devinitorg/iati-policy-markers huggingface dataset:
PROG2017-2021_Studenten van het Vlaamse hoger onderwijs dragen als bewuste wereldburgers bij aan duurzame ontwikkeling in het Zuiden PROG2017-2021_Students of Flemish higher education, as conscious global citizens, contribute to sustainable development in the South Het voorliggend programma wil de studenten van het Vlaamse hoger onderwijs bewust maken van hun rol als wereldburger die zich inzet voor internationale solidariteit. Als kritische en bewuste wereldburgers dragen zij bij aan duurzame ontwikkeling (SDG’s), die in de eerste plaats ten goede moet komen van het Zuiden. Om dit te bereiken willen we de wereldburgerschapscompetenties van de studenten versterken. Binnen deze competenties onderscheiden we 3 assen: (1) het analyseren van mondiale kwesties en het ontwikkelen van een kritische visie; (2) zich betrokken voelen bij de Noord-Zuidproblematiek en respect hebben voor diversiteit en (3) in actie komen voor internationale solidariteit met het Zuiden. Deze competenties worden versterkt via een aanbod dat is aangepast aan de doelgroep. Binnen het hoger onderwijs bereiken we de studenten met vormingen rond wereldburgerschap, de omkadering van studenten die naar het Zuiden gaan en de omkadering van studenten uit het Zuiden. We zetten ook in op een tweedelijnsaanbod voor docenten en medewerkers internationalisering met seminaries, lezingen, debatten en werksessies op maat. Ten slotte worden ook extracurriculaire participatieve studentenprojecten aangeboden, waarbinnen de studenten aan de slag gaan met specifieke actuele uitdagingen rond de thema’s gender en seksuele en reproductieve gezondheid en rechten. Deze studenten zullen ook zelf in actie komen met de verworven inzichten en hiermee een groot publiek bereiken. The following programme wants to make students of Flemish higher education conscious of their role as global citizens who contribute to international solidarity. As critical and conscious global citizens, they contribute to sustainable development (SDG's), which above all must benefit the South. To achieve this, we want to strengthen the global citizenship competences of the students. Within these competences we distinguish between 3 axes: (1) to analyse global issues and develop a critical vision; (2) to feel involved in North-South issues; (3) to take action for international solidarity for the South. These competences are strengthened through activities that are adapted to the target group. Within higher education we reach students with trainings on global citizenship, the preparation of students who go to the South and the support of students from the South. We are also focusing on a second line offer for lecturers and internationalisation staff with seminars, lectures, debates and tailor-made workshops. Finally, also extracurricular and participative student projects are organised, that allow students to work on specific current challenges related to gender and sexual and reproductive health and rights. The students have to take action themselves using the acquired competences and reach a large audience.
PROG2017-2021_SD1_Studenten van het Vlaamse hoger onderwijs stellen zich op als bewuste wereldburgers en zetten zich in voor internationale solidariteit PROG2017-2021_SO1_Students of Flemish higher education position themselves as conscious global citizens and act for international solidarity Om de studenten van het Vlaamse hoger onderwijs voor te bereiden om hun rol als solidaire wereldburgers op te nemen dienen zij bepaalde competenties te versterken en deze in te zetten om bij te dragen aan een duurzame mondiale samenleving. De wereldburgerschapscompetenties die we willen versterken bij de studenten kunnen we opdelen in 3 belangrijke assen: - Kennis verwerven over en analyseren van mondiale kwesties en hier een kritische visie rond ontwikkelen. - Zich betrokken voelen bij de Noord-Zuidproblematiek en kunnen communiceren binnen een interculturele context met respect voor verschillen en diversiteit. - In actie komen voor internationale solidariteit met het Zuiden en voor duurzame ontwikkeling. Om de eindbegunstigden, de studenten van het Vlaamse hoger onderwijs, de bovenstaande competenties bij te brengen, kunnen we hen op verschillende manieren bereiken: - Via omkadering en vormingen binnen de werking van het Vlaamse hoger onderwijs (R1). - Via de docenten en de medewerkers internationalisering van het Vlaamse hoger onderwijs (R2). - Via interculturele projecten uitgewerkt met studenten en studentengroepen, waarbij hun acties in dit kader een groot publiek bereiken (R3). To prepare the students of Flemish higher education to take on their role as solidary global citizens, they must strengthen certain competences and use these to contribute to a sustainable global society. The global citizenship competences we want to strengthen among the students can be divided on three important axes: - To acquire knowledge about and to analyse global issues and develop a critical vision on these. - To feel involved in North-South issues and to be able to communicate within an intercultural. context with respect for differences and diversity. - To take action for international solidarity with the South and for sustainable development. To train the final beneficiaries, the students of Flemish higher education, in the above competences, we can reach them in different ways: - Through trainings within the framework of Flemish higher education (R1). - Through the lecturers and the internationalisation officers of Flemish higher education (R2). - Through intercultural projects developed with students and student groups, where their actions within this framework reach a large audience (R3).
