Project Title

Capacity Building for the Reduction of Educational Gender Gaps through Structural Reform 

Project Year

2015   

Project Number

EC 02 2015A 

Project Session

Session 1   

Project Type

Standard 

Project Status

Completed Project   
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Project No.

EC 02 2015A 

Project Title

Capacity Building for the Reduction of Educational Gender Gaps through Structural Reform 

Project Status

Completed Project 

Publication (if any)

 

Fund Account

APEC Support Fund 

Sub-fund

ASF: APEC's New Strategy on Structural Reform (ANSSR) 

Project Year

2015 

Project Session

Session 1 

APEC Funding

161,022 

Co-funding Amount

35,000 

Total Project Value

196,022 

Sponsoring Forum

Economic Committee (EC) 

Topics

Structural Reform 

Committee

Economic Committee (EC) 

Other Fora Involved

 

Other Non-APEC Stakeholders Involved

 

Proposing Economy(ies)

Chile 

Co-Sponsoring Economies

Canada; Indonesia; Mexico; Peru; Viet Nam 

Expected Start Date

01/06/2015 

Expected Completion Date

31/12/2016 

Project Proponent Name 1

Cristian Salas 

Job Title 1

Advisor for International Affairs 

Organization 1

Ministry of Finance 

Postal Address 1

Teatinos 120, 11th Floor, Santiago, Chile 

Telephone 1

56-2 28282176 

Fax 1

Not Applicable 

Email 1

csalas@hgacienda.gov.cl 

Project Proponent Name 2

Not Applicable 

Job Title 2

Not Applicable 

Organization 2

Not Applicable 

Postal Address 2

Not Applicable 

Telephone 2

Not Applicable 

Fax 2

Not Applicable 

Email 2

Not Applicable 

Declaration

Cristian Salas 

Project Summary

This project will contribute to advance the Bogor Goals, the Yokohama Declaration and the recent Beijing Declaration, ensuring that people share the benefits of economic growth by enhancing education with equal opportunities for women in APEC economies. The project is directly related to the APEC New Strategy for Structural Reform (ANSSR) as well as SME and Women Development pillar, which has driven recent activities of the Economic Committee (EC).

This project will develop a three-day workshop in Santiago, Chile, in which member economies will advance on public sector governance structural reforms, focusing on women development through education via structural reform helping to overcome the Middle Income Trap (MIT).

Some of the APEC economies have equal or higher mathematics gender gaps than the OECD average. OECD recommends looking at some APEC economies that have significantly reduced that gap, such as: the Republic of Korea, Thailand and the Russian Federation.

Relevance

This project seeks to enhance opportunities for women and vulnerable populations, within the scope of the ANSSR. Likewise, it is connected to the former “Leaders’ Agenda to Implement Structural Reform (LAISR)” and the “Public Sector Governance” area.

APEC economies will not achieve development unless they nurture and take full advantage of their people’s talents, regardless of gender. Governments play a key role in improving women’s access to opportunities, since they are responsible for generating proper public policies through structural reform.

Significant progress has been achieved in the diagnosis and development of concrete educational policies, but less has been achieved regarding capacity building to carry on such policies. This project will focus on understanding how to reform and build powerful institutions, capable of designing and executing comprehensive policies that aim to decrease educational gender gaps.

Some of the APEC economies taking the Programme for International Student Assessment (PISA) 2012 have equal or higher mathematics gender gaps than the OECD average, and OECD recommends looking at some APEC economies that have significantly reduced that gap between 2003 and 2012 (among them: the Republic of Korea, Thailand and the Russian Federation), in order to learn about policies to reduce women’s disadvantage in mathematics. All APEC economies will benefit from learning about such successful reforms and about other APEC economies that -along with Chile- are concerned about educational gender gaps.

The PISA score is also an indicator spotlighted in the APEC Women and the Economy Dashboard which monitors economies’ progress to barriers for women’s economic empowerment. Progress on this indicator will work directly into the current priorities for the Policy Partnership on Women and the Economy.

