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"id":"b8feed29-665a-465c-ad34-f4bd175bc1c9", "related_activity_context":"ID: GB-GOV-1-300922\nTitle: Learning and Inclusion For Transformation (LIFT)\nDescription: Improved learning outcomes and more equitable access to primary and girls in school and out of school including girls with disability in Rwanda\n \n ID: GB-GOV-1-300922-401\nTitle: UNICEF Partnership - Girls in School are Supported (P4-5)\nDescription: Girls in school(P4-5),the intervention will reach the most learning disadvantaged in-school girls and boys in P4-5.There is a strong evidence demonstrating that targeted support to girls in school can improve self-confidence. retention and learning outcomes, including some evidence from Rwanda. In Rwanda, there is evidence that targeted remedial learning works to improve learning outcomes. UNICEF, in partnership with the Imbuto foundation is implementing a remedial education programme to accelerate learning recovery. The programme targets marginalised girls in P3-P6 who perform below basic in literacy and numeracy assessment (bottom 20%).\n \n ID: GB-GOV-1-300922-402\nTitle: Foundational Learning and Innovation Fund\nDescription: 1. Improving learning outcomes in English and maths for girls and boys in P1-P3 as well as strengthening the delivery capacity of schools, local government, and/or other relevant institutions, the intervention will mainly focus on provision of English language training to teachers with limited English language proficiency, implementing a sustainable approach to school-based continuous professional development (CPD) for P1-P3 teachers in line with evidence and global best practice, provision of appropriate teaching and learning materials for teachers and students, considering inclusive and gender-responsive pedagogy and accessibility of materials.\n\n2. Support highly marginalised out of schoolgirls and boys to return to school or access other learning opportunities. An Innovation Fund will provide grants to a range of organisations through a competitive process to interventions that have high potential to be cost-effective, based on global and local evidence, in up to six districts. Support may include a multifaceted package of SRHR, foundational skills training, vocational training, and financial literacy life skills. Girls will be supported to return to school through remedial education that allows them to catch up, and cash transfers to ensure they are able to stay in school.\n \n ID: GB-GOV-1-300922-403\nTitle: MERL (Monitoring, Evaluation, Research and Learning)\nDescription: Carryout distinct Research and Evaluation activities to drive programme impact by ensuring that evidence informs programme adaptation, responds to programme or policy needs, and contributes to the global evidence base on what works. The requirement is to produce and maintain a high quality logframe (including indicators and targets for impact, outcome, and outputs, based on available data) and a Monitoring, Evaluation and Learning (MEL) Strategy for the interventions. Research and evaluations activities will be conducted through other interventions of the programme including foundational learning, Girls in school, Girls out of school, Children with disabilities, and technical assistance and Advocacy. Test-Learn-Adapt approaches will be implemented to generate cost-effectiveness data and provide ad-hoc demand-led research.\n \n ID: GB-GOV-1-300922-404\nTitle: Programme Funded Post - Education Adviser\nDescription: The post-holder will be responsible for technical oversight of the GIRL programme, ensuring internal programme coherency, promoting a culture of evidence and learning, programme compliance with a focus safeguarding and identifying and monitoring risks. In addition, the post-holder will be responsible for the programme’s alignment with other development partners and technical engagement in the sector on programme-related issues such as foundational learning, education inclusion and evidence dissemination. The post-holder will be based in the BHC, but will work closely with programme partners to provide join-up and technical expertise across the programme components. The post-holder will be expected to promote visibility of the UK’s contribution to Rwanda's education sector, and advance UK objectives on gender equality, disability, and inclusion.\n", "_version_":1865394202279411712 }] } }