PROG2017-2021_SK PROG2017-2021_SC Struktuurkosten zijn in België bepaald door het Koninklijk besluit van 11 september 2016 betreffende de niet-gouvernementele samenwerking en verwijzen naar “de kosten die verbonden zijn aan de realisatie van het maatschappelijk doel van de gesubsidieerde organisatie en die, hoewel ze worden beïnvloed door de uitvoering van de interventie van ontwikkelingssamenwerking, niet afscheidbaar zijn noch op het budget van deze interventie kunnen worden aangerekend;” (Art. 1 12°). De subsidie voor structuurkosten wordt forfaitair vastgelegd op 7% van het budget van de directe kosten (Art. 29 §2). Structural costs are defied in Belgium by the law on non-governmental development cooperation (11 SEPTEMBER 2016. — Koninklijk besluit betreffende de niet-gouvernementele samenwerking) and refer to the costs related to the realisation of the societal objective of the organisation receiving the grant that - although influenced by the implementation of the intervention of development cooperation- cannot be separated and cannot be charged on the budget of the intervention for which the organization received the grant (Art. 1 12°) . Structural costs are calculated at a fixed rate of 7% of the direct costs of the intervention that received a grant (Art. 29 §2).
Geëngageerde vrijwilligers en professionelen als hefboom voor globale rechtvaardigheid Professional and volunteer organisations with an interest in and affinity for international mobility and global justice, work according to an operational practice as well as to a substantive policy that contributes to international mobility and global justice This outcome wants to make a broad population of professionals and volunteers with an interest in and affinity for international cooperation and global justice aware of their role as global citizens. As critical and conscientious global citizens they contribute to sustainable international collaboration and global justice. To achieve this, we want to strengthen the global citizenship skills of these individuals. Within these skills, we distinguish between different subsets of skills and learning objectives: analysing global challenges, developing critical vision, feeling involved in global justice, respecting diversity and promoting inclusiveness through actions and a wide range of tangible operative skills for collaborating and project development for global justice. These skills will be strengthened through tailor-made activities for both employees and volunteers from civil society organisations, and non-profit organisations. These activities range from trainings regarding global citizenship, to seminars, colloquia and debates. We also collaborate with policy makers within civil society organisations to co-develop policies that contribute to and safeguard equal rights and opportunities both at an internal and external operational level Volunteers who are committed to international mobility and global justice » Employees of non-profit organisations who are committed to international mobility and global justice » Employees of Belgian NGOs who are committed to international mobility and globale justice » Young people under 30 outside the school environment who are committed to international mobility and globale justice
PBL BID - social expenditure protection & employment recovery - en Equateur Prêt de 50 millions de dollars à la république d'Equateur en co-financement avec la BID pour le financement d'un appui au développement et à la mise en œuvre d'une politique publique d'emploi qui accompagne la réactivation économique durable dans une perspective de transition juste et égalité de genre.
Bioéconomie pour une Amazonie Vivante Financement en subvention 209 - 2021 - Bioéconomie Equateur Lié au CBR 1140 Bioéconomie BANPARA
PrPP bioéconomie - CEC1041 - EQUATEUR - Climat et Environnement La finalité du financement budgétaire de politiques publiques « EcoBioEcuador » est d'appuyer le développement et la mise en œuvre d'une politique publique de bioéconomie qui permette de diversifier le tissu productif, de s'assurer du bien-être des populations, de renforcer la conservation de la biodiversité et la lutte contre le changement climatique.
PrPP Climat: Prêt de politique publique d'appui à la consolidation des politiques publiques d'atténuation et d'adaptation au changement climatique PrPP Climat Equateur
Registro Nacional Agropecuario Le projet de registre national agricole (RENAGRO) a pour objectif de disposer d'un système fiable et actualisable d'informations sur les exploitations agricoles à l'échelle du pays comprenant un recensement agricole, une carte d'usage des sols, une infrastructure informatique. Il permettra l'aide à la décision pour la formulation de politiques publiques dans les secteurs agricole, social et environnemental, en renforçant les capacités du ministère de l'agriculture.
Promoting Women and Youth Voices and Participation in Zimbabwe Programme delivery to women and girls  implementing programmes in gender justice, policy and movement building and communications for social change which includes traditional, mainstream, and new media platforms.
Voice and Choice Southern Africa The VCSA Fund was established under the Amplify Change Partnership Grant. This fund is managed by Gender Links through the GL Sustainability hub. The fund was created to break the silence on Sexual Reproductive Health Rights.
