devinitorg/iati-policy-markers huggingface dataset:
Egypt - Rehabilitation of Agricultural Drainage Systems Project The present project relates to the rehabilitation of agricultural drainage systems. It should arrest and reverse the deteriorating land resource base by transporting excess water and salts out of the area. Drainage systems maintenance capabilities of EPADP should be improved by the project through provision of machines and equipment necessary for carrying out maintenance of drainage systems. The project comprises four components namely: (i) open drains; (ii) subsurface; (iii) maintenance; and (iv) design and supervision. Le présent projet concerne la réhabilitation des systèmes de drainage agricole. Il devrait arrêter et inverser la détérioration des ressources terrestres en transportant l'excès d'eau et de sels hors de la zone. Les capacités de maintenance des systèmes de drainage de l'EPADP devraient être améliorées par le projet grâce à la fourniture de machines et d'équipements nécessaires à l'entretien des systèmes de drainage. Le projet comprend quatre composantes à savoir: (i) les drains ouverts; (ii) la sous-surface; (iii) la maintenance; et (iv) la conception et la supervision.
Support for the Green Climate Fund in Mongolia The Green Climate Fund (GCF) Readiness programme is a funding programme to enhance country ownership and access to the Fund. It provides resources for strengthening the institutional capacities of National Designated Authorities or focal points and Direct Access Entities to efficiently engage with the Fund. It also assists countries in undertaking adaptation planning and developing strategic frameworks to build their programming with the GCF.\n\nThe Green Climate Fund is Assisting Mongolia transition to renewable energy, by leveraging local private investment. Supporting loans to Mongolian firms that benefit from renewable energy and greater energy efficiency and assisting moves to ease the high-carbon strains of rapid urbanisation in Ulaanbaatar. \n\nUNOPS assists the work of the GCF through grant support management services.
WANEP/Just Future Implementation by WANEP as part of the Just Future strategic partnership, a coalition with Cordaid (lead), Search for Common Ground, ASSN, WIPC and TLO.
TALK – Preschool Teachers Apply Language-rich Teaching Skills and Knowledge School leaders and teachers have the competencies to lead and create language-rich learning environments for preschool children in ethnically diverse and disadvantaged districts, contributing to their language development and learning readiness. Language-rich learning environments and improved teaching practices in preschools will help children to develop behavioural and language skills that will better prepare them to enter primary school, ready for learning. 

When preschool teachers acquire the foundational skill to observe children’s wellbeing and involvement in class, they will be able to reflect on the effect of their teaching approaches. This has been proven in Vietnam during the BAMI programme to positively impact the socio-emotional and cognitive development of preschool children. Adding a comprehensive understanding of how a child develops his/her language skills and honing the teacher’s skills to create a language-rich learning environment, each child will be stimulated to enjoy and playfully interact with language, taking his/her first steps in literacy. This will particularly benefit the most vulnerable children who are (with few exceptions) members of ethnic minority communities where Vietnamese is not spoken at home.

If school leaders have the competencies to create an enabling, collaborative and reflective professional environment for all teachers, in which each teacher’s professional development needs are identified and addressed as part of a continuous growth process, teachers will be able to learn and apply new skills, improving their teaching practice. If school leaders further have a basic understanding of how language is developed at the ages 3 to 5 and how teachers can be supported to create a language-rich learning environment in which a child’s language development will flourish, they will be able to lead, motivate and capacitate their teaching staff to turn the classrooms and schools into language-rich learning environments. Direct target groups:
•	9 Provincial Departments of Education and Training (DOET)
•	48 District Bureaus of Education and Training (BOET)
•	5 National and/or regional academic institutes 
•	18 Educational experts/researchers

