[{"bbox": [96, 152, 1135, 260], "category": "Text", "text": "The challenge is to identify a viable strategy to successfully address this complex, strategically important yet long-neglected sector, and mobilise the actors that can support it and implement it. The effects of a successful development of agriculture can thus be profound on the economy, the country and the population. The proposed Action, focusing on the development of TVET in the field of agriculture, contributes to this."}, {"bbox": [96, 270, 1135, 697], "category": "Text", "text": "Angola has 12 public ITAs, equivalent to secondary education, distributed across the country. They differ greatly in terms of number of students, infrastructure and management set up. However, common to all is the need to modernise their teaching, to upgrade their staff capacities, to adopt more effective management system, to be equipped, to increase the gender balance among students, to better use their assets (specifically land), to cost out their needs (investment and current) and seek funding (private and/or public) to deliver quality education, to improve the resilience of the communities to climate change and contribute to the sector's growth. In particular, teaching methodologies and curricula need to include more \"hands-on\" experience both at the working fields and at the laboratory. Angolan private operators in the agriculture sector claim that graduates are not equipped with \"practical knowledge\" and as a result they choose between hiring foreign workforce or hire and train \"in-house\" Angolan graduates. Besides, in the near future, formal agribusiness' companies will not be able to absorb all ITAs' graduates. Therefore, ITAs are found with the challenge of delivering entrepreneurship skills training to maximise their graduates' chances to find earning opportunities in the field of agriculture through self-employment. In addition, there is a need for key stakeholders in the sector to move away from a gender-blind policymaking and programme development and to tackle attitudes and assumptions that perpetuate discrimination to leave no one behind. This particularly refers to those at greater risk of being excluded from quality education such as girls and young people with disabilities."}, {"bbox": [96, 708, 1135, 764], "category": "Section-header", "text": "### Identification of main stakeholders and corresponding institutional and/or organisational issues (mandates, potential roles, and capacities) to be covered by the action:"}, {"bbox": [96, 773, 1135, 1014], "category": "Text", "text": "The direct and immediate beneficiaries of the Action, considered as rights-holders with the right to access education, will be the ITA's students (about 6 000 per year), whose learning and school life conditions will be significantly improved, both in terms of working environment and the relevance of the teaching and preparation for their future profession. To improve girls' access to training and their professional integration in the agricultural sector, the Action will work with relevant stakeholders to develop a curriculum integrating gender equality and modules for the prevention of violence against girls and women and sexual harassment, to adapt gender aware infrastructures and organisation, to provide counselling/mentoring services and citizen/association structures to deal with complaints and challenge stereotypes and social norms as well as improve their study conditions. The students' families and local communities are also significant stakeholders."}, {"bbox": [96, 1024, 1135, 1133], "category": "Text", "text": "Other direct beneficiaries, considered as duty-bearers responsible to respect, protect and realise the rights of the students, will be the teaching, administrative and support staff of the ITAs who will be involved in the curricula review, in modernising of teaching and working practices. Particular attention will be paid to the needs of women and measures to facilitate their professional engagement."}, {"bbox": [96, 1143, 1135, 1331], "category": "Text", "text": "Finally, the Ministries concerned, the Ministry of Education (MED) and Ministry of Agriculture and Fisheries (MINAGRIP), will see their institutional capacities strengthened, and inter-ministerial collaboration established according to a model that could be replicated for the benefit of sectors other than the agricultural sector. The Ministry of Social Action, Family and Women Promotion (MASFAMU) will also benefit from the Action through the partnerships and capacitation of its network of Social Action, Family and Gender Equality Cabinets (GASFIGs)¹³, an indispensable partner given its responsibility in the implementation of the National Policy for Gender Equality and Equity."}, {"bbox": [96, 1342, 1135, 1526], "category": "Text", "text": "In a more indirect way, agricultural production will improve thanks to the skills acquired and passed on by the technicians trained based on the Agriculture and Rural Training system that is more attentive to their needs, which will enable to improve the production and productivity in a sustainable way. It will also ensure women's (future) participation in agricultural value chain, where they will also be able to take responsibility for other than the \"conventional\" tasks of marketing and cultivating specific agricultural products. In line with the Human Rights Based Approach, the action will seek to raise awareness of child labour in agriculture in view of addressing this issue."}, {"bbox": [85, 1600, 1145, 1646], "category": "Footnote", "text": "¹³ GASFIC was identified as a key player in a Gender Profile carried out by AFD in the framework of the Agrarian Technical Schools Revitalisation Project."}, {"bbox": [1038, 1681, 1145, 1706], "category": "Page-footer", "text": "Page 6 of 22"}]