devinitorg/iati-policy-markers huggingface dataset:
POLICIES AND STRATEGIES FOR CHILD HEALTH Output 1.2: Policies and strategies for implementation and monitoring of inclusive and equitable child health programmes developed
and implemented.
WATER AND SANITN. SERVICES ARE STRENGTHAND SUPPORT TO REDUCE COVID TRANSMISSION Output 1.7: By 2020, Institutional capacities for provision of quality Water and Sanitation services are strengthened and support
public health response to reduce novel coronavirus transmission and mortality
INCLUSIVE EDUCATION Output 1.3: Strengthen Implementation and monitoring of inclusive, child and gender sensitive education, including learning
achievements.
SYSTEMS FOR GENERATING EVIDENCE ARE STRE Output 2.2: Systems for generating evidence and monitoring are strengthened at national and sub-national levels for inclusive and
equitable policies, plans and services, especially for the most disadvantaged.
CHILD PROTECTION SYSTEM Output 1.5: Child protection system effectively prevents and responds to violence against children and children in conflict with
the law, and for prevention of drug abuse.
EDUCATION SYSTEM A well-resourced, inclusive, transformative, resilient and adaptive education system that is able to provide learning of relevant
knowledge, skills and values for life and work, for every child.
DATA AND EVIDENCE GENERATION CPD Output 3.1 Governmental institutions have improved capacities to implement central and decentralized systems for data and
evidence generation and use for policymaking, advocacy and monitoring child rights.
PRIVATE AND PUBLIC  PARTNERSHIP CPD Output 3.4 Private and public sector's influence and income are strengthened to achieve programme outcomes.
CHILD AND ADOLESCENT NUTRITION Output1.1: Comprehensive mechanism for child and adolescent nutrition interventions strengthened, especially in the regions with
high malnutrition rates.
800.3 MANAGEMENT OF HUMAN CAPACITY 800.3 Effective and efficient management of Human Capacity
SOCIAL AND BEHAVIOUR CHANGE Empowered and loving families that have the right knowledge, skills, attitudes, and support systems to protect and care for
themselves and their children and seek relevant education, health and other social services for their development.
SOCIAL POLICY AND SOCIAL PROTECTION SYSTEM A child friendly and enabling Social Policy Environment that uses data and evidence for policies, programming and decisions,
invests in children and provides social protection interventions to vulnerable children.
3.2. NATIONAL AND SUB-NATIONAL CAPACITY 3.2. National and sub-national capacity enhanced for improved quality of health care services for new born and U5 children by 2015
(FA1, KRA 2, OT7).
4.3. BY 2015, SCHOOL CHILDREN PARTICIPAT 4.3. By 2015, school children participate in life skills based education programmes and have appropriate knowledge and skills on
sustainable environmental practices (FA2, KRA 3, OT8).
COMMUNICATION, ADVOCACY, PARTNERSHIP AND RESOURCE MOBILIZATION Maldives Country Office and its programmes are visible, supported and resourced by communities and partners.
COMMUNICATIONS, ADVOCACY & PARTNERSHIPS Communication, Advocacy and Partnerships
6.2 BY 2015, CHILD PARTICIPATION IS ENHA 6.2 By 2015, child participation is enhanced to promote and advocate children's rights (FA 5, KRA 1, OT 4)
MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT AND ADOLESCENT WELLBEING CPD Output 2.4 The Government, at central and decentralized levels, and key stakeholders, have improved capacities to design and
implement mental health and psychosocial support programmes to promote healthy lifestyles and the well-being of adolescents,
parents, caregivers and families.
800.2 MANAGEMENT AND STEWARDSHIP OF FINA 800.2 Effective and efficient Management and Stewardship of Financial Resources
8.3 MANAGEMENT AND STEWARDSHIP 8.3 Management and stewardship of financial resources
4.2. BY 2015, INSTITUTIONAL CAPACITY FOR 4.2. By 2015, institutional capacity for teacher development in special education needs and early years education (foundation stage)
 strengthened and special education needs services available in selected schools (FA2, KRA 1, OT1).
CHILD PROTECTION SYSTEM An equitable, resilient, and accountable child protection system that facilitates child participation and is able to use evidence
to identify vulnerable children and families, and provide quality child safeguarding, preventive, protective and  response services
to child victims, witnesses and offenders
FOOD, NUTRITION AND HEALTH PROMOTION SYSTEM An affordable, convenient, equitable, adaptive, transformative and well-governed food system that delivers safe and nutritious food
and promotes healthy lifestyle.
