[{"bbox": [114, 95, 1636, 1114], "category": "Table", "text": "<table><tr><td></td><td></td><td>Indigenous provider) reported by providers</td><td></td><td></td><td></td><td>Local partners continue to have safe access to target communities and children, including outreach access in hard-to-reach areas.<br/>There is an uninterrupted supply of learning materials available</td></tr><tr><td rowspan=\"3\">Outcome 2</td><td rowspan=\"3\">Strengthened teachers' capacities to deliver these services and improve the availability and accessibility of context-responsive, equality-focused teaching and learning materials</td><td>2.1 # and % of teachers disaggregated by sex, age, disability, status (displaced/refugee), and ethnicity that achieve satisfactory teacher competencies based on the agreed Teacher Competency Framework (TCF) supported by this action (SDG 4.c.3)</td><td>2.1 0</td><td>2.1 20,000</td><td>2.1 Baseline and end line reports, reports collected by Implementing Partners</td><td rowspan=\"3\">Ethnic Education Providers from different ethnic areas in Myanmar are willing and mandated by their Education Departments to engage in policy dialogue and joint coordination.</td></tr><tr><td>2.2 Annual completion rate disaggregated by sex, age, disability, status (displaced/refugee), education services and ethnicity (SDG 4.1.2)</td><td>2.2 0</td><td>2.2 90%</td><td>2.2 Baseline and end line reports, reports collected by Implementing Partners</td></tr><tr><td>2.3 # and ratio of female to male participants who have benefited from skills development in VET and/or non-formal education and women literacy clubs with support from this action (GAP)</td><td>2.3 0</td><td>2.3 50%</td><td>2.3 Baseline and end line reports, reports collected by Implementing Partners</td></tr><tr><td rowspan=\"2\">Outcome 3</td><td rowspan=\"2\">Strengthened ethnic education systems, improve community-level management and sector coordination, advocacy and monitoring</td><td>3.1 Out-of-school rate for children, youth and women in crisis and conflict-affected areas disaggregated by sex, age, disability, status (displaced/refugee), and ethnicity</td><td>3.1 to be defined in inception phase</td><td>3.1 to be defined in inception phase</td><td>3.1 Baseline and end line studies, reports</td><td rowspan=\"2\"></td></tr><tr><td>3.2 Early grade Literacy and Numeracy outcomes for children disaggregated by sex,</td><td>3.2 to be defined</td><td>3.2 to be defined in inception phase</td><td>3.2 Baseline and end line studies, learning assessment reports</td></tr></table>"}, {"bbox": [1508, 1123, 1636, 1149], "category": "Page-footer", "text": "Page 21 of 33"}]