[{"bbox": [98, 152, 471, 179], "category": "Text", "text": "Activities related to Outputs 2.1 and 2.2:"}, {"bbox": [134, 180, 1134, 287], "category": "List-item", "text": "* Introduce the use of modern and effective pedagogical methods: revision of curriculum and learning activities to include ICT, civic education, local language, culture, geography, history, knowledge and skills, supporting aids for children with special needs, climate change, sustainable development, peace education, gender and comprehensive sexuality education."}, {"bbox": [134, 288, 1134, 340], "category": "List-item", "text": "* Establish a teacher support system at local level and introduce the practice of teachers being responsible and accountable for students achievement."}, {"bbox": [98, 367, 498, 395], "category": "Text", "text": "Activities related to the Outputs 3.1 and 3.2:"}, {"bbox": [134, 396, 1134, 449], "category": "List-item", "text": "* Develop contextualized benchmarks for local governments against SESP program result framework targets."}, {"bbox": [134, 450, 1134, 504], "category": "List-item", "text": "* Training to Local Governments on using the analysis and available data to inform their annual planning and budget exercises."}, {"bbox": [134, 505, 1134, 585], "category": "List-item", "text": "* Support local government to link and integrate social development data sets and information management systems at local level to allow education, child protection, health, and nutrition data to be linked for need-based and holistic support to the most at risk children."}, {"bbox": [134, 586, 1134, 640], "category": "List-item", "text": "* Support to local government to establish gender education networks and introduce complain response mechanisms and gender focal points at school level"}, {"bbox": [134, 641, 1134, 694], "category": "List-item", "text": "* Support to local government to run eco-friendly (green) schools and introduce environmental sustainability and climate change in local curriculum"}, {"bbox": [134, 695, 1134, 749], "category": "List-item", "text": "* Introduce low-tech interventions that provide feasible options for local governments with limited IT facilities and connectivity to bridge the digital divide"}, {"bbox": [134, 750, 1134, 804], "category": "List-item", "text": "* Support local governments to undertake learning loss analysis and develop a recovery roadmap as part of their comprehensive education sector plans"}, {"bbox": [134, 805, 1134, 858], "category": "List-item", "text": "* Model comprehensive school safety at school level to mitigate disruptions and shocks to the system and thereby loss of learning."}, {"bbox": [86, 872, 328, 904], "category": "Section-header", "text": "## 3.3. Mainstreaming"}, {"bbox": [98, 919, 562, 946], "category": "Section-header", "text": "### Environmental Protection and Climate Change"}, {"bbox": [98, 946, 1134, 1104], "category": "Text", "text": "During the Education Sector Analysis (2020) in order to prepare the new school education sector plan, an vulnerability and risk assessment was completed. The outcome of the Strategic Environmental Assessment (SEA) screening concluded that no further action is required. The outcome of the Climate Risk Assessment (CRA) screening concluded that this action is no or low risk (no need for further assessment). During the implementation of this action environmental protection and climate change issues will be integrated in the curriculum updates and reform for teachers and students as well as in the review of guidelines for school construction."}, {"bbox": [98, 1105, 638, 1132], "category": "Section-header", "text": "### Gender equality and empowerment of women and girls"}, {"bbox": [98, 1132, 1134, 1476], "category": "Text", "text": "As per OECD Gender DAC codes identified in section 1.1, this action is labelled as G1. This implies that gender equality is a cross-cutting issue throughout all activities and envisioned outputs and outcomes. The SESP seeks to address gender inequality and social exclusion. This includes removing identified gender barriers, along with the challenges faced of the intersectionality of these barriers with additional drivers of exclusion such as those based on language, caste or socio-economic background. Major strategies under the SESP in this regard are the adaptation of the Consolidated Equity Strategy to be operational across the different tiers of government and support local governments to identify and unpack gender-driven education outcome disparities, followed by targeted interventions to reduce these and monitor progress through the equity index, which ranks local governments based on prevalence and severity of these disparities. The child-friendly school model and equity strategy will be modified and implemented to promote equity and inclusion; disability- and gender-friendly physical and educational infrastructure; an educational mechanism will be installed and necessary equity indicators will be included in the education management information system to ensure that any form of discrimination, abuse or bullying does not take place in school."}, {"bbox": [98, 1477, 245, 1503], "category": "Section-header", "text": "### Human Rights"}, {"bbox": [98, 1503, 1134, 1582], "category": "Text", "text": "The SESP commits to ensure that all learners receive the knowledge of culture to respect a sustainable way of life, human rights, gender equality, peace, non-violence, universal citizenship and cultural diversity and skills to contribute to sustainable development. To achieve this, it has adopted the strategies of:"}, {"bbox": [1028, 1680, 1144, 1706], "category": "Page-footer", "text": "Page 13 of 26"}]