[{"bbox": [96, 100, 1178, 184], "category": "Text", "text": "ethnic areas across 11 states and regions of Myanmar³³ under the CASE2Learn project³⁴. These partners and the RISE network are further supported by UNESCO's provision of capacity development for both pre-service and in-service teacher training programs since 2022 under UNESCO's Strengthening Teacher Education in Myanmar (STEM) project."}, {"bbox": [96, 208, 1178, 343], "category": "Text", "text": "The action complements, and will be closely coordinated and possibly contribute to the Myanmar Education Consortium (MEC) which is a multi-donor pooled fund basic education programme with a $57.6 million budget (June '21 – May '25) funded by USAID, DFAT, FCDO and Finland. The MEC strategy focuses on system strengthening and works bilaterally with selected established ethnic education systems (providing support for education service delivery, institutional strengthening, and advocacy)."}, {"bbox": [96, 367, 1178, 583], "category": "Text", "text": "With the de facto authorities no longer ensuring services in many conflict areas, Ethnic Resistance Organisations are the duty bearers for delivery of basic services to the populations in territories under their control and as such represent a critical stakeholder. The EROs have traditionally featured education departments which offered a policy framework for ethnic education systems, but since the coup d'état and the territorial gains of the last years, EROs have developed new governance structures based on territory under their responsibility beyond the interests of their ethnic group, in preparation for the creation of a federal state: thus, Interim Executive Councils were created in several areas. As of the time of writing, these IECs find themselves at different stages of consultation, drafting, adoption and implementation³⁵. They will play a key role in defining education policy in ethnic areas, and allocating resources for implementation."}, {"bbox": [96, 605, 1178, 767], "category": "Text", "text": "Local stakeholders of ethnic education have relied on international partners (Donors, Development Partners, and International NGOs) for implementation, and as such international partners represent important stakeholders. With the emergence and consolidation of ethnic governance structures in the form of IECs, support to ethnic education is evolving towards a sector-based approach based on policies defined and owned by local stakeholders including the CSOs delivering the services and represented via the RISE Network, and will allow international stakeholders to engage in policy dialogue as basis for support."}, {"bbox": [96, 791, 1178, 925], "category": "Text", "text": "As rights-holders: Vulnerable children including ethnic boys and girls in rural/remote conflict and post conflict affected areas, out of school children (OOSC), displaced children, children with disabilities, youth and women, local teachers/community teachers, women's groups or groups representing persons with disabilities, parents, local communities in remote villages, returning refugees, IDP camps and villages in all states and regions across the whole country are the final beneficiaries of the action."}, {"bbox": [85, 951, 604, 986], "category": "Section-header", "text": "# 3 DESCRIPTION OF THE ACTION"}, {"bbox": [85, 1018, 509, 1051], "category": "Section-header", "text": "## 3.1 Objectives and Expected Outputs"}, {"bbox": [96, 1064, 1178, 1119], "category": "Text", "text": "The **overall objective** (Impact) of this action is to contribute to continued and increased access to quality, inclusive and equality-focused education services in ethnic and conflict affected areas."}, {"bbox": [96, 1143, 622, 1171], "category": "Text", "text": "The **specific objectives (Outcomes)** of this action are to:"}, {"bbox": [96, 1169, 1178, 1224], "category": "List-item", "text": "1) Increased access to inclusive, quality education services and learning pathways³⁶ in ethnic and conflict-affected areas³⁷;"}, {"bbox": [96, 1224, 1178, 1278], "category": "List-item", "text": "2) Strengthened teachers' capacities to deliver these services and improve the availability and accessibility of context-responsive, equality-focused teaching and learning materials;"}, {"bbox": [96, 1278, 1178, 1331], "category": "List-item", "text": "3) Strengthened ethnic education systems, improve community-level management and sector coordination, advocacy and monitoring;"}, {"bbox": [96, 1331, 869, 1358], "category": "Text", "text": "The **Outputs** to be delivered by this action contributing to **Specific Objective 1** are:"}, {"bbox": [85, 1403, 926, 1431], "category": "Footnote", "text": "³³ Kachin, Kayah, Kayin, Chin, Mon, Shan, Bago, Sagaing, Tanintharyi, Mandalay and Nay Pyi Daw"}, {"bbox": [85, 1428, 628, 1455], "category": "Footnote", "text": "³⁴ CASE2Learn_Annual Narrative Report_June 2022- May 2023"}, {"bbox": [85, 1452, 1144, 1503], "category": "Footnote", "text": "³⁵ Although fully owned and led locally, this process has been supported by the international community, including the EU through the Joint Peace Facility."}, {"bbox": [85, 1500, 1144, 1551], "category": "Footnote", "text": "³⁶ Learning pathways is meant to include outreach education services in remote areas; Non-formal Education, Vocational Education and Training, remedial education/accelerated learning, and women literacy clubs."}, {"bbox": [85, 1548, 1144, 1647], "category": "Footnote", "text": "³⁷ This programme will focus primarily on ethnic and conflict affected areas including displaced ethnic children, youth and women in the areas controlled by the State Administration Council (SAC) because of their extreme vulnerability. Indicatively these are identified as Kayin, Mon, Shan, Kachin, Chin, Kayah, Rakhine, Shan, Sagaing, Bago, Tanintharyi, Mandalay, but these areas may be revised or expanded in line with evolution of the conflict."}, {"bbox": [1027, 1655, 1144, 1682], "category": "Page-footer", "text": "Page 9 of 33"}]