[{"bbox": [97, 156, 402, 183], "category": "Section-header", "text": "## Activities related to Output 1.4"}, {"bbox": [97, 186, 1099, 212], "category": "Text", "text": "Activity 1.4.1 Ensure instructors acquire appropriate pedagogy to deliver on principals of inclusive education."}, {"bbox": [97, 212, 987, 238], "category": "Text", "text": "Activity 1.4.2 Develop a communication strategy and requirements tailored to the needs of youth."}, {"bbox": [97, 238, 1060, 265], "category": "Text", "text": "Activity 1.4.3 Identify and prioritise training needs for out-of-school/at-risk youth and plan interventions."}, {"bbox": [97, 278, 1132, 330], "category": "Text", "text": "1.5 Sustained engagement, mentoring and guidance for EU supported TVET schools through the TVET Centre for Professional Training, Research and Innovation (TCPTRI)"}, {"bbox": [97, 333, 400, 359], "category": "Section-header", "text": "## Activities related to Output 2.1"}, {"bbox": [97, 360, 1056, 386], "category": "Text", "text": "Activity 2.1.1 Design and deliver training and methods on data design, collection, analysis and reporting."}, {"bbox": [97, 387, 1130, 439], "category": "Text", "text": "Activity 2.1.2 Undertake activities with the legislature to advance key policy issues and commitments that will require changes to the law and / or appropriating additional funding for TVET."}, {"bbox": [97, 439, 1131, 492], "category": "Text", "text": "Activity 2.1.3 Convene policy level discussions to support financial autonomy of VTC supported using BWI as a reference model outlined in the TVET National Policy draft 2022-2027."}, {"bbox": [97, 492, 882, 518], "category": "Text", "text": "Activity 2.1.4 Undertake maintenance on Youth Rising TVET schools in six counties."}, {"bbox": [97, 540, 401, 566], "category": "Section-header", "text": "## Activities related to Output 2.2"}, {"bbox": [97, 567, 954, 593], "category": "Text", "text": "Activity 2.2.1 Support the IMTF to effectively manage, monitor and engage the TVET sector."}, {"bbox": [85, 632, 298, 660], "category": "Section-header", "text": "## 3.3 Mainstreaming"}, {"bbox": [97, 674, 540, 701], "category": "Section-header", "text": "### Environmental Protection & Climate Change"}, {"bbox": [97, 713, 1132, 790], "category": "Text", "text": "**Outcomes of the EIA (Environmental Impact Assessment) screening** (relevant for projects and/or specific interventions within a project): The EIA screening classified the action Category C (no need for further assessment)."}, {"bbox": [97, 793, 1128, 870], "category": "Text", "text": "**Outcome of the CRA (Climate Risk Assessment) screening** (relevant for projects and/or specific interventions within a project): The CRA screening concluded that this action is no or low risk (no need for further assessment)."}, {"bbox": [97, 878, 1132, 958], "category": "Text", "text": "The Action will promote imbedding the ‘greening’ elements into TVET through supporting development of corresponding standards and curricula, and introducing TVET professions related to green and circular economy, including Climate Smart Agriculture and/or renewable energy sources."}, {"bbox": [97, 989, 635, 1016], "category": "Section-header", "text": "### Gender equality and empowerment of women and girls"}, {"bbox": [97, 1027, 1131, 1080], "category": "Text", "text": "As per the Organisation for Economic Co-operation and Developmen (OECD) Gender DAC codes identified in section 1.1, this action is **labelled as G1**. This implies that gender equality is a significant objective."}, {"bbox": [97, 1081, 1132, 1240], "category": "Text", "text": "The action will promote **gender-equitable access** to TVET by ensuring that gender concerns are an integral part of all planning and decision-making processes in compliance with the Action Plan on Gender Equality and Women's Empowerment in External Action 2021-2025 (GAP III)¹¹. A minimum of 30% of female vocational instructors will benefit from the programme. In addition, the programme will seek a minimum of between 15% and 30% enrolment for female learners depending on the sectors. A TVET gender analysis undertaken in 2017 will inform the project design."}, {"bbox": [97, 1267, 242, 1293], "category": "Section-header", "text": "### Human rights:"}, {"bbox": [97, 1294, 1132, 1372], "category": "Text", "text": "The action aims to provide equal access to TVET education opportunities to all Liberian youth, regardless of their residence, hence addressing the very unequal distribution of TVET opportunities across the country. In particular, rural youth's mobility is largely affected by the rainy season."}, {"bbox": [97, 1400, 193, 1425], "category": "Section-header", "text": "### Disability"}, {"bbox": [97, 1426, 1132, 1583], "category": "Text", "text": "As per OECD Disability DAC codes identified in section 1.1, this action is labelled as D1. This implies that disability is a significant objective of this action. Inclusion in TVET is new in Liberia. The proposed Action will seek the active involvement of the National Union of Organisations of the Disabled, the Division of Special and Inclusive Education of the MoE, County Education Officers and the Ministry of Youth and Sports. The action will seek to raise awareness of decision and policy makers, instructors, TVET managers and principles and communities on barriers affecting persons with disabilities (PWDs) and will develop new pathways for PWDs to"}, {"bbox": [85, 1620, 291, 1644], "category": "Footnote", "text": "¹¹ SWD(2020) 284 final."}, {"bbox": [1027, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 10 of 24"}]