall under voids, spaces and envelopes, some of which are open, some of which are closed, and some of which are a combination of or a transition between the two. These consist of squares, streets, sidewalks, buildings, and other components of the built fabric. To allow everyone to fill these roles – the functions contained within components of the built fabric – presupposes the possibility of accessing them, of moving within their spaces and making use of their functions without obstacles or architectural barriers. As such, the definition of architectural and technical criteria and specifications that perform and ensure inclusion constitutes an essential step in the design, planning and conditioning of the public built environment.

In the framework of the partnership between the UNESCO and the Lebanese Physical Handicapped Union, and based on the work done with youth groups on one hand, and the implementation of United Nations treaties on the other hand –particularly the international agreement related to the rights of disabled persons which was ratified by the Council of Ministers but not yet approved by the Parliament for it to be materialized in a collection of government policies based on legislations and laws that adopt the concept of integration and promotes the integration of disabled persons into a normal life, free from isolation and discrimination. And based on the law 220/2000, specifically section four on accessible and inclusive built environment, which allows disabled persons and everyone to arrive and move and use and have

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access to information and communicate with others within a built environment for all services and functions and places. Knowing that this designation includes broad social categories including all persons with special needs whether temporary or permanent, including disabled persons, and regardless of the degree, reason, or duration of the disability or the difficulties faced in daily life. The rights to housing, medical care, education, work, recreation and the exercise of political rights, aren’t available in a generous and independent way to these different social groups. And if they are available, they are only partially guaranteed and fall under the category of favors, compassion or charity, under the care of others. Thus, society’s recognition of everyone’s entitlement to these basic rights, including persons with special needs, can be considered a standard of value, conforming to international treaties announcing human rights through diversity, participation, inclusion and rights… However, reality proves to be different from this. Marginalization affects a number of people and many social groups for different reasons, under different labels, in both implicit and explicit ways, keeping them in a circle of isolation far from performing their human and productive roles and social lives. 3- Goals of the activity The activity aimed to promote the inclusion of disability in local policies and to apply it by empowering the youth to become pioneers in defending the rights of persons (and particularly youths) with special needs in local societies through:

- Building the capacities of youth to lead in defending the rights of persons with special needs in the framework of national youth policies

- Raising awareness about the rights of disabled persons and the concept of integration in local communities, and giving social responsibility toward disabled persons a prominent space in the policies and concerns of municipalities and local authorities.

- Suggesting mechanisms of intervention on public buildings, especially those of public use in villages and towns, to make their services accessible to all citizens without exception or discrimination.

4- Stages of work First, the team from the Lebanese Physical Handicapped Union initiated communication with target towns’ municipalities and explained to them the project in order to gain their support for the future.

Then, the architectural unit of the Lebanese Physical Handicapped Union trained a group of young men and women volunteers and activists in various organizations (40 in total) in the framework of the cooperation between the UNESCO, the Networks of Mediterranean Youth, and the Lebanese Physical Handicapped Union. The target youth group consisted of young men and women who are active in a number of organizations across different regions in Lebanon, from the city of Saida in the South and the towns of Qobayat and Menyara and Halba in the North, to the town of Kfarzabd in the Bekaa. The goal was to enable these youth groups by familiarizing them with the idea of social integration of disabled persons and with their right to education, hospitalization, housing, work, social and political activities and other rights acquired by all

