[{"bbox": [71, 97, 1690, 1112], "category": "Table", "text": "<table><tr><td>Outcome 2</td><td>ITAs activities extended throughout the provinces where they are based, responding to local opportunities and challenges</td><td>2.1 Number and increase in the number of farms with which ITAs are in partnership (internships, field practices, experimental plots, training, etc.)<br/>2.2 Number of ITAs in which representatives of the sector sit on advisory or decision-making bodies<br/>2.3 Number of trainings delivered to local farmers per ITA per year</td><td>2.1: 0 in 2022<br/>2.2: 0 in 2022<br/>2.3: 0 in 2022</td><td>2.1: 50 in 2027<br/>2.2: 10 in 2027<br/>2.3: 2 per year</td><td>2.1: Agreements and conventions with partners<br/>2.2: Minutes of the meetings of the advisory bodies.<br/>2.3: ITAs annual reports</td><td>R) Local opportunities can be identified, e.g. agricultural value chains.</td></tr><tr><td>Outcome 3</td><td>ITAs infrastructure - building, maintenance, operating system - adequate to its mission and the needs of women and men</td><td>3.1 Number of boarding students / % of female students<br/>3.2 Budget spent by ITAs on the maintenance of their buildings</td><td>3.1: 777/25%<br/>3.2: Less than 10% of the value of the investment/year</td><td>3.1: 2570/30%<br/>3.2: 10% (of the value of the investments) / year</td><td>Annual monitoring and evaluation survey</td><td>The Ministry of Finance increases the allocation for ITAs and the budgetary procedures allow for the earmarking of resources for the maintenance of ITA buildings and estates.</td></tr><tr><td>Output 1<br/>relating to Outcome 1</td><td>Curricula adapted to the local needs - practical learning reinforced, integration of gender equality, promotion of agroecological practices and nutrition sensitive interventions</td><td>1.1.1 Number of curricula reformed<br/>1.1.2 Degree of integration of agroecology and climate-smart agriculture in curricula and/or extent to which curricula and learning materials are free from discriminatory social norms and gender stereotypes (GAP III indicator)<br/>1.1.3 Number of curricula developed and delivered that integrates practises to combat biodiversity loss and practises to adapt to climate change</td><td>1.1.1: 0<br/>1.1.2: None<br/>1.1.3: None</td><td>1.1.1: 3 curricula (1/geographical network of ITAs) each with 6 specialities (plant production, animal production, farm management, forestry, agri-food, aquaculture)<br/>1.1.2: Agroecology is a pillar of the curriculum<br/>1.1.3: To be indicated at the start of implementation</td><td>1.1.1: Project activity report<br/>1.1.2: External evaluation of reformed curricula<br/>1.1.3: External evaluation of reformed curricula</td><td>MINAGRIP internalises the need to promote agro-ecological transition</td></tr></table>"}, {"bbox": [1568, 1134, 1690, 1158], "category": "Page-footer", "text": "Page 14 of 22"}]