Indirect target groups:
•	546 Preschool leaders
•	3,977 Preschool teachers

Beneficiaries:
•	175,751 Preschool learners
eNSPIRED, an international dialogue on inclusive and equitable quality education Teacher trainers (pre- and in-service) engage in an international dialogue on international educational challenges to develop the global citizenship and intercultural competences of (future) teachers, which contributes to improving inclusive and equitable quality education The educational challenges are global (SDG 4). The education sector in Belgium also has challenges related to inclusive and equitable quality education. Through its eNSPIRED programme, VVOB stimulates and facilitates an international dialogue on these educational challenges between teacher trainers (pre- and in-service) in Belgium and their peers in countries in Africa, Asia and South America. This dialogue is specifically used for the professionalisation of teacher trainers (pre- and in-service) in the field of inclusive and equitable quality education and will contribute to the development of global citizenship competences and intercultural competences in (future) teachers. VVOB organises (1) process guidance of partner organisations in the context of qualitative international exchange and partnerships; (2) support and guidance of future teachers before and after international mobility; (3) collaboration with partner organisations to integrate international educational perspectives in their work; and (4) online content management to disseminate inspiring educational practices from countries in Africa, Asia and South America. Herewith, VVOB contributes to the strategic goals of the joint strategic framework Belgium. Within the topic of inclusive and equitable quality education, particular attention is paid to gender, environment, and decolonisation. Direct target group: teacher educators in initial teacher training (so called pre-service teacher trainers or teacher educators) and teacher trainers in in-service training of teachers (so called in-service teacher trainers)
Indirect target group: future/student teachers and teachers 
Final beneficiaries: learners in early childhood education, primary education, technical and vocational training, and secondary education
Vinculando el Agro-aprendizaje para un Mundo Sostenible The school leaders and teachers of the secondary technical schools that offer Agricultural Production provide effective, gender-responsive agriculture and entrepreneurship education. The Vinculando el Agro-aprendizaje para un Mundo Sostenible (¡VAMOS!) programme constitutes VVOB’s commitment to the realisation of Target 4.4. of SDG4 and Goal 5 of the Ecuador Joint Strategic Framework (JSF). Indirectly, the programme also contributes to the achievement of JSF Goal 3.

More specifically, ¡VAMOS! aims to improve the quality of agriculture and entrepreneurship teaching – and, hence, learning – in Ecuador’s secondary schools (bachillerato-level) that offer the field of study ‘Agricultural Production’. The programme introduces a model of effective, gender-responsive agriculture and entrepreneurship education that combines study and career guidance, project-based learning for agripreneurship, and work-based learning and that links schools to the agriculture world of work for the delivery of these three components.

Over the course of the programme, 528 in-service teachers and 144 in-service school leaders in the provinces of Bolívar, Esmeraldas, Los Ríos, Manabí and Pastaza will be equipped with the competences to do so, reaching 8,311 general secondary students and 11,641 students in secondary technical education. Thanks to ¡VAMOS!, they will benefit from quality continuous professional development (CPD) opportunities provided by the Ministry of Education’s pedagogical counseling services (asesoría educativa) and three universities – the Pontifica Universidad Católica Sede Esmeraldas, Universidad Nacional de Educación and the Universidad Técnica de Manabí.

