devinitorg/iati-policy-markers huggingface dataset:
The Papua Atlas of Deforestation and Commercial Plantations This activity (The Papua Atlas of Deforestation and Commercial Plantations) is a component of Supporting a Sustainable Future for Papua’s Forests reported by FCDO and a budget of £671,463.This project benefits INDONESIA.And works in the following sector(s): Forestry policy and administrative management.
Oversight and Quality Assurance Service by World Bank - for SCRS - WASH Programme This project is to provide oversight on behalf of the Consolidated WaSH Account (CWA) pooled fund contributing Development Partners on the implementation of the One WaSH National Programme Phase II, which also includes the implementation of FCDO’s support of Strengthening Climate Resilient Systems for Water, Sanitation and Hygiene Services in Ethiopia (SCRS – WaSH) as part of the Climate Resilient Component of OWNP CWA. The Externally Financed Output (EFO) primarily support the World Bank’s oversight role to ensure that the implementation of OWNP-CWA Phase II is in accordance with the commonly agreed fiduciary, social and environmental safeguard requirements as stated in the CWA Program Operational Manual (POM).
African cities - Education Research Team contributions The African Cities research programme will take the “city as a system”, linked to political settlement analysis, as the fundamental organising principle for new research
Technical Assistance (TA) to Government of Ethiopia Technical Assistance (TA) to Government of Ethiopia through Oxford Policy Management
Economics of Low Carbon Development for Indonesia To contribute to national debate on economic costs and benefits of unilateral and regional actions on mitigation and adaptation, to raise awareness about the urgency of climate change challenges and their potential socioeconomic impact on Indonesia, while informing other stakeholders e.g civil society, academia, media, nongovernment organizations, private sector, and aid agencies of the same,  and to indirectly support government and private sector actions in Indonesia to mitigate and adapt to climate change.
Girls' Education in South Sudan Programme - Fund Manager This activity (Girls' Education in South Sudan Programme - Fund Manager) is a component of Girls' Education in South Sudan Phase II reported by FCDO and a budget of £21,933,812.This project benefits SOUTH SUDAN.And works in the following sector(s): Education policy and administrative management, Education facilities and training.
Operational costs of the OECD DAC Chair This activity (Operational costs of the OECD DAC Chair) is a component of FCDO voluntary contributions to the DAC in 2019 and 2020 and support to DAC Chair office. reported by FCDO and a budget of £281,192.This project benefits Developing countries, unspecified.And works in the following sector(s): Sectors not specified.
Climate Resilient Livelihoods through UN Consortium This activity (Climate Resilient Livelihoods through UN Consortium ) is a component of Building Resilience and adapting to climate change in Malawi  reported by FCDO and a budget of £25,575,945.This project benefits MALAWI.And works in the following sector(s): Material relief assistance and services, Food assistance, Disaster prevention and preparedness, Social Protection.
Recovery planning improvements and inclusive resilience action in Caribbean countries To improve pre and post disaster management in the Caribbean to strengthen resilience by improving recovery systems and resilience measures, including specific support for vulnerable groups.
Private Infrastructure Development Group development of local capital markets through InfraCredits This activity (Private Infrastructure Development Group development of local capital markets through InfraCredits) is a component of PIDG2 - Second phase of FCDO's Support to the Private Infrastructure Development Group .  reported by FCDO and a budget of £0.This project benefits Developing countries, unspecified.And works in the following sector(s): Electric power transmission and distribution (centralised grids), Energy generation, non-renewable sources, unspecified, Energy policy and administrative management, Telecommunications, Transport policy and administrative management.
The Girls' Education Forum will convene governments, the private sector, civil society partners, influencers and young people to showcase best practice for girls’ education and identify action needed to accelerate progress towards Global Goal 4 This activity (The Girls' Education Forum will convene governments, the private sector, civil society partners, influencers and young people to showcase best practice for girls’ education and identify action needed to accelerate progress towards Global Goal 4) is a component of Girls' Education Forum reported by FCDO and a budget of £143,000.This project benefits Developing countries, unspecified.And works in the following sector(s): Education policy and administrative management.
Health Pool Fund III - Design and Inception This activity (Health Pool Fund III - Design and Inception ) is a component of South Sudan Health Pooled Fund Phase III  reported by FCDO and a budget of £33,990.This project benefits SOUTH SUDAN.And works in the following sector(s): Health policy and administrative management, Malaria control, Personnel development for population and reproductive health, Reproductive health care, Basic nutrition, Basic health care.
The Future of Agriculture in Rwanda - programme monitoring This activity (The Future of Agriculture in Rwanda - programme monitoring) is a component of The Future of Agriculture in Rwanda (FAiR) reported by FCDO and a budget of £33,204.This project benefits RWANDA.And works in the following sector(s): Agricultural development.