Some questions to be covered during the discussion, among others, are the following,: How do APEC economies enhance Gender Departments within their Ministries of Education?; How do APEC economies prepare people for working in these Gender Departments?; How much do APEC economies invest in capacity building focused on gender gap reduction?; How do APEC economies establish which programs should be developed at the central level and which ones should be adjusted and executed locally?; What policies do APEC economies implement in order to improve girls’ self-esteem and change families, teachers and others’ expectations?; How can APEC economies make those improvements and changes permanent over time (State policy rather than government policy)?

To succeed in the challenge of increasing equality among men and women in order to advance toward full economic development, APEC economies need to develop policies focused on early children’s lives.

This is clearly a Rank 1 project as it contributes to the design and implementation of structural reforms, including those needed to cope with the Middle Income Trap (MIT). Furthermore, the project is aligned with the implementation of ANSSR. In the same way, it contributes to enhance human capital development, including activities outlined in the “Strategic Plan on Capacity Building to Promote the Trade and Investment”, as well as the education and capacity building agendas.

Objectives

i)  To create an APEC community in charge of sharing good governance practices in the reduction of gender education gaps.

ii) To improve the capacity of civil servants to adapt, design, implement and evaluate gender gap reduction policies.

iii) To document good experiences in a workshop proceeding.

iv) To discuss and analyze during 2016 the main conclusions of the three-day workshop through the revision of workshop proceeding drafts with participants from different APEC economies.

v) To present the workshop proceeding in Peru during the EC2 meeting in 2016.

Alignment

This project will help to advance in the Bogor Goals and the Yokohama Declaration, ensuring that people share the benefits of economic growth by enhancing education with equal opportunities for women. The project is related to the ANSSR “SME and Women Development” pillar, and also to the former LAISR “Public Sector Governance” area. Through this project, member economies will advance public sector governance structural reforms, focusing on women’s development through education and will contribute to avoid the MIT.

This project also aligns with the 22nd APEC Economic Leaders’ Declaration that encourages APEC economies to prioritize strengthening capacity building for human resources development and enhancing the participation of women in the economy. Furthermore, APEC Economic Leaders stressed that they are committed to taking innovative measures to further promote women’s access to markets and ICT technology. Towards the completions of such goals, tackling girls’ early disadvantages in mathematics is needed.

The project helps to advance Chile’s priorities under ANSSR work plan. In particular, this project is developed in the context of the ANSSR, “Promoting Sustained SME Development and Enhanced Opportunities for Women and Vulnerable Populations” pillar, and is in line with Chile’s priority of “reducing the time needed for starting a business to improve the business environment particularly for the SMEs”. In the process of implementing Chile’s ANSSR plan, Chile has come to the realization that reducing time needed for starting a business (to improve the business environment for SMEs) is meaningless unless is ensured before that vulnerable populations can significantly participate on it.

Such vulnerable group, women, are unable to participate meaningfully in starting a business because there are evident educational gender gaps, specifically in cognitive areas such as STEM skills, where mathematics are more evident as they are directly related to issues like basic budget management and entrepreneurship abilities. This project aims to close that gap during childhood and youth, which will in turn enable women to participate meaningfully in starting a business. Without this preliminary work, they will not be included in the “benefit” of reduction of time in starting a business.

This project also aligns with the work mentioned in Chile’s Midterm ANSSR report (in support of the same priority), which refers to Chile’s focus on the importance of developing women entrepreneurs, in particular through the “Capital Abeja” program.

Finally, this project contributes to advancing in Chile’s overarching goal to “Eradicate extreme poverty and become a developed economy by 2018”, which is stablished in Chile’s 2011 ANSSR priorities.

TILF/ASF Justification

The workshop and its associated products will contribute to enhance human capital development, as well as capacity building for gender gap reductions in APEC developing economies, among other issues.

As many other middle income economies, Chile faces the challenge of achieving development following more than two decades reducing poverty, improving social protection policies and increasing education access. Other economies have followed this path before Chile and they have succeeded on such task investing in its population. Within this long term process, girls and women need special attention because, though being half of the population, they face many barriers in labor and financial markets, among others areas.

