[{"bbox": [100, 153, 1134, 207], "category": "List-item", "text": "- Construction and improvement of school sanitation facilities including menstrual hygiene management facilities and faecal sludge treatment plants;"}, {"bbox": [100, 211, 1134, 265], "category": "List-item", "text": "- Strengthening of school operations and management systems for WASH including linkages with national utilities, school management committees and district education offices;"}, {"bbox": [100, 268, 1134, 322], "category": "List-item", "text": "- Hygiene promotion and sensitization campaigns, including formation and training of school health clubs fostering an intersectoral approach with links to SRHR, SGBV and social norms."}, {"bbox": [100, 326, 1134, 380], "category": "List-item", "text": "- Targeted capacity building measures for water utility operators, water user committees and schools, management committees on operations and maintenance."}, {"bbox": [97, 392, 205, 419], "category": "Section-header", "text": "**Output 1.2:**"}, {"bbox": [100, 431, 1134, 485], "category": "List-item", "text": "- Design and implement the primary school performance-based grant model in target districts to enable schools to improve retention of girls in upper primary (P4-P7) and completion of primary education by girls;"}, {"bbox": [100, 489, 1134, 543], "category": "List-item", "text": "- Implement cash support programme for adolescent girls to improve access and retention in secondary education up to S4;"}, {"bbox": [100, 547, 1134, 601], "category": "List-item", "text": "- Strengthen education system at national and district levels to build an enabling environment for the retention of adolescent girls in upper primary and their access and transition to secondary education in target districts;"}, {"bbox": [100, 612, 1134, 667], "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, 679, 208, 706], "category": "Section-header", "text": "**Output 2.1:**"}, {"bbox": [100, 717, 1134, 799], "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, 802, 1134, 882], "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, 885, 1134, 940], "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, 944, 1134, 996], "category": "List-item", "text": "- Provision of alternative education and skilling pathways for marginalised adolescents' girls and boys in target districts;"}, {"bbox": [100, 1001, 1134, 1082], "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, 1094, 205, 1121], "category": "Section-header", "text": "**Output 2.2:**"}, {"bbox": [100, 1133, 1134, 1266], "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, 1270, 1134, 1324], "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, 1327, 1134, 1380], "category": "List-item", "text": "- Evaluate, document, and share lessons learnt with a view on scaling best CPD models in collaboration with MoES;"}, {"bbox": [100, 1385, 1134, 1465], "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, 1477, 205, 1504], "category": "Section-header", "text": "**Output 2.3:**"}, {"bbox": [100, 1516, 1134, 1621], "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": [1027, 1681, 1145, 1707], "category": "Page-footer", "text": "Page 10 of 32"}]