2.2 POLICY PLANN AND ADVOC. ARE INFORME 2.2 Policy planning and advocacy are informed by high quality research and analysis generated from established information systems
for children, adolescents and women by 2015 (FA5, KRA 2, OT5).
HEALTH SYSTEM An equitable, affordable, and resilient health system that leverages health information, engages communities, promotes multi-
sectoral action and provides accessible and quality Primary Health Care (PHC) services including immunization and mental health
services.
5.1.GOVERNMENT AND COMMUNITY CAPACITY EN 5.1.Government and community capacity enhanced for reduction, prevention and response to child abuse and gender based violence by
2015 (FA 4, KRA2, OT5)
CHILDREN PARTICIPATION IN FORMULATION AN Children and care givers including civil society groups participate in f ormulation and implementation of legislation, guidelines
and policies to  protect child rights by 2015 (FA5, KRA 2, OT6).
3.4. BY 2015 MOST-AT-RISK ADOLESCENTS 3.4. By 2015 most-at-risk adolescents are aware of safe behaviour against the effects of HIV. (FA3, KRA 3, OT6).
ENVIRONMENT AND CLIMATE RESPONSE SYSTEM A child-friendly and climate-resilient environment and climate governance system that fosters the development and implementation of
relevant mitigation and adaptation policies, infrastructure and services at the community level, and facilitates capacity building,
empowerment and active participation of adolescents and young people as climate guardians
1.2 CHILD AND GENDER SENSITIVE EMERGENC 1.2 Child and gender sensitive emergency and response plans reviewed and updated by 2015
FAMILY AND COMMUNITY SYSTEMS Intervention 4.2.5: Children In Contact/Conflict With The Law
2.1 GOVERNMENT M&E CAPACITY ESTALISHED 2.1 By 2015, government monitoring and evaluation capacity established to track progress towards achievement of MDGs (FA5, KRA 1,
and OT1).
5.2 COMMUNITY BASED  PROGRAMS ARE MADE A 5.2 Community based  programs are made available for juvenile crime prevention, diversion, rehabilitation and reintegration of
juvenile offenders, by 2015 (FA 4, KRA1, OT2)
6.1 MEDIA HAS THE CAPACITY TO REPORT ON 6.1 Media has the capacity to report on child rights issues according to international standards by 2015  (FA 5, KRA 3, OT7)
ADOLESCENTS PARTICIPATION AND ENGAGEMENT IN CLIMATE ACTION & VIOLENCE PREVENTION CPD Output 2.5 Adolescent girls and boys, including those with disabilities, have improved skills and access to opportunities to
participate and meaningfully engage on issues that affect them, including climate change, disaster risk reduction, employment and
violence prevention.
PROGRAMME CONVERGENCE AND EQUITY UNICEF programmes are equity-focused, better coordinated, and converge in islands and other settings for synergies in delivering
social services for children.
IMPROVED PARENTING & NURTURING CARE CPD Output 1.2: Mothers, fathers, caregivers and communities are supported and equipped with capacities and improved parenting
skills to provide nurturing care, safety and protection from all forms of violence to their girls and boys.
CP COORDINATION AND MONITORING MECHANISM Output 1.6: Effective national coordination and monitoring mechanism operational for timely response to violence against children
and children in conflict with the law.
PROG2017-2021_Outcome_South-Africa_Leadership and Teaching for Diversity Low learning outcomes in South African primary schools are a result of the lack of quality. This has a cumulative negative effect in the subsequent school years, resulting in high drop-out rates. A culture and pedagogy of inclusivity is needed to avoid drop-out of vulnerable learners. Inclusivity needs to be addressed through the Continuous Professional Development (CPD) of school leaders and teachers, and supported at national, provincial and district level. The VVOB 2017-2021 multi-year programme addresses this by partnering with (i) stakeholders at national level (the Department of Basic Education and the South African Council for Educators), (ii) at provincial level, (the Provincial Departments of Education of Free State and KwaZulu-Natal), and (iii) at district and school levels. Cooperation with different stakeholders at national level will support district- and school-based CPD for inclusion of all learners. Cooperation at provincial level supports the capacity development of officials to promote inclusive education and address diversity in all CPD activities. Cooperation with district officials who directly support school leaders and teachers, addresses practical implementation in schools, cooperation within district teams and feedback to the province. The programme thus aims to strengthen capacity from policy level to the implementation stage, and to improve communication and (the use of) feedback between the different phases, thereby strengthening the existing system.