Among all economies that participated in PISA 2012, Chile shows the largest gender gap in mathematics scores (boys outperform girls by 25 points) and is the economy where more girls than boys do not attain proficiency’ levels. Consequently, this problem is addressed by both OECD gender and education reports.

Chile will not be able to reduce labor, financial and entrepreneurship gender gaps unless it tackles those differences between boys and girls that emerge early in childhood, like those reported by PISA mathematics tests.

Other APEC developing economies face similar challenges. Indeed, some APEC economies taking the PISA 2012 have equal or higher mathematics gender gaps than the OECD average.

This project will develop a three-day workshop in Santiago, Chile, in which APEC economies will advance on public sector governance, focusing on women development through education and a structural reform helping to overcome girls’ disadvantages. Other APEC developing economies would also benefit from such effort, since investing in policies that focus on early children’s lives generate a high return, and some researchers argue that these returns are even higher than other policies which target adults.

Beneficiaries and Outputs

Outputs: The main product of the project is a three-day workshop in October 2015 in Santiago, Chile. At this workshop, it is expected to gather different authorities and policy makers from economy, finance, education, foreign affairs and gender ministries from several APEC economies.

This workshop will be carefully planned during the following months, and then a set of workshop materials will be prepared for the participants. For instance, speakers’ selected research papers will be included in the materials for discussion.  The staff intends to include male and female speakers, in order to have gender balance, in the discussions that will take place in the three-day workshop.  It is important to include men and women in gender gap dialogues, because of their critical and complementary role in this type of discussions.

Other developing economies will be encouraged to participate in the workshop. A previous process of contacting embassies and governmental authorities will be necessary and their suggestions of possible speakers and participants will be taken into account.

After the three-days’ workshop, the Chilean staff will summarize conclusions and recommendations in a workshop proceeding and will share drafts for comments and suggestions with participants from APEC economies during 2016, in order to have a final workshop proceeding, which will be presented in Peru at 2016 EC2.

In the meantime, a policy network that aims to discuss the policies and governance on gender mathematics gaps will be launched, looking for participation of representatives from APEC economies.

Outcomes: It is expected that this project will increase the awareness on the importance of overcoming mathematics gender gaps. Furthermore, since improving mathematics performance during childhood and choosing a career on a STEM field are related, this project will be also raising awareness on the opportunities that emerge from investing in girls -who are half of the student body- promoting innovation, productivity and then growth.

Indeed, the underrepresentation of women in STEM fields in Chile, and other APEC economies, is an issue that needs to be addressed, for several reasons. Among these reasons, the following can be mentioned:

1) With the inclusion of women, the research field will be more balanced, productive and relevant;

2) Including a greater diversity of researchers will enable greater creativity and reduce potential bias;

3) This will contribute to provide equal opportunities, pursuing social equality and justice;

4) Research and production fields attempt to address common issues of an economy’s population financed with common funds (taxes in most cases), therefore it is important to involve most groups of the population;

5) Women represent an underutilized resource towards domestic and international economic growth through innovation or maximization of productivity, and have the potential to boost labor force in these areas, providing more talent from which economies can choose.

Nevertheless, in order to include, equally, women in STEM fields inside APEC economies, a process of state modernization is required, with special focus on gender policies.  In this sense, it is fundamental to grasp which are the mechanisms used by the economies that managed to close the gender gap in education, not only on the design of public policy level, but also in reforming capable government bodies able to meet this challenge.

Thus, reducing the gender gaps in education and including a greater percentage of women in STEM fields not only contributes to provide equal opportunities for women inside the APEC community, but also enables these economies to increase their productivity levels by leveraging their human resources in the best possible way.

Additionally, this project will also support policy-makers interested on these issues, as long as it could also generate an international network to discuss on these topics.

Finally, the project will seek to generate continuous work on gender educational gaps within APEC, exploring collaborative projects with APEC host economies in the following years.

Beneficiaries: Participants should be high-level authorities and policy makers that can promote institutional reforms aimed at reducing educational gender gaps. The directly targeted audiences are APEC authorities of Finance, Economy, Education, Foreign Affairs and Gender Ministries. The project aims to reach those participants, because they may contribute to discussions that will take place in the workshop, and they are the key agents who have a deep understanding of how the various public sector institutions may incorporate the recommendations given by the APEC economies that have made progress in this area.