While the programme focuses on strengthening the capacity of these selected CPD providers, VVOB also supports the Ministry of Education and its strategic partners from the  agriculture world of work to foster collaboration, dialogue and adaptive learning aimed at designing a nation-wide scaling strategy. This strategy will be informed by evidence about the in-service professional development programmes offered by the asesoría and the universities. VVOB will directly build the capacity of MINEDUC's pedagogical counsellors (37) and of lecturers and other key personnel (30) from the three selected partner-universities. These teams (VVOB's target groups) will provide continuous professional development to 144 school leaders and 528 Agriculture and Entrepreneurship  teachers (VVOB's beneficiaries).  VVOB will also directly support 15 MINEDUC staff in the formulation of a scaling strategy.
Educaid.be, Belgian platform for education and development Educaid.be est une plateforme performante et efficace qui renforce les capacités et l'expertise de ses membres (ONG, acteurs institutionnels, 4-ième pilier, universités, individus), favorise la complémentarité et les synergies entre les membres, développe des activités de sensibilisation et de plaidoyer et soutient la politique belge de la coopération internationale dans le cadre de l’éducation et de la formation continue. Tous les enfants – filles comme garçons – ont le droit à un accès égal à une éducation inclusive et de qualité qui leur donne toutes les capacités dont ils ont besoin pour valoriser au mieux leur potentiel humain, pour pouvoir subvenir à leurs besoins de façon durable, pour pouvoir contribuer à une société harmonieuse et démocratique, et pour améliorer leur bien-être individuel et familial. Les défis à relever pour atteindre l’ODD4 en 2030 sont multiples. En Belgique, des dizaines d’organisations travaillent dans le secteur de l’éducation et de la formation dans la coopération internationale. 
Comme il existait peu de concertation et de dialogue structurel entre tous ces différents acteurs, Educaid.be a été créé en 2010. La plateforme veut (1) renforcer l’expertise et les compétences de ses membres, (2) favoriser les synergies et la complémentarité entre ceux-ci et (3) soutenir les décideurs politiques belges sur le plan de l’éducation au sein de la coopération internationale en contribuant à des documents politiques pertinents, par des recommandations, des dialogues et du plaidoyer. Elle le fait en créant un environnement d’apprentissage où les participants échangent des informations et bonnes pratiques, et où l’on renforce les connaissances sur des problèmes spécifiques d’éducation dans les pays d’Afrique, d’Amérique du Sud et d’Asie et sur les méthodes pour y remédier. Dans le cadre d'une éducation de qualité inclusive et équitable, une attention particulière est accordée au genre, à l’inclusion, à la digitalisation, à l'environnement et à la décolonisation. Educaid.be est un programme de synergie entre VVOB et APEFE, et compte parmi ses membres 53 organisations et institutions. Groupe cible: membres d’Educaid.be qui opèrent dans le domaine de l’éducation et de la formation au sein de la coopération internationale belge.  
Groupes cibles indirects : tous ceux qui ne sont pas membre d’Educaid.be, mais qui participent aux activités externes de la plateforme et/ou qui ont accès à ses publications.   
Bénéficiaires finaux : tous les apprenants de tous les niveaux d’enseignement qui sont atteints par les interventions d’éducation et de formation des membres d’Educaid.be
Learning Entrepreneurship and Agriculture Practically Newly qualified O-level teachers and BTVET (assistant) instructors and in-service O-level teachers and school leaders deliver effective, gender-responsive agriculture and entrepreneurship education. The Learning Entrepreneurship and Agriculture Practically (LEAP) programme constitutes VVOB’s commitment to the realisation of Target 4.4. of SDG4 and Goal 1 of the Uganda Joint Strategic Framework (JSF). Indirectly, the programme also contributes to the achievement of JSF Goal 5.

More specifically, LEAP aims to improve the quality of agriculture and entrepreneurship teaching – and, hence, learning – in Uganda’s lower secondary (O-level) and secondary business, technical and vocational education and training (BTVET) schools. The programme introduces a model of effective, gender-responsive agriculture and entrepreneurship education that combines study and career guidance, project-based learning for agripreneurship, and work-based learning and that links schools to the agriculture world of work for the delivery of these three components.

Over the course of the programme, 250 pre-service BTVET (assistant) instructors, 1,770 pre- and in-service O-level teachers and 250 in-service school leaders in the catchment areas of  the National Instructors College Abilonino (NICA) and National Teachers Colleges (NTCs) Kabale, Mubende and Unyama will be equipped with the competences to do so, reaching 628,460 O-level learners and 13,715 learners in secondary BTVET. Thanks to LEAP, these educators will benefit from quality pre-service and continuous professional development (CPD) opportunities provided by NICA and the three NTCs.

