[{"bbox": [100, 161, 1105, 238], "category": "List-item", "text": "- Evidence-based research and lessons learnt on new models of supplementary financial support to schools and scholarship/cash transfer to support advocacy to address financial barriers to primary and secondary schools"}, {"bbox": [100, 253, 208, 280], "category": "Section-header", "text": "### Output 2.1:"}, {"bbox": [100, 292, 1087, 373], "category": "List-item", "text": "- Local Government (District, Sub-county and Parish) and district education officers' capacity is built on identification of out-of-school adolescent girls and boys and community mobilisation for return of adolescent girls to learning (data, planning and coordination support at district level);"}, {"bbox": [100, 377, 1128, 457], "category": "List-item", "text": "- Provision of integrated early childhood development and childcare services, including the possibility of nursery schools, early childhood development (ECD) centres, or at home childcare to support out-of-school child mothers with return to learning and successful completion of accelerated education;"}, {"bbox": [100, 461, 1089, 515], "category": "List-item", "text": "- Provision of accelerated education for most marginalised adolescents' girls and boys, including teenage pregnant girls and child mothers, in target districts;"}, {"bbox": [100, 519, 1089, 572], "category": "List-item", "text": "- Provision of alternative education and skilling pathways for marginalised adolescents' girls and boys in target districts;"}, {"bbox": [100, 576, 1132, 657], "category": "List-item", "text": "- Address socio-cultural norms with a focus on right-holders by influencing girls' and parents' perceptions about benefits of education, increasing aspirations, tackling negative gender norms and harmful stereotypes, and working on positive masculinity in complementarity with output 3.2."}, {"bbox": [97, 669, 205, 696], "category": "Section-header", "text": "### Output 2.2:"}, {"bbox": [100, 707, 1129, 842], "category": "List-item", "text": "- Co-create innovative Continuous Professional Development (CPD) and training modules for teachers, including the use of technology, in a participatory approach with MoES, Uganda National Institute for Teacher Education (NITE), National Teacher Colleges (NTCs), and schools focusing on gender responsive pedagogy (e.g. biases, gender stereotyping, social norms, positive masculinity, women leadership), active learning & teaching, new secondary school curriculum (STEAM), life skills & transition to work;"}, {"bbox": [100, 845, 1112, 898], "category": "List-item", "text": "- Test CPD delivery modalities, including hybrid and digital approaches to CPD, to harness the potential of the digital transformation;"}, {"bbox": [100, 902, 1127, 954], "category": "List-item", "text": "- Evaluate, document, and share lessons learnt with a view on scaling best CPD models in collaboration with MoES;"}, {"bbox": [100, 960, 1112, 1040], "category": "List-item", "text": "- Invest in creating a conducive learning environment, including classrooms, libraries, teacher accommodation, materials and labs to support the roll-out of the new secondary school curriculum, which could include education to sustainable development."}, {"bbox": [97, 1053, 205, 1080], "category": "Section-header", "text": "### Output 2.3:"}, {"bbox": [100, 1092, 1133, 1197], "category": "List-item", "text": "- Strengthen accountability and community engagement for quality education through capacity development for Parent Teacher Associations (PTAs), School Management Committees (SMCs) and school managers including design, testing, delivery and scaling up of training modules and best practice in collaboration with MoES;"}, {"bbox": [100, 1202, 1115, 1256], "category": "List-item", "text": "- Raise awareness and develop gender sensitivity with students, teaching staff and school leadership as well as strengthen the capacity of inspection and support services at district and central level;"}, {"bbox": [100, 1260, 1124, 1315], "category": "List-item", "text": "- Support school management teams in planning & budgeting effectively to boost quality and access, as well as planning for a larger number of girls (and boys) attending school;"}, {"bbox": [100, 1318, 883, 1346], "category": "List-item", "text": "- Raise awareness and develop gender sensitivity with education officers/services;"}, {"bbox": [100, 1350, 1121, 1403], "category": "List-item", "text": "- Invest in creating a safe learning environment for girls & boys, including safe dormitories, fencing, lighted walkways, study, and recreation areas."}, {"bbox": [97, 1415, 205, 1442], "category": "Section-header", "text": "### Output 3.1:"}, {"bbox": [100, 1453, 1129, 1560], "category": "List-item", "text": "- Strengthen the capacity of national and subnational institutions (Government, District Local Governments and Parish Development Committees) in gender and equity planning and reporting, and increased financing for effective delivery of services for prevention of SGBV, violence against children, harmful practices and the promotion of SRHR;"}, {"bbox": [100, 1564, 1120, 1618], "category": "List-item", "text": "- Strengthen multi-sectoral coordination and referral mechanism at national and subnational level for SGVB prevention and response and access to SRHR;"}, {"bbox": [1027, 1680, 1143, 1706], "category": "Page-footer", "text": "Page 10 of 31"}]