[{"bbox": [82, 104, 1148, 373], "category": "Text", "text": "household income. Young people in crisis-affected areas are, moreover, suffering from trauma and exposure to chronic stress. These young people are at high risk of: (a) being victims of sexual violence and abuse, trafficked by criminal networks within Myanmar and externally to neighbouring countries; (b) being exploited in harsh, low-paid manual labour, outside any oversight due the collapse of central and local government institutions and systems; and, (c) being recruited to fight on the frontlines of a violent civil war with little or no training. Women are particularly vulnerable in conflict affected areas and face increased challenges to pursue their education, training and professions. TVET attracts more male student and trainees (according to the World Economic Forum Gender Gap Report 2021: 39% men, 26% women in TVET) and women participation in the labour market has been chronically low. In addition, in the weeks after the military coup thousands of young women that were employed in the garment sector have returned to their villages of origin far from training and employment opportunities offered in urban areas."}, {"bbox": [82, 376, 1148, 615], "category": "Text", "text": "Specific objective 1 of this action aligns with long-term technical and budget support provided by the EU over the last five years to the secondary and TVET sub-sectors in States and Regions across Myanmar. The EU education team has an in depth understanding of Myanmar's education sector and it is widely recognised as one of the lead development partners (DPs) supporting secondary and TVET reforms and improved service delivery, especially for marginalised and disadvantaged youth in communities in ethnic and crisis-affected areas with particular focus on girls and women. The EU education team has a well-established network of national and international partner organisations that it has been working with for over a number of years. This action supports and directly complements ECHO funded education sector interventions to support TVET and improve livelihoods in ethnic and crisis affected communities."}, {"bbox": [82, 656, 328, 684], "category": "Section-header", "text": "**Key cross-cutting issues:**"}, {"bbox": [82, 688, 1148, 849], "category": "Text", "text": "The Myanmar student population in technical and vocational education and training is predominantly male and the disparities increased slightly during recent years. Expanding access to technical and vocational training for women, accompanied by measures to ensure labour market opportunities for them, would be crucial for the economic development of the country. Gender equality in this action will be ensured through (i) equal access to education and training for male and female students and youth, (ii) promotion of woman participation in training courses, (iii) inclusion of gender equality principles in training and capacity development activities."}, {"bbox": [82, 853, 1148, 988], "category": "Text", "text": "Priority area 1 targets primarily young people in ethnic and crisis affected areas. These are also areas with the highest number of internally displaced persons who are fleeing military rule and conflict. At the beginning of the action a contextualised conflict analysis will be conducted in each region of intervention. And a conflict sensitive approach to planning and implementation will be applied to minimize the risk that intervention could exacerbate conflict dynamics."}, {"bbox": [82, 992, 1148, 1047], "category": "Text", "text": "The non-formal education and technical and vocational training courses offered in the framework of this action will include sessions to promote climate change and environmental awareness."}, {"bbox": [82, 1051, 1148, 1106], "category": "Text", "text": "And finally, the action will contribute to fulfil the right to education and training and will apply the Abidjan principles of equality and non-discrimination and inclusivity."}, {"bbox": [82, 1110, 1148, 1220], "category": "Text", "text": "**Identification of main stakeholders and corresponding institutional and/or organisational issues:** The main stakeholders are students and youth between the ages of 15 and 24, the rights-holders. Wider stakeholders are INGOs, NGOs and CBOs, youth groups, parents' associations (in non-government controlled areas), women associations, local community representatives and leaders, leaders of cooperatives, business owners and faith-based organisations."}, {"bbox": [82, 1224, 671, 1253], "category": "Section-header", "text": "## 2 Post-secondary education and professional development"}, {"bbox": [82, 1257, 1148, 1498], "category": "Text", "text": "**Short problem analysis:** Higher education institutions in Myanmar have been closed for the last 15 months due to COVID-19 and the coup. An estimated 80-90 percent of students are refusing to return to their universities in protest of the military takeover. Approximately, 20,000 university staff (more than half of all salaried university staff) have been suspended since May 2021 for their involvement in the national civil disobedience movement (CDM). As a result of the pandemic and military takeover, an entire generation of students have lost access to formal post-secondary learning. Youth in the urban centres and rural and ethnic areas have been leading and actively participating in protests against the military coup, and thousands have been imprisoned and hundreds killed. Thousands of youth have fled to border areas or into neighbouring countries. Hundreds of thousands of university students have been unable to pursue higher education or professional development opportunities."}, {"bbox": [82, 1502, 1148, 1637], "category": "Text", "text": "Specific objective 2 of this action brings unique EU added value by offering access to and involvement of universities and organisations in 27 EU member states. It will also: (a) enhance coordination and effectiveness beyond EU Member States' scholarship schemes; (b) offer Myanmar beneficiaries access to the systems under the European Higher Education Area in terms of quality assurance, recognition of qualifications and credit transfer; (c) mobilise EU development funding in the education sector; (d) supplement ongoing EU Member State's scholarship"}, {"bbox": [1050, 1649, 1159, 1676], "category": "Page-footer", "text": "Page 7 of 24"}]