While the programme focuses on strengthening the capacity of these selected professional development providers, VVOB also supports the Ministry of Education and Sports and the Uganda National Institute for Teacher Education (UNITE) to foster collaboration, dialogue and adaptive learning aimed at designing a nation-wide scaling strategy. This strategy will be informed by evidence about the pre- and in-service professional development programmes offered by the colleges and about schools piloting three-component model. VVOB will directly build the capacity of 65 lecturers and other key personnel (25% women) at the selected NTCs and NICA. These teams (VVOB’s target groups) will provide pre- or in-service professional development to 130 O-level school leaders (est. 30% women) and 2,030 O-level teachers and secondary BTVET instructors (VVOB’s beneficiaries) (est. 30% women). VVOB will also directly support ten MoES staff (25% women) and six UNITE staff (50% women) in the formulation of a scaling strategy.
Achieving Basic Competencies through Catch Up Teachers in government and community schools have the capacity to assess and teach basic literacy and numeracy skills through the Teaching at the Right Level (TaRL)/Catch Up (CU) approach to grades 3 to 5 learners. Zambia is experiencing a severe learning crisis. By the end of primary education, many learners perform at or below grade 1 level, showing that they acquired few skills and competences during their years in primary school (SACMEQ, 2011; CU, 2019). Learners’ lack of foundational skills threatens their overall academic performance and increases their likelihood of dropping out of school (Evans et al., 2019). One of the root causes of this learning crisis is that primary teachers are not well equipped to teach foundational skills in grade 1. In subsequent grades, Zambian teachers tend to strictly follow the grade-congruent syllabus. Yet, not having acquired the basic skills to follow that syllabus, many learners fall, and stay, behind.

Remedial teaching is needed to provide those learners with an opportunity to catch up. Teaching at the Right Level (TaRL) is a highly effective, evidence-based remedial teaching methodology that offers learners in grades 3, 4 and 5 the opportunity to acquire basic skills in literacy and numeracy (Banerjee et al., 2007). Instead of grouping learners by grade, learners are grouped by level in literacy and numeracy – with separate groups per domain. Per group/level, teachers use learner-centred, level-appropriate, playful activities to help learners progress to higher levels/groups until they master basic literacy and numeracy skills. In 2016, the Ministry of General Education (MoGE) partnered with VVOB and others to pilot TaRL in Zambia, aptly naming it the ‘Catch Up’ project (CU). From 80 schools in 2016-2017, CU is now successfully implemented in six out of ten Zambian provinces. In view of significant progress in learning outcomes, MoGE plans to scale up CU to the whole country, requesting technical assistance in doing so. The proposed activity therefore aims to support MoGE in expanding CU to Central province, fostering the basic skills of an estimated 300.000 learners, and in developing strategies for nationwide reach. Direct target group: capacity building of staff of the Ministry of General Education (MoGE)’s in-service professional development structures at provincial (3), district (12) and zonal level (36), and of other relevant MoGE officials (50) on providing training on and scaling Catch Up respectively.

Indirect target group: MoGE staff will train school leaders (1950), in-school mentors (2000) and teachers of government and community schools (3900) in Central Province on the provision of Catch Up.
Improving Early Grade Reading Instruction in Home Language Foundation Phase Improving Early Grade Reading Instruction in home language in Foundation Phase Reading is the foundational skill upon which all others build. However, in South Africa a very high number of children do no learn to read for meaning, e.g. PIRLS (2016) shows that 78% of Grade 4 learners cannot read for meaning in their home language. 

To address this, VVOB will support the Department of Basic Education (DBE), the South African Council for Educators (SACE) and the KwaZulu-Natal Provincial Department of Education (KZNDoE) to improve Early Grade Reading Instruction for Home Language in Foundation Phase. 

International reviews of interventions to improve early grade reading instruction show the effectiveness of what is often referred to as the ‘education triple cocktail’. This consists of lesson plans, reading resources and training & coaching. The pilots of the Early Grade Reading Studies in South Africa confirmed this and identified on-site teacher coaching as crucial. However, the fact that a very high number of schools need to be supported by limited numbers of...(+10 characters extra in FundHub text) Direct target group:

Staff of DBE at: 
-	national level (6), 
-	provincial department (20), and 
-	district officials (290) (ca. 70 subject advisors, 220 circuit managers) 

Staff at SACE (4).