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members of society. Since access to these services depends on the possibility of physically accessing them and moving through all of their parts, it is essential for the operation of social integration to assess how equipped these buildings are, in all their different functions, to receive everyone and particularly the disabled, as employees, users or visitors. Based on this, the project unfolded during a month and a half where the work was distributed among the groups of young volunteers through a central workshop where they were familiarized with the concept of integration and empowered with the necessary architectural surveying tools for public or private buildings with public uses.The training was conducted by specialists in the disability cause and by architects. It consisted in introducing them to the basic architectural and technical criteria contained in the applied decree number 2011/7194. Through the workshop, it became clear to what extent these buildings met the architectural criteria for integration. The workshop was followed with local training sessions in the three regions, after which a number of public buildings and private buildings with public uses were chosen in the relevant towns and cities. During these trainings, the participants were guided by a technical questionnaire prepared by specialists in the matter, a questionnaire they used to survey and assess the conditions of the chosen buildings and the extent of their readiness to receive everyone, including photographic work of the listed architectural obstacles. Then, the trainers went on field visits to the regions to verify the surveys collected by the participants and discuss conclusions and suggestions prepared by the groups of volunteers.

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The project included various tasks and phases that were defined as follows:

- Phase for determining technical criteria and preparation of the questionnaire for fieldwork.

- Phase for training and empowering the groups. - Phase for result collection and data analysis. - Phase for preparation of final report

1- Phase for determining technical criteria and preparation of the questionnaire The survey consisted of on-site inspection of listed buildings with different functions, forms, architectural treatment, interior space and relation to context. This required the adoption of criteria and technical specifications specific to the mobility of persons with special needs. Criteria related to specific equipment and related to visual impairment also constituted a basis for the technical questionnaire used in fieldwork. The criteria are: 1. Car parking space close to the entrance of the center. 2. Entrances and passageways free from obstacles. 3. Presence of ramps with clear architectural specifications where needed. 4. Presence of electrical elevator/lift with specific technical requirements in multistorey

buildings. 5. Rooms or halls in adequate amount with doors and spaces free from obstacles. 6. Presence of washrooms equipped with specific architectural requirements.

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The aim of the questionnaire was to shed light on the accessibility of the center – the building by assessing its convenience and the access to its interior as well as the ease of mobility therein.

The questionnaire was a closed form based on these technical criteria, in addition to information on each building. 2- Training phase The training of volunteer groups was conducted in two phases. The first phase was a one day workshop in the UNESCO center in Beirut. The second was conducted in the concerned towns and was focused on explaining the questionnaire. The choice of the buildings to be surveyed was also made during the second phase, and they are:

- Saida: the Maritime Fortress and the MaaroufSaadpublic secondary school. - Kfarzabd: the municipal building, the charity dispensary and the Kfarzabd public

secondary school. - Qobayat: Sisters of Our Lady of Charity and Peace – primary and secondary schools, and

the town hospital. - Menyara: Menyaraschool. - Halba: municipal building.

3- Beginning field inspections of buildings, conducted in two phases and accompanied by the Union team. 4- Result production and information analysis phase After the end of the field survey, and after the verification process, the information was extracted from the questionnaires and documented into tables related to the three sites.

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Tables of general data These tables describe the data extracted from the questionnaires. Data sets are presented in the following tables: Table 1: Distribution of buildings across governorates

Governorate Number of buildings

Saida group – South 2 Kfarzabd group – Bekaa 3 Qobayat group – North 5

Total 10 The building functions are distributed as follows: Table 2: Building use

Site Amount

Archeological site 1 Municipality 2

Schools 5 Hospital 1

Dispensary 1 Total 10

The chosen buildings are both private and public. Their proportions are as follows: Table 3: Building ownership

Ownership Amount

Public buildings 6 Private buildings with public uses 4

Total 10

All buildings’ occupancies consist of ownership. Table 4: Building occupancy

Occupancy type Amount

Property 10 Rent -

Other - Total 10

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Data assessment and analysis 5- Analysis tables These tables present the data resulting from the assessment of the buildings according to the six technical criteria adopted in the questionnaire as minimum standards. They aim to determine the specifications and architectural criteria that allow access and mobility and use of the basic building functions by disabled persons, whether visitors, employees or other, and to determine the level of convenience for using the building in its primary function. Each specification is defined by a set of technical criteria. Assessing whether a building meets the specification is a second step to the fieldwork, which determines the availability of the technical criteria. The degree of accessibility of the surveyed buildings is contingent upon the availability of the technical criteria mentioned in the questionnaire and was categorized as such:

1. The building meets all the specifications (six compulsory specifications) The building is categorized as level one, meaning the building is “sufficiently and well equipped”, and does not require further equipment or modification. It is suitable to accommodate for everyone in an inclusive way.

