[{"bbox": [97, 153, 1124, 206], "category": "Text", "text": "Activities related to Output 2.2 Improved CSO's capacities for enhancing transparency and accountability in the implementation of the SESP"}, {"bbox": [135, 208, 1133, 261], "category": "List-item", "text": "* Improve the capacities of local governments, schools and CBO in good governance, transparency and social accountability."}, {"bbox": [135, 263, 1133, 316], "category": "List-item", "text": "* Enhance the capacities of schools in developing in a participatory and contextual manner the School Leadership and Management and the School Improvement Plan."}, {"bbox": [87, 330, 311, 360], "category": "Section-header", "text": "## 3.3 Mainstreaming"}, {"bbox": [97, 377, 541, 403], "category": "Section-header", "text": "### Environmental Protection & Climate Change"}, {"bbox": [97, 403, 1002, 429], "category": "Text", "text": "Outcomes of the EIA (Environmental Impact Assessment) screening: Not applied for this measure."}, {"bbox": [97, 430, 919, 456], "category": "Text", "text": "Outcome of the CRA (Climate Risk Assessment) screening: Not applied for this measure."}, {"bbox": [97, 457, 637, 483], "category": "Section-header", "text": "### Gender equality and empowerment of women and girls"}, {"bbox": [97, 482, 1133, 798], "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. Furthermore, by improving the physical and educational environments by making schools free from fear, discrimination, and abuse and conducive to diversity so that children can participate in learning activities in a child-friendly (including gender and disability-friendly) environment."}, {"bbox": [97, 800, 243, 827], "category": "Section-header", "text": "### Human Rights"}, {"bbox": [97, 827, 1133, 1038], "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 equity, peace, non-violence, universal citizenship and cultural diversity and skills to contribute to sustainable development. To achieve this, it has adopted the strategies of i) integrating various soft/non-cognitive skills and human values, including gender, inclusion, respect for diversity, equity, human rights, non-violence, peace and cohesion, awareness in the school education curriculum; and ii), develop the capacities of all teachers so that all incumbent teachers can teach addressing contemporary issues related to teaching and learning identified by national studies such as gender, inclusion, equity, human rights, peace and co-existence, awareness of environmental change, etc."}, {"bbox": [97, 1039, 195, 1065], "category": "Section-header", "text": "### Disability"}, {"bbox": [97, 1065, 1133, 1331], "category": "Text", "text": "As per OECD Disability DAC codes identified in section 1.1, this action is labelled as D1. The SESP was informed by a dedicated analysis on disability-inclusive education to inform the overall education sector analysis and the development of an inclusive education approach paper. Following this, the SESP sets out to strengthen inclusive education by including targets on scaling up inclusive education schools and turning the 380 existing resource classes into inclusive education resource hubs for schools within the respective local governments. It also scales up an inclusive Education Management Information sub-System at the local level to consolidate data on children with disabilities to be able to offer educational services that respond to their specific needs. This modelling of inclusive education is envisioned to be done alongside efforts to strengthen the capacity of governments to provide inclusive education services, including on identifying learning disabilities, developing tailored teaching and learning materials, along with teacher development."}, {"bbox": [97, 1332, 210, 1358], "category": "Section-header", "text": "### Democracy"}, {"bbox": [97, 1358, 1133, 1463], "category": "Text", "text": "The emphasis of the system strengthening in the education sector is primarily aimed at the local level to ensure that the democratically elected local governments are enabled to exercise their roles and responsibilities as per their constitutional mandate. The SESP also clearly states in its vision and mission the ambition to ensure that education produces people that are able to engage in their community and the wider society."}, {"bbox": [97, 1464, 486, 1490], "category": "Section-header", "text": "### Conflict sensitivity, peace and resilience"}, {"bbox": [97, 1490, 1133, 1623], "category": "Text", "text": "The action will contribute to strengthen the educational at local government level by reducing the disparities between them and the rest of the country directly contributes to a decrease of the flaring up of political agitation and conflict. Respecting local differences and allowing parents and children to have informed choices is a basis of the policy. Cross-cutting issues of child protection; preventing gender-based violence, sexual exploitation and abuse; and gender, age and disability needs to be systematically integrated in humanitarian responses. Children's related"}, {"bbox": [1038, 1681, 1143, 1706], "category": "Page-footer", "text": "Page 7 of 12"}]