Indirect target group: in KZN district officials will train a total of at least 5000 school-leaders/Departmental Heads and teachers (600 principals/DHs and 4400 teachers) by the end of the programme and at least 8000 educators are targeted nationally through online platforms.
Strengthening early-grade Mathematics through Inclusive, Level-appropriate Education (SMILE) Newly qualified and in-service early grade (grades 1-3) primary teachers provide effective, levelappropriate and gender responsive early grade maths (EGM) teaching. The current programme aims to improve Early Grade Math (EGM) teaching – and thus learning – in Cambodia by simultaneously strengthening pre- and in-service teacher training on maths pedagogical content knowledge, as well as on level appropriate gender responsive teaching and classroom management – such a holistic approach does not only improve learning outcomes, but also learners’ wellbeing.

By building the capacity of teacher trainers and other relevant staff of the provincial teacher training centres of Kep, Kampong Thom and Kampot, student teachers in the targeted provinces will graduate with the skills to provide high quality, gender responsive and level-appropriate EGM teaching in their future classrooms. Concurrently, VVOB will strengthen the capacity of the in-service teacher professional development structures to train grade 1 to 3 teachers on gender responsive and levelappropriate EGM teaching. Since teachers flourish in an enabling environment, the programme also
provides professional development to school leaders and school-based mentors to support teachers in the implementation of EGM.

Whereas the implementation of the intervention focuses on the provinces of Kep, Kampong Thom and Kampot, VVOB will also partner with the Ministry of Education, Youth and Sports (MoEYS) and one or more research institutions to foster a climate of collaboration, dialogue and adaptive learning aimed at
collecting evidence on the cost-effectiveness of the programme, which in turn will inform the design of a nationwide scaling strategy. VVOB will directly build the capacity of 40 master trainers (12 women) and 75 master mentors (23 women), selected among staff of MoEYS at central and decentralized levels. In addition, approximately 25 MoEYS staff will be strengthened.
This trained team will provide professional development to 20 PTTC staff (8 women), 54 teacher trainers (23 women), 253 student teachers (170 women), 823 school-based mentors (412 women), 823 school leaders (247 women), 3032 primary school teachers (1819 women).
Implementing National Curriculum REforms through App-based learning for School leaders in secondary Education (INCREASE) Junior secondary school leaders provide the necessary pedagogical support to foster the effective implementation of the new competence-based curriculum through the organisation of school-based teacher professional development After almost 10 years of absence in the country, VVOB is starting up activities again in Kenya. Since 2017, Kenya has been in the process of implementing a new competence-based curriculum (CBC), resulting in a major nationwide reform spanning all levels of education. The new CBC is currently implemented in early childhood and primary education, while preparations are underway for its implementation at junior secondary level. In consultation with the Ministry of Education (MoE), VVOB will support this next phase of the reform.

As part of the reform, the MoE has set up a series of cascade trainings for teachers. To support effective change, teachers require an enabling and supportive school environment too. School leaders play a vital role in this respect, through the organization of school-based teacher continuous professional development (CPD). When provided with close pedagogical support, teachers feel confident to innovate and implement the curricular reform. School leaders in Kenya lack instructional skills however, and have no access to any CPD opportunities in this respect. The current intervention therefore aims at closing this gap. To this end, VVOB will support MoE partners in integrating content on instructional leadership in planned CPD activities, as well as support the development of a dedicated app-based CPD trajectory. Apart from providing crucial content, the app will contain assignments to ensure that school leaders put new knowledge and skills to practice. Lessons learned from the intervention will feed into the development of an evidence-informed strategy for institutionalizing blended modalities of CPD for school leaders.

By strengthening school leaders’ instructional leadership skills, VVOB thus aims to ensure the effective implementation of the CBC through the provision of quality teacher professional development at school-level. Ultimately, we aim to foster junior secondary school students’ 21st century competences. VVOB will directly build the capacity of staff from the
- Ministry of Education – State Department for Implementation of Curriculum Reforms
- Teacher Service Commission – Directorate of Quality Assurance and regional field contacts
- Kenya Institute for Curriculum Development – Basic Education Division and Kenya Education Cloud.

In turn, these partners will organise and coordinate the professional development of at least 400 school leaders, who will support teachers in their respective schools.