2. When five to four specifications are found in the building, it is considered as level two, meaning the building is “partially equipped”. This refers to buildings that could be equipped and modified in order to meet the missing technical requirements.

3. When three to two specifications are found in the building, it is categorized as level three, meaning the building is “not equipped but could be equipped”. The building would require an intervention in order to make it accessible.

4. The buildings that do not meet any of the criteria, or that only meet one criterion are

considered as level four, meaning the building is “not equipped”. It is important to note that this categorization refers to a rapid fieldwork that produces a first assessment of the building condition. It does not specifically imply that it is impossible to equip the building. Architectural, mechanical and structural treatment may be able to innovate solutions to barriers and architectural obstacles.

Table 5: Number of buildings according to available specifications:

Available specifications Amount Level

Completely equipped - Level 1 5 specifications available - Level 2 4 specifications available 1 3 specifications available - Level 3 2 specifications available 6

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1 specifications available 2 Level 4 Not equipped, no

specifications available 1

Total 10

Table 7 presents the accessibility of centers according to available specifications as follows: None of the buildings present six or five or even three specifications. One building presents four specifications: Qobayat hospital. Six buildings present two specifications: the four schools and the Kfarzabd municipal building In level four, or the availability of one specification, there are two buildings: the Saida Fortress and the Kfarzabd dispensary. As for the Halba municipal building, it is empty of any specifications mentioned in the questionnaire. Table 6: categorization according to type of available specification

Categorization by type of specification Number of sites

Site with equipped parking - Site with equipped entrance 1

Site with equipped ramps and passageways

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Site with equipped elevators 1 Site with equipped washrooms -

Site with equipped halls 7

The survey demonstrates that washrooms are component that is least equipped with necessary specifications. This is because this component should be equipped from the start, considering the building inclusive by the essence of its function. On the other hand, buildings with equipped passageways and those with halls constitute the largest category. This is due to the fact that these buildings are mostly schools with large spaces for classrooms and passageways.

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Table 7: Overall distribution of buildings by category

North South Bekaa Halba Menyar

a Qobayat Saida Kfarzabd

Municipality Public School

Sisters Secondary

Sisters Primary

Hospital Fortress Public School

Municipality Dispensary Public School

Parking - - - - - - - - - - - Entrance - - - - x - - - - - 1 Passageway - x x x x x x x x x 9 Elevator - - - - x - - - - - 1

Washroom - - - - - - - - - - -

Halls - x x x x - x x - X 7

Total - 2 2 2 4 1 2 2 1 2

Category Fourth Third Third Third Second Fourth Third Third Fourth Third

The table shows the proportion of public and private schools as categorized according to the questionnaire in level three. This is due to the fact that these schools consist of old buildings. Similarly, other government buildings do not provide any of the required specifications. They are in desperate need of rehabilitation and equipment as part of an educational inclusivity policy and specifically in public schools. As for the hospital, it is the building that met four specifications. This is due to the use of wheeled beds that require relatively large spaces. On the other hand, Kfarzabd’s dispensary only presents the large halls specification while all inclusivity specifications are absent from Halba municipality. 5- Suggestions and recommendations This activity constituted a step forward in a long journey toward spreading a culture of inclusivity of disabled persons in society. Empowering young activists active in their local communities around public causes, by adding an essential horizon to their agendas and interests, one that is related to defending the rights of a large and marginalized group living in the shadow around them on daily basis, invisible in public life, becomes a primordial matter on the level of rights and humanitarianism and morality. And this is what was made clear through the suggestions brought forth by the groups: the first is demanding from municipalities and concerned parties, as well as the UNESCO and the United Nations, to make use of the first survey and provide allocations and material requirements to perform the necessary studies in order to equip and rehabilitate the surveyed buildings. Secondly, the importance of proposing inclusive activities in these towns to raise awareness, activities that target disabled persons living in these towns. In addition, it is necessary to introduce radical modifications on the level of “rights culture” that materialize in policies, programs and activities from the local to the national level.