PROG2017-2021_Outcome_België_eNSPIRED_International Dialogue_on_Equity_in_Education De onderwijsuitdagingen zijn globaal (SDG 4). Ook Vlaanderen heeft uitdagingen op het vlak van gelijke onderwijskansen. VVOB wil via een dialoog met onderwijsstakeholders in het Zuiden, Vlaamse lerarenopleiders en pedagogisch begeleiders inspireren om onderwijspraktijken op vlak van gelijke kansen te verbeteren. In het eNSPIRED programma zet VVOB lerarenopleiders en pedagogisch begeleiders aan om onderwijsvoorbeelden uit het Zuiden te gebruiken als tool om de wereldburgerschapscompetenties van (toekomstige) leraren te ontwikkelen en gelijkeonderwijskansen te verbeteren. Er is binnen het thema van gelijke onderwijskansen bijzondere aandacht voor gender, milieu en mensenrechten. Via de dialoog ondersteunt VVOB de internationalisering van hoger onderwijs. Concreet organiseert VVOB workshops en trainingen met onderwijsdeskundigen uit haar partnerlanden, masterclasses met internationale onderwijsexperten, een community of practice 'Internationalisering@home' en voorbereidings- en natrajecten Zuidmobiliteit. VVOB zet ook in op de ontwikkeling en het stimuleren van actief gebruik van een open source beeldbank en online platform door lerarenopleiders, (toekomstige) leraren en pedagogisch begeleiders. VVOB draagt hierdoor bij aan de doelstellingen van de GSK België. In de uitvoering van het programma werkt VVOB in synergie met en complementair aan de programma's van partnerorganisaties en andere ontwikkelingsorganisaties. The educational challenges are global (SDG 4). Flanders also has challenges in the area of ​​equal educational opportunities. Through a dialogue with educational stakeholders in the South, VVOB aims to inspire Flemish teacher educators and pedagogical counselors to improve educational practices in the field of equal opportunities. In the eNSPIRED program, VVOB uses teacher educators and pedagogical counselors to work for examples from the South as a tool to develop and improve the global citizenship competencies of (future) teachers. Within the theme of equal educational opportunities, special attention is paid to gender, the environment and human rights. Via the dialogue, VVOB supports the internationalization of higher education. Concretely, VVOB organizes workshops and training sessions with educational experts from its partner countries, master classes with international educational experts, a practical community 'Internationalization @ home' and preparation and follow-up projects for Southmobility. VVOB is active in the development and stimulation of active use of an open source image bank and online platform by teacher educators, (future) teachers and pedagogical supervisors. VVOB contributes the Joint Strategic Framework Belgium to the goals of the JSF. In the implementation of the program, VVOB works in synergy with and complementary to the programs of partner organizations and other organisations.
PROG2017-2021_Outcome_Ecuador_Fortalecimiento_de_la_Educación_y_ Formación_Técnico_y_Profesional_F-EFTP Het 2017-2021 programma ter versterking van het Beroeps- en Technisch Onderwijs (F-EFTP) is gefocust op de schoolleiders en vakleerkrachten van het technisch secundair onderwijs (TSO) in de drie provincies die het sterkst werden getroffen door de aardbeving dit jaar (Esmeraldas, Manabí y Santo Domingo de los Tsáchilas). F-EFTP zet erop in de competenties van deze onderwijsprofessionals te verbeteren, zodat hun studenten kunnen genieten van kwaliteitsvol TSO dat hen de vaardigheden bijbrengt die ze nodig hebben voor werk en leven. Hiertoe versterkt VVOB de capaciteit van het Ministerie van Onderwijs (MINEDUC) op nationaal, zonaal en districtsniveau en dan i.h.b. van die overheidsdiensten en publieke entiteiten die verantwoordelijk zijn voor de voortdurende professionele ontwikkeling van schoolleiders (R1) en vakleerkrachten (R3). R1 en R3 zetten in op dezelfde kern – met name het creëren van een schoolomgeving die veilig is en het welzijn van jongeren bevordert; de inzetbaarheid van de jongeren op de arbeidsmarkt verhoogt; en de professionele ontwikkeling van het lerarenkorps stimuleert. Verder maakt F-EFTP werk van de ontwikkeling, pilotering en uitrol van een systeem voor het opvolgen van afgestudeerde TSO studenten (R2). Voor MINEDUC is het een bouwsteen voor goed bestuur; voor de schoolleiders wordt het een belangrijk instrument om de kwaliteit van het TSO op schoolniveau te verbeteren. The 2017-2021 program for strengthening vocational and technical education (F-EFTP) is focused on the school leaders and teachers of technical secondary education in the three provinces that were most affected by the earthquake this year (Esmeraldas). , Manabí and Santo Domingo de los Tsáchilas). F-EFTP is committed to improving the competences of these educational professionals, so that their students can enjoy high-quality technical education that