CLARE - Met Office Collaboration Placements Phase 2 To provide weather and climate services to inform investments and actions by FCDO, UK Government and humanitarian partners, in collaboration mainly with the UK Met Office, supporting development and humanitarian teams with timely information on long-term climate risks as well as immediate threats that enable prompt an effective response to crises as well as long-term resource planning.
Jordan Investment & Economic Reform Advisory Programme Technical support to enable the Government of Jordan to conduct reforms designed to stimulate equitable economic growth, increase jobs and investment and reduce poverty.
Provision of Water to Communities in response to COVID19 This activity (Provision of Water to Communities in response to COVID19 ) is a component of Water, Environmental Sanitation and Hygiene Programme reported by FCDO and a budget of £91,240.This project benefits SIERRA LEONE.And works in the following sector(s): Water sector policy and administrative management.
Core contributions to the Global Partnership for Education 2018-2021 This activity ( Core contributions to the Global Partnership for Education 2018-2021) is a component of UK Support to the Global Partnership for Education 2018-2021 reported by FCDO and a budget of £212,071,200.This project benefits Developing countries, unspecified.And works in the following sector(s): Sectors not specified.
Lean Season Support, Target and Monitoring with HelpAge International This activity (Lean Season Support, Target and Monitoring with HelpAge International ) is a component of Humanitarian Response in Mozambique   reported by FCDO and a budget of £735,559.This project benefits MOZAMBIQUE.And works in the following sector(s): Relief co-ordination and support services.
Transformation By Innovation in Distance Education Transformation by Innovation in Distance Education (TIDE) aims to improve the quality of higher education in Myanmar at a critical time in the country’s development. After years of low investment in the higher education system, there is now an increasing demand for skilled graduates to meet new employment needs, particularly in relation to the environmental management of Myanmar’s natural resources to ensure sustainability over years of rapid development. TIDE brings together universities in the UK and Myanmar to improve the quality of distance learning to result in more employable graduates. The partnership will innovate and strengthen the quality of the distance education system at institutional levels and in the design and delivery of learning, focusing on environmental science disciplines and making use of the rapidly emerging ICT infrastructure
Girls Education Challenge - Improving Girls’ Learning Outcomes Led by Plan UK, The Open University is supporting 550 girls of senior secondary age and above in a scheme which prepares them for entry into teacher training, through a combination of self-supported study and experience in a primary school. Funded by UK aid funding through the Girls Education Challenge Programme, set up by the UK Government. Local partners include international and national NGOs and a teacher training college, through which the project reaches over 180 rural primary schools. ;
Supporting Adolescent Girls’ Education (SAGE) The SAGE (Supporting Adolescent Girls Education) Project is a comprehensive initiative to ensure that 21,760 highly marginalised OOS (out-of-school) adolescent girls aged 10-19 have improved learning outcomes and can transition to education, training or employment. Working across 11 districts of Zimbabwe, a consortium of diverse partners including faith-based, academic and private sector actors will focus on providing high-quality, accelerated, non-formal education in 132 accessible, girl-friendly Community-Based Learning Hubs (CBLHs).
Approaches in Complex and Challenging Environments for Sustainable SRHR (ACCESS) The ACCESS Consortium will produce a set of scalable, evidence-based, participatory approaches that support and engage marginalised and under-served populations in complex and challenging environments to claim and access comprehensive sexual and reproductive health (SRH) information and services.
Fleming Learning Grant 2 The project will produce sets of high-quality learning materials on Anti-Microbial Resistance and adapt selected modules to deliver contextualised learning events in 3 Low and Medium Income Countries.
Teacher Education in sub-Saharan Africa (TESSA) 2 TESSA is a network of teachers and teacher educators working alongside The Open University with the aim of improving the quality of classroom practice and access to teacher education resources across Sub-Saharan Africa. TESSA was launched in direct response to requests from teacher education institutions across sub-Saharan Africa, where one in three young people do not complete primary school. Through the TESSA programme The Open University and TESSA partners—African universities, institutions and education experts—develop and maintain a bank of pedagogic subject resources, contextualised for 10 languages/countries (Ghana, Tanzania [Swahili], Kenya, Uganda, South Africa, Mauritius, Nigeria, Sudan [Arabic], Zambia and Togo [French]) across Sub-Saharan Africa. The Open University provides access to these as Open Educational Resources (OER) online, in print and in digital document formats, which can be used and adapted for a wide range of teacher development and teaching needs. TESSA’s extensive bank of OER support national curricula and can be integrated into pre- and in-service teacher training programmes or used independently by practicing teachers to develop their pedagogic skills and classroom practice. They feature activities, practical examples and resources that teachers can use in their classes to actively engage pupils in learning. Guidance handbooks and toolkits help teachers and teacher educators integrate the study units in their courses effectively. Under this grant the priority is to address sustainability of the TESSA programme through a strategy involving improving access, embedding the programme and approaches and building capacity.