- Disabled persons: target this group to empower it to defend and claim its rights.

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- Local and civil society: adopting the disability cause and making it an organic part in the heart of public causes within its programs and specifically its youth activities.

- Local authorities and municipalities: demanding the municipality to adopt the disability cause in the heart of its concerns and activities as part of its social responsibility toward voters.

- The private sector: networking with the private sector and creating incentives for it to expand its works and services to reach disabled persons through development plans for its market, linking to the benefits that can come from doing so.

- Central authorities and public administrations: pressure to adopt the international agreement related to disabled persons, to develop legislations that guarantee the rights of disabled persons, to adopt inclusive policies and build budgets and required implementation mechanisms.

- UNESCO and the United Nations: to work together to pressure the Lebanese Parliament into adopting the international agreement, to establish strategies, projects and support that work towards promoting the rights of disabled persons. The current project is a first step in this direction.

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Annex

Annex 1:

Brief of the project partners and names of volunteers

UNESCO: The UNESCO works on finding adequate conditions for generating conversations between civilizations and cultures and people on the basis of respecting common values. Through this conversation, it is possible for the world to communicate toward a vision for holistic sustainable development that guarantees the respect of human rights, mutual respect, and that reduces poverty. All of these causes fall under the mission of the UNESCO and its activities.

The skills of the UNESCO are unique in its fields of specialization: education, science, culture, communication and information. The UNESCO’s mission takes shape through its participation in peace building, eradicating poverty, achieving sustainable development and establishing dialogue between cultures through education, science, culture, communication and information. Engaging the youth in the heart of developmental work is an increasing tendency in the world today, and especially in Arab countries. The UNESCO supports research on policies related to social sciences, dialogue, integration and empowering young men and women in order to achieve participation of all concerned parties.

Lebanese Physical Handicapped Union: The Lebanese Physical Handicapped Union is a non-profit, non-governmental organization. It was founded in 1981 by disabled persons for the advancement of this category toward achieving the legislative rights mentioned in international agreements, toward equal chances for disabled persons in society. It is a grassroots, claim-making, non-sectarian, rights organization that includes 1200 mobility-impaired persons as members, as well as thousands of supporters, volunteers and friends. The union is active throughout the country and in the Arab World in order to promote the participation of disabled persons in decision-making processes. The organization also aims to shift the discourse on disability from a charity cause into a social cause and from isolation to inclusion by demanding rights. The Union has fought since its beginning for the legislation of rights for disabled persons until the adoption of the law 220/2000. Throughout the past years, the Union has focused on urging concerned and influential parties to implement the law 220/2000 through the issuance by concerned ministries of applied decrees related to basic rights, namely the right to accessibility, to adequate work, to education, to inclusive environments and to political and civil rights. By launching campaigns and ongoing programs, it is headed by the ongoing campaign for demands, which translates concretely into projects with specific goals and timeframes that serve to apply the law.. Local partners: Lebanese association for rural development, Halba Youth information center (community center), Qobayat Cultural center in Kfarzabd municipality Development for People and Nature Association DPNA

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Annex 2:List of volunteer names:

Kfarzabd group WassimAbouRjeili Fatima Al Khatib Ghiwa Shaker Lama Shaker Mona Shahla Omar Shahla ImanAbouArabi Ali Shahla Hanin Shaker Mira Shaker RaseelSalloum Omar Ali Abar

