Grants and Contributions

Project activities include: (1) conducting a participatory, holistic and gender-sensitive study on the individual status of girls and adolescent girls, including refugees, displaced persons, returnees and persons living with disabilities (RDRD), and the obstacles and specific demands related to their education; (2) developing, with the education staff, teaching and learning materials that are inclusive, gender-sensitive and adapted to the realities of the most vulnerable girls and adolescents, including RDRD; and (3) strengthening coordination mechanisms among local, national and regional actors involved in women's education to increase their participation and the consideration of their voices.

Designed to combine capacity building and policy support with a practical demonstration to achieve sustainable change, the project activities include: (1) providing technical assistance to the NSDA for developing and implementing an action plan on gender equality (GE) in TVET/Skills Training; (2) setting up a gender and skills taskforce to review the strategy for the promotion of GE and gender-based violence-free TVET system; (3) addressing the impacts of COVID-19 and providing more flexible training schedules, blended learning solutions, and provision of child care; (4) conducting gender-focused value chain analysis and research to identify opportunities for increasing women’s employment; (5) providing technical assistance to business development service providers in selected value chains; (6) establishing public-private partnerships to enhance women’s access to infrastructure projects; (7) increasing access to apprenticeship-based training for women; and (8) developing and promoting gender and environment-based curriculum and training materials.

Project activities include: (1) conducting a gender-sensitive analysis of the labour market and existing competency standards to identify climate-smart agribusiness subsectors for training programs; (2) establishing Egypt’s first Agribusiness Centre of Competence (CoC), which seeks to serve a network of 10 agricultural technical schools; (3) developing a new gender-responsive and competency-based curriculum that can respond to skill gaps in the labour market and improve employment and self-employment pathways for youths; (4) providing gender training to students, institutional staff, and industry representative to reduce barriers preventing women from pursuing TVET and employment opportunities; (5) providing capacity building services to technical schools personnel and instructors; (6) creating industry advisory committees, and youth and community committees to increase linkages between technical schools and private sector actors; (7) raising awareness within project communities on the advantages and opportunities of TVET and employment, especially for women; (8) providing training to industry, community, and government officials to enhance the image of technical education; and (9) fostering internship and learning opportunities for students in agri-business enterprises.

Pauktuutit will also create an advocacy strategy to guide how the organization learns, including improving ability to provide programs that prevent violence, leadership, technology, project management, financial management, employee tools, mentorship.

EHHS will conduct a literature review of best practices related to ending violence against women (EVAW) with an Indigenous focus and will create learning resources to share with partners. The organization will conduct an overall review of the agency structures and mandate, including reviewing the board policy and updating its vision, mission, and mandate.