Promoting Gender Inclusive Local Economic Development in Zimbabwe The “Promoting Gender Inclusive Local Economic Development Programme in Zimbabwe” seeks to reduce poverty and enhance livelihoods through gender-responsive and inclusive local economic development in 12 Centres of Excellence for Gender in Local Government. This will be realised through the establishment of viable local economic development flagship enterprises in 12 local authorities which are Centres of Excellence for gender in local government. The local authorities include Beitbridge Municipality, Bulawayo City Council, Kadoma City Council, Kariba Municipality, Makoni Rural District Council, Manyame Rural District Council, Masvingo City Council, Mutare City Council, Murewa Rural District Council, Norton Town Council, Umguza Rural District Council, and Zibagwe Rural District Council. Infrastructure projects were set up in each local authority. The programme will create jobs for 1800 women, youths and men in the 12 local authorities. Additionally, the programme will enhance access to finance, markets, and joint ventures. Through this programme local authorities will strengthen gender responsive procurement practices. The programme will focus on five value chains including Arts and Crafts, Clean Energy, Health and Sanitation, Horticulture, and Waste management.
Promoting Gender Responsive Budgeting in Zimbabwe- Enhancing Citizen Participation in Local Government in Zimbabwe This intervention draws on the successes and lessons drawn from the Centres of Excellence (COE) and hub and spoke programmes on gender in local government rolled out across all the 92 local authorities in Zimbabwe over the last 12 years. Declared the “programme of choice” for gender mainstreaming by the Ministry of Local Government and Public Works, the COE programme has grown organically with a high level of buy-in across political parties. Core to the programme is the development of gender action plans that cover all aspects of local government service delivery. The “hub” and “spoke” programme for gender mainstreaming is an innovative approach that fosters learning and sharing among local authorities at the provincial level. 18 local authorities across the 10 provinces of Zimbabwe became hub councils and provided mentorship to other “spoke” councils in their provinces.
Women of the South Speak Out Women of the South Speak Out (WOSSO), is a consortium formed by two prominent Southern Women’s Rights Organisations (WROs) – Gender Links and ARROW and a renowned UK-based development firm, Mannion Daniels.

We share feminist values and a deep concern regarding the narrowing civic space, particularly for women and girls. Together, for five years from 2023 to 2027 , the consortium will work to ensure the voices of women and girls from the global south, in all their diversity, inform the decisions and policies that affect our lives. WOSSO will support and facilitate women’s rights organisations and women leaders, to ensure their meaningful engagement in key advocacy meetings.
Research on the Economic Cost of Gender Based Violence in Mauritius Research on the Economic Cost of Gender Based Violence in Mauritius
Women's Voice and Leadership South Africa The goal of the Women's Voice and Leadership South Africa Project is to support the capacity and activities of  local and regional women's organisations and movements seeking to empower women and girls, advance the protection of women's and girls rights and achieve gender equality. This includes increasing funding to local  and regional women's rights organisations and movements, recognizing the global funding gap that they face.
The GL Opinion and Commentary Service This year the focus will be on climate change as GL and the SGPA push for an Addendum on Gender and Climate to the SGP. GL will ensure close synergies with the Opinion and Commentary Service (OCS). The Lusophone service has demonstrated how the media COE’s and OCS can work together through taking journalists on a field visit to cover the effects of mounting floods as result of climate change. These 15 stories, read 591 times on the website, generated debates on the effect of climate change on traditional medicine and subsistence agriculture.  

The OCS exceeded its numerical targets in the English, French and Portuguese services, in part because of a special Portuguese series during the SADC HOS held in Mozambique last year and a three-language daily newsletter during the February Commission on the Status of Women (CSW) meeting on GBV.  ;
Strengthening the capacity of women fishers strengthening the capacity of women fishers empowerment programme
Improving Gender Attitudes, Transition and Education Outcomes (IGATE) The IGATE project aims to improve the lives of 51,472 marginalised adolescent girls by supporting them to improve their literacy, numeracy, and life-skills, including self-esteem, financial literacy and entrepreneurial skills. IGATE ensures support for girls to transition from primary to secondary education and other post-primary learning options. Doing so, the project supports communities in offering non-formal, community-based learning opportunities for out-of-school girls, and creating an enabling environment in which girls feel safe and supported to pursue their preferred education path. The project will deliver the following outcomes: I. Transition: the project will support girls in their transition from primary to secondary education. In parallel, the project will introduce non-formal, community-based, post-primary learning opportunities providing a second chance and relevant lifeskills education to the many girls of secondary school age who have dropped out or are at risk of dropping out before, in the transition to, or within secondary school given the supply side barriers to secondary education in marginalised communities. II. Learning: the project will ensure girls are not only enrolled in school but also attending and, developing their skills in literacy, numeracy, and financial literacy, raising their confidence and self-esteem, as well as creating an enabling environment where these girls feel safe and supported to pursue their education. III. Sustainability: the project will ensure the long-term impact of the intervention by working to increase capacities of key stakeholders in communities, target schools and the Ministry of Primary and Secondary Education (MoPSE). It will also seek to transform negative social norms, social practices and behaviours to support girls’ education. The IGATE project aims to improve the opportunities of 51,472 marginalised adolescent girls by supporting them to improve their literacy, numeracy, and financial skills, and post primary learning options. The project will be operating in 230 schools (178 primary level and 52 secondary level) that were part of the GEC-1 cohort, plus 88 additional primary schools reached through the cluster delivery approach.