Saida group Ahmad Hijazi

Ali Sandid Hayat Said

Rouba Rahme Hoda Al Bita

Zakaria Al Baba Ali Al Samra

TharwatFaour AmiraFaour Ali Al Bast

Bilal Kassem Ahmad Omar Jaber

Majd Soueid

North Group Ana Damian

Maria Khoury Marie Damian Joseph Maaiek

Antoine Maaiek JerjesSaad

DiabDiab TansiAbouRaad

Pierre Fayad MajdHabib

Michel Hayek MradSayegh

Eddy Ibrahim Diana Sassine

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Annex 3: Work group in the Lebanese Physical Handicapped Union: Mr. Yasser Ammar, Member of the administrative board Mrs. Farah Al Shaikh Ali, Specialist in occupational therapy Mrs. AmnaBadr Al Deen, Architect specialized in Universal Design Mr. Ahmad Ezzedeen, Architect Mr. Bashar Abd Al Samad, Architect and Urban Planner Annex 4: Empowering youth and local communities to lead in defending the rights of people with special needs in Lebanon. Assessment form Date of inspection: Type of location: Address: Number of floors: Volunteer name:

Parking Criteria Yes No

1 Does the site have its own parking? 2 Does the site have its own equipped parking? 3 Is the equipped parking empty? 4 Does it clearly contain the universal sign for disability?

Drawn on the floor of the parking spot☐

Present on a side board ☐

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Is the location of the parking

Close to the entrance☐

Far from the entrance☐

There are obstacles between the parking spot and the entrance, specify : 6 Dimensions of the parking spot in centimeters:

Entrance

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Criteria Yes No 1 Is there a sidewalk?

The sidewalk is ……. Centimeters high

2 Does the sidewalk have smooth flooring? 3 Is it equipped with ramps? 4 What are the criteria for the ramp?

The edge of the ramp is aligned with the ground

The ramp is …… centimeters long☐

The ramp is …… centimeters wide 5

Does the site include a sign that clearly indicates its sections?

Using short and clear sentences☐

Height of the braille sign is ……..centimeters from the lower edge☐

Using conflicting colors☐

Using simplified symbols☐

6 Is there a map of the location that clearly shows its parts?

7 What are the standards of this map?

Using short and clear sentences ☐

Using braille☐

Height of the braille sign is ……..centimeters from the lower edge

Using conflicting colors☐

Using simplified symbols ☐ 8 Are there any stairs/steps?

Number of steps:

9 Does the ramp include rests? Specify amount

10 What are the standards of the ramp? Does it include rests? Specify amount Is the ramp flooring anti-slip? Is the ramp edge aligned with the ground? Height of the rests …..centimeters Length of the ramp …..centimeters Width of the ramp …. Centimeters Height of the ramp/ stairs …… centimeters

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Passageways Criteria Yes No

1 Are passageway floorings even and smooth? 2 Are there any obstacles in the passageways? Specify 3 Are passageway widths according to standard? 4 What is the width of the passageways?

Width of the first passageway: …. Centimeters Width of the second passageway: …. Centimeters Width of the passageway before the curve/turn: …. Centimeters Width of the passageway after the curve/turn: …. Centimeters Height of the ramp/ stairs…..centimeters

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Are there any tactile indicators on the floor?

6 Is there any orientation signage in the passageways?

7 What are the standards of these signs? Using short and clear sentences Using braille

Height of the braille sign is …. Centimeters from the lower edge ☐ Using conflicting colors

Using simplified symbols☐

Elevator

Criteria Yes No 1 Is there an elevator 2 Is there a sign clearly indicating the location of the elevator? 3 Are there steps or stairs that must be taken to reach the elevator? 4 Is the elevator powered by electricity continuously?

Presence of electrical line☐

Presence of generator subscription☐

Presence of private generator

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Is there a circular area 150cm wide in front of the elevator door?

