To improve the lives of the Afghan people by providing financial support to improve the Government of Afghanistan’s capability to implement development projects and reforms. This will benefit people in all provinces of Afghanistan by improving access to basic services, infrastructure, governance and community representation. This contributes to MDGs 1-5 through a range of interventions, and will remain the main mechanism for coordinated donor support to Afghanistan for many years to come.
To improve access, retention and the quality of education for all children in primary and secondary schools of Punjab Province in Pakistan. All government school children (6 million primary, 4 million secondary) and children attending school through the Punjab Education Foundation (around 2.2 million) will have benefited from UK support in Punjab by March 2019.
To improve primary and secondary education in Khyber Pakhtunkhwa by providing up to £283.2million in technical assistance, financial aid and infrastructure which aims to benefit all primary and lower secondary children in the province by 2020.This programme targets primary enrolment specifically girl child enrolment and female literacy which contributes towards Sustainable Development Goals 4 and 5. The programme is directly supporting 257,808 children to gain quality education.
To support the improvement of the quality of education in primary schools in Tanzania and to increase the number of children, particularly girls, able to transfer to secondary education by improved teaching of early grade reading and numeracy.
To increase access and the capacity for Girls’ in South Sudan to stay in school and complete primary and secondary education by providing them with a broad package of support. This will benefit 240,000 girls, 300,000 boys and 2,600 schools. This contributes towards our MDG’s by allowing more children to complete a full course of education and will result in improved learning outcomes, completion rates and a decrease in drop-out/repetition rates in all 10 states of South Sudan by the end of 2018.
To support the delivery of safe, inclusive and quality education services for up to 300,000 vulnerable children in Syria. This will likely be achieved through the provision of stipends to up to 10,000 teachers and education staff, funding of a Teacher Payment and Attendance Monitoring System, development of a teacher training support package and provision of incentives to ensure marginalised children can access education. These components will be supported with capacity building of local Syrian authorities and Non-Governmental Organisations to manage education delivery.
To improve student learning in six states in Northern Nigeria over 6 years. This will be achieved through creating a cohort of 66,000 more effective teachers of Mathematics, Science and Technology and English. For every year that these 66,000 teachers continue in service, they will improve the learning outcomes of up to 2,000,000 students in primary and junior secondary schools. In the Colleges of Education, a total of 816 lecturers, working in Primary Education and Junior Secondary School Departments, will be trained. In turn, 4,000 student teachers will benefit from improved training through pre-service methods in Colleges of Education.
To have more and better quality education and skills training from pre-primary to tertiary education in Zambia. This will benefit 75,356 primary level and 12,603 lower secondary level boys and girls and contributes to our MDGs by improving access and equity of education by 2016. (Nutsen)
To address the global learning crisis in education, this joint policy and research programme will: 1) Establish new global learning indicators, including a new education lead indicator, through support to the UNESCO Institute of Statistics (UIS), the People's Action for Learning (PAL) network, and other partners working to improve learning and equity data across DFID's focus countries. 2) Improve analysis and use of data on learning and equity, through supporting four more annual Global Education Monitoring Reports. 3) Transform research methods through a partnership with the UK National Centre for Research Methods (NCRM) 4) Support emerging global initiatives to tackle other priority barriers to learning
To support Syrian refugee access to the Lebanese public education system and to improve learning for all vulnerable Lebanese and Syrian public school children aged 6-15