Improving Gender Attitudes, Transition and Education Outcomes (IGATE-Transition) IGATE-T seeks to improve the life chances of over 70,000 marginalised girls by supporting their learning and helping them to transition from primary education to post-primary options such as secondary school or community-based learning. The Open University is the academic lead for a whole school development programme, which will improve inclusive education and the teaching of literacy and numeracy, enabling schools to be safe and supportive environments which enhance girls' learning.
Skills for Prosperity Kenya Skills for Prosperity Kenya is a two-and-a-half year programme, funded by the Foreign, Commonwealth and Development Office (FCDO), which aims to improve Technical, Vocational Education and Training (TVET) and Higher Education in Kenya, with a focus on marginalised youth, persons with disabilities and women and girls.   Under a consortium led by Leonard Cheshire, the Open University is leading on support to the creation of a new National Open University for Kenya (NOUK), and supporting skills development and capacity building for other public university staff in the areas of open and distance learning, and improving their distance education provision.
Teacher Training for Inclusive Girls’ Education in Sierra Leone The project supports 210 young women in rural areas, who face a number of key barriers to completing their education  to become teachers, thus increasing the number of available and qualified female teachers in Sierra Leone. TTIGE aims its interventions at two specific stages: 
i) providing vulnerable young women (aged 18-26 years) in rural communities with an accessible route to becoming qualified teachers, and equipping them with practical teaching experience engaging with children in schools through the Learning Assistant phase.
ii) continuing to support the young women’s successful entry into and completion of the Teacher Training College (TTC) in order to be successfully accredited and employed as primary school teachers.
Towards Results in Education and English (TREE) TREE aims to improve teacher training and continuing professional development in Education Colleges and the Ministry of Education to improve the capacity of principals, teacher educators and student teachers. In this way the project is expected to support education reform in Myanmar and improved learning outcomes for student teachers and children across Myanmar. To achieve this overall objective the project has four workstreams: Supporting the Continual Professional Development of teachers and teacher educators; Improving English proficiency; Strengthening the education system, partnerships for education and teaching practice; and Supporting inclusion, especially disability inclusion.
OpenSTEM Africa The aim of OpenSTEM Africa (OSA) Ghana is more girls and boys in Senior High School, who are equipped with study skills and are applying to study STEM subjects beyond secondary school, through: · Improved school leadership practice · Improved experiential teaching and learning of science · Girls and boys seeing science study as interesting and relevant to their future OSA will harness appropriate technologies to provide transformative experiences of science, inspiring more young people, especially girls, to transition into higher levels of education in STEM subjects, in support of their full participation in society
Advanced Safeguarding Leadership Training This project will create 3 massive open online courses (MOOCs) on safeguarding for the international aid sector. They will be designed for Safeguarding Leads, i.e. those that have responsibility for safeguarding within humanitarian and development organisations in the Global North and South.
Teacher Education in sub-Saharan Africa (TESSA) TESSA is a network of teachers and teacher educators working alongside The Open University with the aim of improving the quality of classroom practice and access to teacher education resources across Sub-Saharan Africa. TESSA was launched in direct response to requests from teacher education institutions across sub-Saharan Africa, where one in three young people do not complete primary school. Through the TESSA programme The Open University and TESSA partners—African universities, institutions and education experts—develop and maintain a bank of pedagogic subject resources, contextualised for 10 languages/countries (Ghana, Tanzania [Swahili], Kenya, Uganda, South Africa, Mauritius, Nigeria, Sudan [Arabic], Zambia and Togo [French]) across Sub-Saharan Africa. The Open University provides access to these as Open Educational Resources (OER) online, in print and in digital document formats, which can be used and adapted for a wide range of teacher development and teaching needs. TESSA’s extensive bank of OER support national curricula and can be integrated into pre- and in-service teacher training programmes or used independently by practicing teachers to develop their pedagogic skills and classroom practice. They feature activities, practical examples and resources that teachers can use in their classes to actively engage pupils in learning. Guidance handbooks and toolkits help teachers and teacher educators integrate the study units in their courses effectively.