6 What are the standards of the elevator door?

Automatic door☐

Manual door opens to the outside☐

Width of doorway…. centimeters☐

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Height of door handle….centimeters to the bottom edge☐

Height of door handle ….centimeters to the upper edge☐

7 What are the standards of the outer button for the elevator?

Height…… centimeters from the ground☐

Luminous☐

Includes braille☐

Includes embossed numbers☐

8 Are there signs indicating information about the floor or the different parts of the location?

9 What are the standards of these signs?

Using short and clear sentences☐

Using braille☐

Height of the braille sign …..centimeters to the lower edge☐

Using conflicting colors☐

Using simplified symbols☐

Describe location of the signs☐

10 What are the standards of the inner buttons for the elevator?

Height …..centimeters for the bottom button ☐

Height …… centimeters for the top button ☐ Luminous☐

Using braille☐

Includes embossed numbers☐

Includes descriptions of floors near each number☐

11 What are the standards of the elevator space?

Depth …. Centimeters ☐

Width …. Centimeters ☐

Presence of rest and amount ….☐

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Height of rests …. Centimeters ☐

Presence of speaker ☐

Presence of internal screen ☐

Presence of mirror ☐

Mirror covers entire elevator wall ☐

Height of mirror …..centimeters☐

Washroom Criteria Yes No

1 Is there a washroom allocated for disabled persons? 2 Is there a sign clearly indicating the location of the washroom? 3 What are the standards of these signs?

Using short and clear sentences☐

Using braille☐

Height of the braille sign …..centimeters to the lower edge☐

Using conflicting colors☐

Using simplified symbols☐

4 Does the washroom door present a clear universal sign for disability?

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What are the standards for the door? Width of the doorway …. Centimeters Presence of a doorstep Height of doorstep …. Centimeters

The door opens to the outside ☐

The door opens to the inside The door is an accordion-door

The door is a sliding door ☐

Height of the door handle …..centimeters and shape

6 How many cubicles are inside? 7 What are the standards of the cubicles? (If there are more than one cubicle, use

the bigger one for assessment)

Depth centimeters ☐

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Width centimeters ☐

Height of light switch …. Centimeters ☐

8 Can the inner space of the cubicle contain a circle 150cm wide?

What are the standards of the toilet seat? The seat is fixed to the wall The seat is fixed to the floor The height of the seat is …..centimeters The width of the space next to the seat is … centimeters There is a rest near the seat …. Amount The height of the rest is …. Centimeters The height of the water dispenser near the seat is …. Centimeters The height of the toilet paper dispenser is …..centimeters

9 What are the standards of the sink? The sink stands on a column The sink does not have a column Height of the bottom edge of the sink …. Centimeters Height of the top edge of the sink…..centimeters Height of the sink mirror …..centimeters Shape of the faucet:

Height of the soap dispenser …..centimeters☐

Height of the paper towel dispenser ….centimeters

Room

Type, specify: Criteria Yes No

1 Is there a sign indicating the function of the room? 2 What are the standards of this signs?

Using short and clear sentences☐

Using braille☐

Height of the braille sign …..centimeters to the lower edge☐

Using conflicting colors☐

Using simplified symbols☐

3 What are the standards of the door? Width of the doorway … centimeters Presence of doorstep Height of doorstep …. Centimeters Door opening mechanism: Door can be fixed when open

Door is always open☐

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4 What are the standards for the furniture configuration in the room? Passageways of 80 and above Passageways of 80 and below Obstacles. Specify:

Annex 5:

- Table 1: Distribution of buildings across governorates ……………….… P10 - Table 2: Building use…………………………………………………………………….... P10 - Table 3: Building ownership…………..………………………………………………. P10 - Table 4: Building occupancy…………..…………………………………………….... P10 - Table 5: Number of buildings according to available specifications… P12 - Table 6: categorization according to type of available specification…P12 - Table 7: Overall distribution of buildings by category…………………….. P13