[{"bbox": [96, 152, 1134, 260], "category": "Text", "text": "they have experienced physical violence and 17% sexual violence. Between 4% and 19% of girls who have\ndropped out of education cite pregnancy as the reason. This is a particular challenge for the poorest rural girls,\nwhere 27% between the ages of 15-19 have begun childbearing, and yet this is the group less likely to report\nexperience of violence by non-partners."}, {"bbox": [96, 284, 1134, 393], "category": "Text", "text": "High rates of school drop-out, low secondary education completion rates, especially among girls, gender stereotypes and harmful practices, and low availability of sexual and reproductive health services contribute to the high fertility rates and high rates of teenage pregnancies. Although a sexuality education programme in schools was launched in 2019, modalities for its implementation and rollout across the country are yet to be put in place."}, {"bbox": [96, 416, 1134, 552], "category": "Text", "text": "Customary practices such as early marriage, female genital mutilation, courtship rape, intimate partner violence, wife inheritance, lack of inheritance or land ownership by girls and widows are all highly prevalent and are compounded by restrictions in accessing SRHR services and low levels of literacy especially among vulnerable populations including refugees and adolescents and young people. The impunity for violence is also reinforced by gender biases in the school system and teaching methods."}, {"bbox": [96, 576, 1134, 737], "category": "Text", "text": "Overall, government institutions, including education, health, social welfare, legal aid providers, police, prosecutors, the judiciary, and immigration/border officials still face human resource, technical and financial gaps that negatively impact on their ability to render quality SGBV response services to women and girls. The existence of multiple data management systems contributes to duplication and loss of integrity in the outputs of SGBV management information systems and hinders tracking of SGBV cases along the continuum from the point of reporting up to conviction of perpetrators."}, {"bbox": [96, 761, 1134, 1029], "category": "Text", "text": "The low levels of learning outcomes, including for adolescent girls, are driven by a number of systemic barriers. Not least of these, the poor quality of teaching and the out-dated curriculum. Reforms to the secondary curriculum have been undertaken, to reduce the number of subjects, improve the relevance, and refocus the pedagogical approaches to be more student-centered. However, the teacher workforce lacks the skills and knowledge needed to implement the curriculum at secondary level and particularly in more remote, poorly resourced schools. Teachers also lack the knowledge and skills to manage classroom teaching in a gender-responsive way (e.g. avoid gender stereotypes; give equal priority to boys and girls). Poor quality and relevance of teaching can be another reason for girls to drop out, feel unsafe and for their poor performance in learning assessments. In part, this is also a reflection of the broader school management environment; schools need to have improved leadership and management, which focuses on quality and inclusive instruction, and on ensuring schools are safe spaces."}, {"bbox": [96, 1053, 1134, 1267], "category": "Text", "text": "The main stakeholders of the Action are the Ministry of Gender, Labour and Social Development (MoGLSD), Ministry of Education and Sports (MoES), Ministry of Health (MoH), Ministry of Water and Environment (MWE), Ministry of Finance, Planning and Economic Development (MoFPED) and District local governments (DLGs). Other stakeholders include Civil Society Organisations (CSOs) engaged in education, SGBV, SRHR, religious and traditional leaders, teachers, schools management, parents and local communities. There are established forums and processes for policy dialogue in the sector, including a well-established Development Partners Group, which the EU will aim to play an active role in. The Action will seek strong involvement of the authorities at national and local levels to foster ownership and sustainability."}, {"bbox": [96, 1291, 1134, 1399], "category": "Text", "text": "The Action will work around the Parish Development Model, particularly the Parish Development Committees, and involve district education authorities, community services department at the district and sub-county levels, as well as local council leaders at various levels. The Spotlight Civil Society National Reference Group will continue to facilitate and oversee liaison with CSOs and participate in the Spotlight National Steering Committee."}, {"bbox": [85, 1426, 605, 1460], "category": "Section-header", "text": "# 3 DESCRIPTION OF THE ACTION"}, {"bbox": [85, 1491, 509, 1525], "category": "Section-header", "text": "## 3.1 Objectives and Expected Outputs"}, {"bbox": [96, 1538, 270, 1566], "category": "Section-header", "text": "Overall Objective:"}, {"bbox": [96, 1576, 1075, 1632], "category": "Text", "text": "To empower adolescent girls and women through greater access to inclusive quality education and through knowing and exercising their sexual and reproductive health and rights and to free them from SGBV."}, {"bbox": [1037, 1680, 1143, 1706], "category": "Page-footer", "text": "Page 8 of 31"}]