provides them with the skills they need for work and life. To this end, VVOB strengthens the capacity of the Ministry of Education (MINEDUC) at national, zonal and district level and then i.h.b. of those government departments and public entities responsible for the continuing professional development of school leaders (R1) and specialist teachers (R3). R1 and R3 focus on the same core - in particular creating a school environment that is safe and promotes the well-being of young people; increase the employability of young people in the labor market; and stimulate the professional development of the teaching staff. Furthermore, F-EFTP is working on the development, piloting and rollout of a system for monitoring graduate Technical Secundary Education students (R2). For MINEDUC it is a building block for good governance; it is becoming an important tool for school leaders to improve the quality of technical education at school level.
PROG2017-2021_Outcome_België_EDUCAID_Belgian-Platform-for-Education-and-Development In België werken tientallen organisaties en individuen in de opleidings- of onderwijssector binnen ontwikkelingssamenwerking (OS). Aangezien er nauwelijks structureel overleg bestond tussen deze actoren, werd in 2010 Educaid.be opgestart. Het platform wil de capaciteit en expertise van haar leden versterken, bijdragen aan het bevorderen van complementariteit en synergiën tussen haar leden, en het Belgische beleid rond onderwijs en ontwikkeling verder helpen uitbouwen en ondersteunen. Het doet dit door het creëren van een leeromgeving waar deelnemers kennis delen en waar kennis wordt opgebouwd rond specifieke onderwijsproblemen in het Zuiden en rond succesvolle methodes om deze aan te pakken. Verder wil het platform bijdragen aan de beleidsvorming, -uitvoering en -opvolging in België aangaande onderwijs en OS. Specifieke aandacht gaat naar gender, milieu en ICT via projectgroepen aan deze thema's gewijd. Het platform benut ook volop verschillende ICT tools, zoals een interactieve website en de sociale media. Het gaat hier om een synergieprogramma tussen VVOB en APEFE, en een samenwerking met 48 andere organisaties en instellingen. In Belgium dozens of organizations and individuals work in the education or education sector within development cooperation. Since there was hardly any structural consultation between these actors, Educaid.be was started up in 2010. The platform wants to strengthen the capacity and expertise of its members, contribute to promoting complementarity and synergies between its members, and to further develop and support the Belgian policy on education and development. It does this by creating a learning environment where participants share knowledge and where knowledge is built around specific educational problems in the South and about successful methods to tackle them. The platform also wants to contribute to the policy-making, implementation and follow-up in Belgium regarding education and development cooperation. Specific attention is devoted to gender, environment and ICT through project groups dedicated to these themes. The platform also uses many different ICT tools, such as an interactive website and social media. This is a synergy program between VVOB and APEFE, and a collaboration with 48 other organizations and institutions.
PROG2017-2021_Outcome_Vietnam_Mitigating_Preschool_Children’s_ Barriers_to_Learning_in_Disadvantaged_and_Ethnically_Diverse_Districts_BaMi Referring to several policy documents of the Belgian Government on Quality Education (see also 6.4.1, Relevance) and in line with the Strategic Goal 3 of the Joint Strategic Framework of Vietnam, the programme will focus on improving the quality of learning of 3- to 5-year-old children in Early Childhood Education in poor ethnic minority districts in 3 provinces in Central Vietnam: Kon Tum, Quang Nam and Quang Ngai. One result will strengthen the competences of pre-school teachers on process-oriented child monitoring. A second result aims at enabling preschool teachers to address gender, environment and ethnic diversity barriers to learning and participation and to ensure deep level learning among all children. A third result will strengthen the needs-based/school-based in-service professionalization system for pre-school teachers. In each province, the programme will partner with the Department of Education and Training which will set up a Professional Teacher Development trajectory for the preschool leaders and teachers in their respective districts. To facilitate this the programme will build up the capacity of the Departments and Bureaus of Education and Training. Maximizing its impact and efficiency, the programme has mapped out its partnerships and collaborative/synergy efforts, both with respect to local, Belgian (such as PLAN) and international partners. The programme wil run from January 1, 2017 till December 31, 2021.
