[{"bbox": [97, 153, 1134, 233], "category": "Text", "text": "SMEs along with links to local employment. **Key impacts** would be a reduction of out-of-school children, especially girls, an increase of access to and demand for quality and inclusive education, an increase in total number of years spent at school and improvement in foundational learning outcomes."}, {"bbox": [97, 244, 1134, 378], "category": "Text", "text": "Education is a new sector of intervention for the EU in Nigeria, the very first being a component of education programme implemented to support the reconstruction and early recovery of basic services for crises affected communities, including activities for improved livelihood, health and WASH provision in Borno State. The lessons learned from this and similar operations of other donors' programmes in Nigeria have inspired the design of the current programme of the EU support to the sector."}, {"bbox": [97, 390, 1134, 735], "category": "Text", "text": "The third National Communication (TNC) of the Federal Republic of Nigeria under the United Nations Framework Convention on Climate Change (UNFCCC) (2020) states that the level of awareness of the climate change phenomenon is still low in Nigeria and that citizens are mostly not aware of changing climatic patterns and their consequences. It also recognizes that education plays a major role in addressing climate-change related challenges and that an increase in climate-literacy amongst the population, especially among young people, fosters a change of attitude and behaviour whilst mitigating and adapting to the impacts and consequences of climate change. On the basis of other national strategic plans (such as National Strategic Plan of Action; Climate Change Policy Response and Strategy, Nigeria's NDC), it gives also some proposals for educating, training and improving public awareness of the nation on climate change. Some of them are development of skills-based curriculum at all levels of the education system aiming at empowering young people to be aware of the threats of climate change and be equipped with effective response strategies, investment in school-based programmes and projects aiming at helping children and students better respond to the threats posed by climate change, and organizing training for teachers on techniques for teaching climate change mitigation and adaptation."}, {"bbox": [97, 747, 1134, 960], "category": "Text", "text": "In addition to that, it is worth mentioning the Great Green Wall (GGW) Initiative with the ambition to restore 100 Mha of degraded land, sequester 250 MtC and create 10 million green jobs. According to United Nation Convention to Combat Desertification¹³, since its launch there are 1,205 people trained in food and energy security as well as in biodiversity maintenance, and 1,396 jobs created in Nigeria. This action is aligned with and contributes to Pillar 3 of the GGW initiative 'Climate resilient infrastructures and access to renewable energy in order to alleviate rural poverty and youth unemployment, support prosperity and security' by integrating environmental and climate change issues in education and training curricula to increase awareness and promote green jobs."}, {"bbox": [97, 971, 1134, 1052], "category": "Text", "text": "The Action aligns significantly to the Global Gateway, especially to its pillar on Education and Research. By promoting inclusive and equitable quality education the Action will not only benefit to young girls and other vulnerable groups but participate in the transformation of education and reliable access through digital tools."}, {"bbox": [97, 1063, 1134, 1355], "category": "Text", "text": "The foregoing is also selected to support the achievement of SDG4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and SDG 5 - Achieve gender equality and empower all women and girls, as well as contributing indirectly to other SDGs including on health, employment, economic growth, reduced inequalities, peace, justice, and strong institutions. Moreover, the action contributes to the EU GAP III, and particularly its' thematic areas of engagement 1) Promoting economic and social rights. It is also in line with the 2020 Council Conclusions in EU's external action to promote equitable access to inclusive quality education and will contribute to the Youth Action Plan (adoption foreseen in 2022). They are also in line with the European Consensus on Development commitment to pay particular attention to ensure people acquire knowledge, skills, capabilities, and rights for a life in dignity, fully engaged in society as responsible and productive adults. The intervention also contributes to supporting EU's commitments in the EU Disability Rights Strategy (2021-2030).¹⁴"}, {"bbox": [85, 1370, 340, 1400], "category": "Section-header", "text": "## 2.2 Problem Analysis"}, {"bbox": [97, 1415, 1134, 1470], "category": "Text", "text": "The objective of the action is to address a number of specific problems identified in the education sector in Nigeria which the EU can intervene as a new entrant in the sector through some key major objectives as under listed:"}, {"bbox": [97, 1481, 1134, 1561], "category": "Text", "text": "One of the causes of the Out-of-school children (OoSC) phenomenon in Nigeria is the prevalence of weakness in basic education governance, management, and accountability systems, including monitoring and evaluation mechanisms and coordination. Plans and policies exist but strategies and political enforcement to this concrete"}, {"bbox": [85, 1597, 483, 1623], "category": "Footnote", "text": "¹³ https://www.unccd.int/our-work/ggwi/impact"}, {"bbox": [85, 1621, 647, 1645], "category": "Footnote", "text": "¹⁴ https://ec.europa.eu/commission/presscorner/detail/en/ip_21_810"}, {"bbox": [1038, 1680, 1144, 1705], "category": "Page-footer", "text": "Page 7 of 29"}]