Improving Gender Attitudes, Transition and Education Outcomes – Transition (IGATE) The IGATE project aims to improve the opportunities of 51,472 marginalised adolescent girls by supporting them to improve their literacy, numeracy, leadership and financial skills, and post primary learning options. The project will be operating in 230 schools (178 primary level and 52 secondary level) that are part of the GEC-1 cohort, plus 88 additional primary schools reached through the cluster delivery approach of the Whole School Development (WSD) component, community engagement, and complementary community-based learning programmes for out-of-school (OOS) girls. The project will deliver the following outcomes: I. Transition: the project will support girls in their transition from primary to secondary education. In parallel, the project will introduce non-formal, community-based, post-primary learning opportunities providing a second chance and relevant lifeskills education to the many girls of secondary school age who have dropped out or are at risk of dropping out before, in the transition to, or within secondary school given the supply side barriers to secondary education in marginalised communities. II. Learning: the project will ensure girls are not only enrolled in school but also attending and, developing their skills in literacy, numeracy, and financial literacy, raising their confidence and self-esteem, as well as creating an enabling environment where these girls feel safe and supported to pursue their education. III. Sustainability: the project will ensure the long-term impact of the intervention by working to increase capacities of key stakeholders in communities, target schools and the Ministry of Primary and Secondary Education (MoPSE). It will also seek to transform negative social norms, social practices and behaviours to support girls’ education. SNV will provide technical support to the design and delivery of community based education to reach over 5000 out of school adolescent girls and boys.
Improving Gender Attitudes, Transition and Education Outcomes – Transition (IGATE) The IGATE project aims to improve the opportunities of 51,472 marginalised adolescent girls by supporting them to improve their literacy, numeracy, leadership and financial skills, and post primary learning options. The project will be operating in 230 schools (178 primary level and 52 secondary level) that are part of the GEC-1 cohort, plus 88 additional primary schools reached through the cluster delivery approach of the Whole School Development (WSD) component, community engagement, and complementary community-based learning programmes for out-of-school (OOS) girls. UDACIZA will contribute to the IGATE program objective of sustainability by working to increase capacities of key stakeholders in communities, target schools, working with religious bodies. It will also seek to transform negative social and religious norms, practices and behaviours to support girls’ education. UDACIZA works with religious bodies and church structures to transform negative social norms practices and behaviors which limit the access and attainment of girls in education in rural Zimbabwe, contributing to the goal of improved oppportunities of 59,704 marginalised adolescent girls.
Improving Gender Attitudes, Transition and Education Outcomes – Transition (IGATE). The IGATE project aims to improve the opportunities of 51,472 marginalised adolescent girls by supporting them to improve their literacy, numeracy, leadership and financial skills, and post primary learning options. The project will be operating in 230 schools (178 primary level and 52 secondary level) that are part of the GEC-1 cohort, plus 88 additional primary schools reached through the cluster delivery approach of the Whole School Development (WSD) component, community engagement, and complementary community-based learning programmes for out-of-school (OOS) girls. Emthonjeni Womens' Forum will contribute to the IGATE program objective of sustainability by working to increase capacities of key stakeholders in communities, target schools and the Ministry of Primary and Secondary Education (MoPSE). It will also seek to transform negative social norms, social practices and behaviours to support girls’ education. Emthonjeni Womens' Forum works with community leaders and champions to transform negative social norms practices and behaviors which limit the access and attainment of girls in education in rural Zimbabwe, contributing to the goal of improved oppportunities of 59,704 marginalised adolescent girls.
Responding to corporate strategic priorities in Latin America and the Caribbean 2017-2018 Répondre aux priorités stratégiques en Amérique latine et dans les Caraïbes 2017-2018 This project will allow IDRC's Regional Office for Latin America and the Caribbean to respond promptly to corporate strategic priorities in the region. It will cover costs associated with requests from regional and Canadian researchers for travel grants, short consultancies, publishing, development of new outputs from IDRC-supported research results, and translations. Ce projet permettra au Bureau régional de l’Amérique latine et des Caraïbes du CRDI de réagir rapidement aux priorités organisationnelles stratégiques dans la région. Il servira à couvrir le coût des demandes présentées par les chercheurs régionaux et canadiens en subventions de voyage, en consultations brèves, en développement de nouveaux produits découlant des résultats de recherches appuyées par le CRDI, en traductions.