[{"bbox": [122, 106, 1146, 186], "category": "List-item", "text": "- Measures to ensure protection of children while in school and the safety of schools. These may include provision of safe school environments, relevant training for teachers and community education committees, psycho-social support and production of relevant teaching and learning materials."}, {"bbox": [122, 186, 1146, 292], "category": "List-item", "text": "- Training of teachers will integrate Disaster Risk Reduction (DRR) pedagogy including action learning primarily to raise hazards awareness, develop risk maps, plans and reduction campaigns. Issues of rangeland management, soil and water conservation as a means to adapt to climate variability will be infused in trainings."}, {"bbox": [122, 292, 1146, 345], "category": "List-item", "text": "- Support renewable energy for schools to improve learning outcomes for learners, especially those from marginalized areas and communities."}, {"bbox": [83, 371, 1146, 426], "category": "Section-header", "text": "## Activities related to Output 2 (Increased participation of youth and adults in quality technical and vocational education and training linked to employment and economic opportunities):"}, {"bbox": [83, 450, 1146, 664], "category": "Text", "text": "This strand is aimed at engaging out-of-school youth who have very low chances of accessing relevant basic knowledge and skills. Focus will be placed on the provision of non-formal education and /or technical vocational education and training considering education and training are key in successful transition to work. Link will be created with primary and secondary education opportunities allowing for alternative pathways to get the youth back to formal education systems, especially lower and upper secondary. Specific support will be provided to Berbera Technical Training College enabling the centre to develop the institutional capacity to provide long-term training of sufficient quality and which respond to the needs of the expanding economy of a port city that is of geo-strategic significance. Main activities may include inter alia:"}, {"bbox": [122, 689, 1146, 740], "category": "List-item", "text": "- Provide non-formal education (basic literacy and numeracy), to find work or start own business and manage them."}, {"bbox": [122, 742, 1146, 823], "category": "List-item", "text": "- Carryout localized labour needs assessment to identify marketable skills to be supported. Sustainable environmental conservation as a means to adapt to climate variability and digital skills will be part of the package, especially at the level of vocational training."}, {"bbox": [122, 823, 1146, 902], "category": "List-item", "text": "- Provide scholarships for demand driven certified skills training for up to 1 200 youth, to be taken in approved centres. Trainings will be informed by labour market assessments and will take between 9-12 months to complete."}, {"bbox": [122, 902, 799, 929], "category": "List-item", "text": "- Provide business start-up assistance to TVET graduates for graduates."}, {"bbox": [122, 929, 1146, 981], "category": "List-item", "text": "- Improve capacities of Berbera TVET centre through infrastructure improvements and provision of equipment, training for staff and management."}, {"bbox": [122, 981, 708, 1009], "category": "List-item", "text": "- Carryout tracer studies to assess employability of graduates."}, {"bbox": [83, 1060, 1146, 1115], "category": "Section-header", "text": "## Activities related to Output 3 (Enhanced capacity of public institutions to lead, monitor, and manage the education system)"}, {"bbox": [83, 1115, 1146, 1353], "category": "Text", "text": "Related to primary and secondary education, the key thrust of the activities under this output relate to institutionalising a systematic approach to school financing through the provision of school and capitation grants and strengthening regulatory and monitoring systems for private, community, and government schools, and institutional capacity building across the different actors in the education sector. This will require producing manuals and guidelines, and train different stakeholders on their respective roles. This should allow funding streams that are currently administered by NGOs to be incorporated in the Governments' budgets in the future as public resources increase (including through the provision of budget support). With respect to higher education, supported activities seek to enhance quality assurance, strengthening of research, promote (gender) inclusiveness, and increase international exposure. Main activities may include inter alia:"}, {"bbox": [83, 1379, 494, 1406], "category": "Text", "text": "Related to primary and secondary education:"}, {"bbox": [122, 1406, 1146, 1459], "category": "List-item", "text": "- Develop or review manuals and guidelines for whole school development planning as well as administration of school grants."}, {"bbox": [122, 1459, 1146, 1539], "category": "List-item", "text": "- Develop and/or review school development/ improvement plans based on a whole school approach to be financed with capitation and school improvement grants (with a view to these grants being integrated in the Government budget)."}, {"bbox": [122, 1539, 683, 1566], "category": "List-item", "text": "- Capacity building of Community Education Committees."}, {"bbox": [122, 1566, 1045, 1593], "category": "List-item", "text": "- Strengthening regulatory and monitoring system for private, community and government schools"}, {"bbox": [122, 1593, 1146, 1646], "category": "List-item", "text": "- Improved capacity of education officers for planning, budgeting, policy implementation, coordination and progress tracking."}, {"bbox": [1051, 1663, 1158, 1687], "category": "Page-footer", "text": "Page 9 of 23"}]