[{"bbox": [97, 153, 1133, 233], "category": "Text", "text": "schools, refurbishment of classes or construction of dormitories), it will ensure that adequate vulnerability\nassessment is carried out in order to ensure that these are climate-proof. This could also include assessing needs\nto improve the learning environment in rural areas that normally experience higher temperatures."}, {"bbox": [97, 259, 1131, 311], "category": "Text", "text": "The programme will support/promote environmental protection and climate action through the revisions of the curriculum as well as enhancing teacher's skills in this area."}, {"bbox": [97, 365, 636, 391], "category": "Section-header", "text": "Gender equality and empowerment of women and girls"}, {"bbox": [97, 392, 1133, 604], "category": "Text", "text": "As per the OECD Gender DAC codes identified in section 1.1, this action is labelled as G2. Gender equality is a\nprincipal objective of the programme, and it responds to the priorities as defined in the MIP. Comprehensive\ngender analysis was executed during both the identification and formulation phases of the action, utilising data\nfrom the gender country profile to inform contextual and problem analysis. Sex-disaggregated and gender-specific\nindicators have been established in the LogFrame (and this will be further enhanced during implementation when\nmonitoring activities). Risk assessments conducted have identified potential gender-related inequalities, with\nstrategic mitigation plans developed and agreed upon with stakeholders. Inclusivity is further emphasized through\ntargeted activities aimed at vulnerable groups, including those in rural areas and persons with disabilities."}, {"bbox": [97, 630, 1133, 842], "category": "Text", "text": "Gender equity is a serious challenge for project interventions as the role of women in The Gambia is still strongly attached to traditional social norms and cultural behaviours with pervasive gender disparities impacting various sectors from socio-economic to cultural realms. Progressive laws exist for gender equality¹⁵ yet gaps in implementation weaken their enforcement, especially in family law under Sharia. Women's roles in decision-making and legislative representation remain minimal¹⁶, reflecting deep-rooted gender imbalances. Economic participation is hindered by a significant wage gap, with women more likely to engage in informal employment and facing barriers in accessing financial resources and assets. Despite educational advances, significant disparities in literacy and higher education persist, affecting women's economic and social opportunities."}, {"bbox": [97, 869, 1133, 1053], "category": "Text", "text": "Gender gaps in Senior Secondary Education are particularly evident in access, retention, and completion rates. Gender disparities manifest in the gross enrolment rate (GER) at SSE: in 2023 the GER was 55.3% (63.7% are girls and 47.0% are boys for SSE), starkly lower than the basic education GER of 77.6% (87.3% girls and 68.1% are boys. Data reveals pronounced disparities with regard to completion: only 46.6% of the population aged 15-19 complete secondary education (54.3% are girls and 39.1% are boy). Rural areas and town like Basse record even lower rates: the completion rate is 11.2% (10.6% are girls and 11.7% are boys). (Source MoBSE Yearbook 2023¹⁷)."}, {"bbox": [97, 1080, 1133, 1239], "category": "Text", "text": "Demand-side constraints exacerbate these challenges differently for boys and for girls, who face barriers such as non-fee costs that often lead to high dropout rates. In 2020, 59% of students dropped out in the final grade of senior secondary education driven by factors such as poverty, caregiving responsibilities, and early marriage (14% of young women are married by age 19, predominantly in rural districts). In 2023, the total enrolment for SSE was 85,026 (36,483 boys and 48,543 girls). And out of this, 12.5% of boys and 7.5% girls dropped out of school at the end of their third/final year."}, {"bbox": [97, 1266, 1133, 1372], "category": "Text", "text": "The educational environment further contributes to gender disparities. A male-dominated teacher workforce and issues such as inadequate gender-appropriate facilities, prevalent gender-based violence, and insufficient policies and mechanisms for reporting and addressing such incidents hinder educational progress for girls, highlighting the urgent need for comprehensive strategies to address these multifaceted challenges."}, {"bbox": [97, 1399, 1133, 1452], "category": "Text", "text": "Gender equality considerations are integral to the design, it will be mainstreamed in all activities and will be\nmonitored during implementation. Hence, a gender perspective is integrated into every phase of the action: design,"}, {"bbox": [85, 1501, 1143, 1597], "category": "Footnote", "text": "¹⁵ Approximately 75% of girls aged 15 to 19 have undergone female genital mutilation/cutting, with some regions reporting rates up to 95%. While there is a law banning this practice since 1995, it has not been systematically applied. Furthermore, there is an ongoing debate to repeal the law (following the submission of a private member bill at the National Assembly). No final decision has been taken at the time of drafting the Action Document."}, {"bbox": [85, 1597, 741, 1621], "category": "Footnote", "text": "¹⁶ There are 5 women in the National Assembly (out of a total of 58 members)."}, {"bbox": [85, 1621, 698, 1645], "category": "Footnote", "text": "¹⁷ http://www.edugambia.pm/data-area/publications/year-book-2023.html"}, {"bbox": [1121, 1654, 1143, 1675], "category": "Page-footer", "text": "14"}]