[{"bbox": [88, 94, 1712, 1115], "category": "Table", "text": "<table><tr><td></td><td></td><td>4. Extent to which curricula and learning materials are free from discriminatory social, ethnic and religious norms and gender stereotypes (GAP Specific thematic objective 6, key thematic outcome indicators)</td><td>4. 2023: NA</td><td>4. 2027: to be determined during inception phase</td><td>4. UIS, Census, National Household Surveys, SDG report</td><td></td></tr><tr><td rowspan=\"5\">Outcome 1</td><td rowspan=\"5\">1. Improved access and completion of inclusive, equitable primary and secondary education of girls, including displaced girls, girls pertaining to minorities, disabled girls and girls living in vulnerable situations (EU results education, adapted, MIP expected result 2.1.1)</td><td>1.1 Number of students enrolled in education with EU support: (a) primary education, (b) secondary education (disaggregated by income level, sex, migration status, minority, disability, geographical location - region, urban/rural) (GERF 2.36; OPSYS core indicator)</td><td>1.1 2023: 0</td><td>1.1 2027: to be determined during inception phase</td><td>1.1 Baseline and endline surveys conducted and budgeted by the EU-funded intervention</td><td rowspan=\"5\">No additional external factors affecting socio-economic conditions;<br/>National and local security situation allows for safe implementation;<br/>Adequate allocations to the sector in the national budget.<br/>National and local authorities' support, full engagement and ownership continue;<br/>Favourable government education and gender equality policies;</td></tr><tr><td>1.2 Primary completion rate or Gross intake rate in the last grade of primary school (disaggregated by income level, sex, migration status, minority, disability, geographical location - region, urban/rural, access to Early Childhood Education, wealth quintile) (SDG 4.1.2; OPSYS core indicator)</td><td>1.2 2023: NA</td><td>1.2 2027: to be determined during inception phase</td><td>1.2 Education for All Global Monitoring Report (EFA GMR), UIS, Education Management Information Systems (EMIS), SDG report</td></tr><tr><td>1.3 Secondary completion rate, lower or upper (disaggregated by income level, sex, migration status, minority, disability, geographical location - region, urban/rural, access to Early Childhood Education, wealth quintile) (SDG 4.1.2; OPSYS core indicator)</td><td>1.3 2023: NA</td><td>1.3 2027: to be determined during inception phase</td><td>1.3 EFA GMR, UIS, EMIS, SDG report</td></tr><tr><td>1.4 Drop-out rate by grade in primary education/secondary general education (disaggregated by income level, sex, migration status, minority, disability, geographical location - region, urban/rural, access to Early Childhood Education, wealth quintile)</td><td>1.4 2023: NA</td><td>1.4 2027: to be determined during inception phase</td><td>1.4 UIS, national statistics offices Multiple Indicator Cluster Surveys (MICS) and Demographic and Health Surveys (DHS)</td></tr><tr><td>1.5 Gender parity in school enrolment and primary and secondary completion rates (GAP specific thematic objective 6 outcome)</td><td>1.5 2023: NA</td><td>1.5 2027: to be determined during inception phase</td><td>1.5 EFA GMR, UIS, EMIS, SDG report</td></tr></table>"}, {"bbox": [1525, 1149, 1644, 1173], "category": "Page-footer", "text": "Page 16 of 23"}]