[{"bbox": [81, 145, 1167, 929], "category": "Table", "text": "<table><tr><td>1: External environment</td><td>The impact of the 2020-2021 school closure and the risk of new closures due to COVID-19.</td><td>High</td><td>High</td><td>Support to pregnant teenagers and child mothers, accelerated education programmes and alternative education pathways.</td></tr><tr><td>2: Planning, processes and systems</td><td>Lack of coherence/ integration between the components of the Action implemented by different implementing partners.</td><td>Medium</td><td>Medium</td><td>The EU Delegation will foster joint formulation, implementation and geographical convergence among implementing partners. A steering committee will also be established.</td></tr><tr><td>2: Planning, processes and systems</td><td>Poorly functioning education management information systems (EMIS), with last available data from 2017.</td><td>High</td><td>Medium</td><td>Dialogue with the education partners group, and forthcoming GPE support. It is expected that this will be a priority for dialogue.</td></tr><tr><td>3: People and the organisation</td><td>Underfunding of the supply side of education (e.g. lack of teachers, classrooms)</td><td>High</td><td>High</td><td>Policy and political dialogue in coordination with other development partners, including based on evidence generated by the Action (e.g. financial support to schools and adolescent girls).</td></tr><tr><td>3: People and the organisation</td><td>Exclusion of boys / men from the action</td><td>Medium</td><td>Medium</td><td>A balanced approach between specific support to adolescent girls and a broader enhancement of the learning environment will be promoted; men and boys will be engaged in SGBV prevention, access to SRHR and sexuality education.</td></tr></table>"}, {"bbox": [93, 930, 244, 953], "category": "Section-header", "text": "Lessons learnt:"}, {"bbox": [93, 974, 1160, 1214], "category": "Text", "text": "Experience has shown that provision of WASH services limited to schools is not only unsustainable but to a large extent brews conflicts with the host community population. The community will often intrude into the school to collect water thus disrupting the school program and most often vandalising the WASH facilities. Moreover, children always require safe water whether at school or back home. With Uganda's well-known family and gender role of children and women being the primary water collectors, it's crucial that a holistic approach is implemented to save these groups from the burden of water collection. This will avail time for the children to attend school and reduce conflict between school management and the community. Operation and maintenance of WASH infrastructures has been problematic in the past. Project implementation needs therefore to strengthen the government's asset ownership and effective operations and maintenance towards a higher reliability and longevity of WASH investment."}, {"bbox": [93, 1239, 1160, 1555], "category": "Text", "text": "Scholarships for the most vulnerable adolescent girls - including those affected by COVID-19 - can boost and enhance their access and re-entry to school. However, scholarship per se may not result in enhancing retention and transition. Following the whole-school approach, new models of support are required for addressing the financial barriers to primary and secondary school for adolescent girls - with additional set of activities focused on making schools safe and the provision of extracurricular life-skills education to build competencies of adolescents' girls. Cash transfer programmes for education need to take into account not only the out-of-pocket expenses that are a barrier for accessing education but also opportunity costs of education faced by girls and families which relate to the lost time spent on domestic work, caregiving or agricultural labour. Cash transfer programmes that additionally target households with financial assistance are often used to counter this. Opportunity costs may also extend to socially determined expectations of girls' reproductive value or the forgone financial benefits to families of early/child marriage. There is positive experience of combining cash transfers for education with holistic programming to address social and gender norms factors that are barriers to education."}, {"bbox": [93, 1583, 1160, 1638], "category": "Text", "text": "UNICEF's experience of implementation of Accelerated Education Programming (AEP) in 14 centres in refugee hosting districts in Uganda show that AEP is an effective approach in bringing over-aged adolescents back to school."}, {"bbox": [1026, 1680, 1141, 1704], "category": "Page-footer", "text": "Page 13 of 31"}]