Early Reading BOC Dissemination SAIDE, The Open University and Ntataise will disseminate the TESSA/African Storybook digital early reading Badged Open Course (BOC) across 6 provinces in South Africa (Free state, Northern Cape, North West, Mpumalanga, Limpopo, Gauteng). 240 Early Childhood Development (ECD) practitioners (98% women) in Ntataise’s 160 ECD centres will receive direct support from Enrichment Trainers to complete the BOC online to increase their early reading teaching skills and apply them to some 8,000 children with whom they work.
Management Essentials MOOC This project involves the creation of a MOOC (Massive Open Online Course) on learning how to be an effective leader and good manager in humanitarian response. The course is designed as a training package for in-country, new managers in humanitarian response. It can also be used as a refresher for existing humanitarian managers and as a taster for those contemplating stepping up to management in humanitarian response. This course includes activities that focus on the practical development of essential knowledge and skills as well as their application. It is three weeks long, with each week addressing different competencies required of new humanitarian managers; • Week 1 Stepping up to management, • Week 2 Managing others • Week 3 Managing humanitarian response The course requires roughly four hours of study per week. If participants wish to document their completion of this module, they can take the end of module assessment and upon passing, will receive a personalised certificate. The OU is now working with HLA partners to deliver another iteration of the MOOC.
Zambian Education School-based Training (ZEST) The ZEST project will develop and roll out a high quality, school-based teacher professional development programme which will reach up to 4000 primary school teachers and leaders across Zambia’s Central Province. The aim of the project is to help teachers to develop their skills in active, learner-centred approaches to teaching. This project responds directly to the priorities of the Zambian Ministry of General Education to operationalise their current In-Service teacher development strategy. Teachers will be guided through a series of activities, which draw on existing Open Education Resources (OER), to provide teachers with meaningful and practical ideas to improve their classroom practice. Working with teachers, school leaders and education officials, the programme will then be made available online, giving it the potential to be scaled up across Zambia.
Mobile Learning for Empowerment of Marginalised Mathematics Educators (3Mpower) 3Mpower will study the relationship between at-scale teacher professional development (TPD) with technology, and the teaching and learning of numeracy skills in primary schools in Bangladesh. We will consider marginalisation through the lenses of geography (i.e., low-income rural communities) and gender (i.e., female teachers and learners). We will examine the equity and scale of reach, contextual appropriateness, effectiveness in improving numeracy outcomes, cost-effectiveness, and sustainability of the approach to using mobile learning for TPD.
Supporting Adolescent Girls Education (SAGE) II Programme This project builds on SAGE Phase 1. In this Phase, the OU will:
- Assist in the development of reading scheme materials which are inclusive and gender responsive, providing consultative support to the delivery organisation.
- Assist in the development of an inclusive education toolkit for community educators. 
- Develop research papers, learning papers and documentaries showcasing project evidence on what works for supporting out of school girls' access to education.
- providing ongoing technical support with a focus on teaching and learning quality
- providing support  the Community of Reflective Practice (CORP) strand.
Second Chance Education and Vocational Learning (SCE) Programme The Second Chance Education and Vocational Learning (SCE) Programme (2018–2021) aims to develop context-specific, affordable and scalable learning and employment pathways for empowering the world’s most disadvantaged women and young women. The programme is being piloted in Cameroon, Jordan, India, Mexico, Chile and Australia and aims to directly benefit 67,000 women and young women from indigenous, refugee, displaced, and low-income groups. These marginalized women and young women face a combination of key barriers and vulnerabilities that prevent access to relevant educational programmes, including geographic and cultural barriers; gender-based violence, low income, early marriage and childhood pregnancy, conflict and displacement, and poverty and migration.  The OU is UN Women’s partner learning institution in charge of piloting an approach to course development by producing and supporting the production of 3 of high-quality courses for the SCE programme for 6 target countries (Chile, Australia, Cameroon, Mexico, India and Jordan) building on the local partner content and high priority gaps in content.
FIFA Guardians Safeguarding in Sports Diploma The OU will develop and deliver a suite of 5 online courses on safeguarding in sports directed mainly, but not exclusively, to learners from FIFA’s 211 Member Associations (MAs) as well as other selected learners from the football community. They will be largely delivered online with the online content openly and freely available to all learners in football and other sports as well as non-sporting organisations. The Courses will also be accompanied by individualised feedback on FIFA Learners’ outputs and face-to-face FIFA Residential Workshops for FIFA Learners only.
Supporting the Teaching of Early Reading in Sub-Saharan Africa The Open University’s (OU) Teacher Education in Sub-Saharan Africa (TESSA) programme will develop and promote a Badged Open Course (BOC) to support the teaching of Early Reading in Southern Africa, where Early Reading is a priority. This project will be delivered in partnership with the South African Institute of Distance Education (SAIDE), and their African Storybook (ASB) project.