PROG2017-2021_Outcome_Zambia_Supporting_Teachers_for_Early_Learning_STEEL The programme aims to support the Ministry of General Education (MoGE) of Zambia in the sub-sector of early childhood education (ECE) and the transition into grade 1. The programme focuses on strengthening the competences of early education teachers with specific attention to learning through play and the use of the Early Education Development Standards (ELDS). The use of ICT for communities of practice, as an information resource to expand access to good practice for teaching and learning among ECE teachers will be promoted. The programme will support MoGE through the Directorate of Early Childhood Education, the Directorate of Teacher Education and Specialised Services, the Directorate of Standards and Curriculum and the Examinations Council of Zambia. Teacher education will be supported at pre-service level in 2 colleges of education and at in-service level through exisiting in-service structures in Central Province and the degree programme at Chalimbana University. The programme aims to reach the most vulnerable children. Central Province was chosen as it has the highest concentration of poor in the country. The programme undertakes interventions to strengthen gender-sensitive pedagogy, environmental sensitization and support to children with different needs
PROG2017-2021_Outcome_RD-Congo_Programme_d'Appui_à_l'amélioration_de_la_qualité_de_l'enseignement_technique_et_l’entreprenariat_agricole_ETAGE Le programme vise à améliorer l’enseignement technique agricole. Le but est celui de rendre le parcours des enseignements techniques agricoles plus pratique et concret, correspondant aux besoins des communautés et du monde du travail. Le programme va se concentrer dans deux provinces éducationnelles: le Kongo Central 1 et 2. Quatre axes prioritaires ont été définis. Il s’agit d’appuyer le leadership scolaire des établissements techniques agricoles, d’améliorer la pratique de classe des enseignants, d’encourager la pratique d’un entreprenariat agricole qui respecte l’environnement, et d'appuyer les partenaires à planifier la réplication des résultats. La promotion de l'équité et l’environnement sont des points d'attention dans tous ces axes. Le programme contribue aux plusieurs cibles du Cadre Stratégique Commun de la RDC et le plus directement à la cible 3 qui vise un enseignement inclusif et de qualité pour tous, respectant les droits de l’enfant. Le programme sera mis en oeuvre à travers un partenariat entre la VVOB, le Ministère de l’Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté (MEPS-INC) ainsi que le Ministère de l'Enseignement Technique et Professionnel (MINETP). Des partenariats opérationnels seront conclus avec les Inspections Principales Provinciales (IPP) et les divisions provinciales de l’éducation (PROVED) des 2 provinces. Une synergie opérationnelle est prévue avec APEFE et avec VLIR/UOS.
PROG2017-2021_Outcome_Rwanda_Girls_on_MARS_Mathematics_Achievement_in_Rwanda_Schools The large majority of pupils are in school in Rwanda. Going forward, the challenge is to target those children who are the hardest to reach and to make sure children in school are actually learning. The cumulative drop-out rate of pupils reaching the end of their last year of primary school was 65.25% in 2015. In addition, learning outcomes are still very low in Rwanda. 37% of primary school pupils do not achieve the learning objectives for reading, while 46% of pupils in the fourth grade do not achieve the objectives for numeracy. To address these issues, VVOB Rwanda will work in close collaboration with the Ministry of Education, the Rwanda Education Board (REB) and the University of Rwanda – College of Education (URCE). VVOB aligns its support with the Rwandan policy priorities on enhancing school leadership quality and training and on high quality induction for newly qualified teachers through mentorship and supervision. Through capacity development of REB and URCE, VVOB aims to improve these systems and thus address the competences of Primary School Leaders, Mentor Teachers and Newly Qualified Teachers, ultimately leading to improved learning outcomes of primary school pupils. Through effective implementation of the new competence-based curriculum, the focus of the programme is on improving learning outcomes in mathematics, particularly those of disadvantaged girls in Eastern Province and Western Province.