[{"bbox": [93, 151, 1163, 390], "category": "Text", "text": "action plans for the enforcement of ordinances whose development was supported by the current Spotlight Initiative. Coordinated approaches shall continue to be facilitated through platforms like the national GBV Reference Group and the Medico-Legal Technical Working group, which shall be used to bring together all the GBV and SRHR programmes in Uganda. The report on the status of implementation of the 2016 Country Report on Persons with Disability by the National Council for Persons with Disabilities (NCPD) shall be used to design appropriate interventions. The same will be done for the Equal Opportunities Commission's Gender and Equity Guidelines for Local Governments, which, together with the National Planning Authority's benchmarks Public Finance Management Act (PFMA, 2015), shall be used to enhance SGBV responsive planning and budgeting compliance especially at Local Government level."}, {"bbox": [86, 405, 400, 437], "category": "Section-header", "text": "## 3.5 The Intervention Logic"}, {"bbox": [86, 453, 1145, 562], "category": "Text", "text": "If inclusive access to quality education and participation and retention within safe and well managed schools are improved for adolescent girls and if women and adolescent girls have better access to and utilisation of quality SRHR and SGBV services, then women and adolescent girls, including in refugee-based areas and with disabilities, will be empowered and the potential for Uganda's demographic dividend will increase."}, {"bbox": [86, 585, 1145, 880], "category": "Text", "text": "If learning environment is improved through better school facilities (e.g. WASH facilities, classrooms, libraries, teacher accommodation, materials and labs), there will be a greater chance for girls to access and stay in school. More specifically, if WASH services are improved for schools and communities then improved Menstrual Hygiene Management (MHM) conditions at school and home and sexual and reproductive health for adolescent girls and women, a clean environment for the adolescent girls will enable their retention and progress in schools and promote self-esteem, workload (water collection time) at home will be reduced and time for educational activities increased; conditions for inclusive socio-economic development will be more favourable and the vulnerability of women and girls to SGBV will be reduced. Furthermore, if sustainable access to WASH services is guaranteed to all children of school going age, then the prevalence of diarrheal diseases and absenteeism from school will be reduced, the vulnerability to other diseases and infections (e.g. COVID-19) will be reduced, the burden of health expenditures to vulnerable families will be reduced and the chances for continuous learning of the child will be raised."}, {"bbox": [86, 904, 1145, 1145], "category": "Text", "text": "Second, if the low capitation grants to primary schools are increased and unconditional and performance-based grants provided to promote education for adolescent girls, if adolescent girls and their families are supported financially through differentiated packages including in complementarity with cash for education support funded by DG ECHO and if communities, schools and local government are involved in that support then the primary barrier for non-attendance is reduced; stakeholders' commitment for education for adolescent girls is strengthened; schools can develop and execute their own strategies to improve access to education and are less reliant on supplementary and inadequate Parent Teacher Associations (PTAs) funding; and evidence on the use of social protection for education outcomes is generated as well as insight into appropriate levels of funding for schools for advocacy and policy dialogue."}, {"bbox": [86, 1169, 1145, 1331], "category": "Text", "text": "Third, if Local Governments' capacity is built on identification of out-of-school adolescent girls and boys and community mobilised for return of adolescent girls to learning, if provision of integrated early childhood development and childcare services are developed, if accelerated education programmes building on humanitarian approaches in Uganda and alternative education pathways are expanded and if negative socio-cultural barriers are addressed then teenage pregnant girls and child mothers and boys who have dropped out of school, who are overage or at risk of dropping out will return to learning."}, {"bbox": [86, 1355, 1145, 1541], "category": "Text", "text": "Four, if teaching staff are motivated and competent, supported in their professional development through continuous professional development and have access to quality learning materials, if school principals and pedagogical and administrative managers have increased capacities to monitor learning and ensure quality learning, if gender responsive teacher methodologies is promoted among teachers and school leaders and if PTAs, School Management Committees, and District Education Services are supported to ensure inclusive access and participation in school for adolescent girls then effective learning and academic achievement and transitioning from primary to secondary education of adolescent girls will be increased."}, {"bbox": [86, 1566, 1145, 1622], "category": "Text", "text": "Lastly, if national and subnational institutions are strengthened for increased delivery of quality SRHR and SGBV services, if an harmonized data system on SRHR and SGBV informs policy, planning and decision making, if related"}, {"bbox": [1027, 1681, 1145, 1706], "category": "Page-footer", "text": "Page 15 of 32"}]