The participants will be identified through the EC network. Additionally, we will seek to engage other relevant fora, such as the HRDWG and the PPWE, taking advantage of the participation of the Ministries of Education and Gender in the organization and implementation of the project.

Lessons from this workshop will benefit researchers from APEC economies concerned with educational gender gaps, as well as those high-level authorities and policy makers interested in closing the gender gap, and promoting equality between men and women in education, as well as in the future labor markets.

Regarding Chile, the project is strongly related to the gender component of the educational reform pursued by the current administration which seeks to ensure quality education for girls and boys.

Additionally, since the results of the project will be documented in a workshop proceeding that will be presented in Peru at the 2016 EC2, and this document is expected to be available for the use of APEC economies, benefiting teachers, school headmasters, researchers, gender and educational NGOs.  Benefiting these groups and organizations is fundamental in order to raise awareness on the importance of closing the gender gap, and also to involve the civil society in possible changes within APEC economies.

Overall, the project is thought to promote future generations of girls and women that will achieve better results on STEM.

Dissemination

The workshop proceeding, the policy network and the presentation in Peru at EC2 are key elements within a plan to disseminate the results and conclusions of the project.  It is intended to publish the workshop proceeding in digital format, through the APEC website. Additionally, we will seek to achieve a greater level of dissemination of the results through information share on different governmental websites of the agencies involved in the project as well as the social media platforms.

Dissemination of the proceedings and results of the workshop will be coordinated by our different media partners through local media outlets as well as coordinating with the APEC Secretariat Communications Department.

The directly targeted audiences are APEC authorities of Finance, Economy, Education, Foreign Affairs and Gender Ministries.  Moreover, this project expects to reach not only those authorities, but also, Chilean teachers, school headmasters, researchers, gender and educational NGOs in a context of a structural reform conducted by the current government.

It is fundamental to state that there is no intention to sell outputs arising from this project.  In fact, for the proposing economy, an important aspect of conducting this project is to disseminate the results and conclusions, in order to gather interest from other economies to make deep changes that impact gender and educational policies.

Gender

It is important to stress that staff composition of projects like this workshop, are normally conducted by women. In this regard, the Chilean staff includes men and women. Indeed, the overseer of the whole project is a man. Other members of the staff that are part of the Finance and Foreign Affairs Ministries are both, men and women.

It is expected that participants from other APEC economies will be men and women as well, like UN Women recalls, future policies should include men to succeed, and as it was stated before, for the staff it is fundamental to incorporate men and women as speakers and participants for the three-day workshop.

On the content of the project itself, this project seeks to benefit girls and women, centering public policies and structural reforms in this particular group.  Furthermore, the proposer APEC economy, and participating economies expect to improve conditions for future generations of girls, in order to increase their involvement in STEM, thus pursuing gender equality in education and labor markets.

Work Plan

1) June – July 2015: Contact workshop speakers: In order to select speakers who are best suited for this workshop, during the months of May and June, the Chilean staff will examine existing literature involving gender gap in education, with special attention to those economies that have successfully implemented public policies, programs, etc., regarding the closure of the gender gap in mathematics.  Those policy makers or authorities will be prioritized as speakers in this three-day workshop.  As it has been stated before, those APEC economies which have managed to do so are: Republic of Korea, Russian Federation and Thailand.  In this sense, it is fundamental to include these and other APEC economies in the workshop.  With this action, it is expected to obtain a preliminary list of speakers.

2) June – July 2015: Detect and contact the workshop participants: During the months of June and July, the Chilean staff will detect and contact possible workshop participants.  To achieve this goal, the staff will contact governmental authorities and embassies of APEC economies, in order to manifest the organization´s interest in their participation in the three-day workshop.  This will allow showing the relevance of this workshop for APEC economies for future public policy implementation, positioning the issue of the gender gap in education as a key matter to be resolved.  By the end of July, and as a result of this activity, it is expected to accomplish a preliminary list of participants.

3) June-August 2015: Design the specific structure of the workshop: After obtaining the preliminary lists of participants and speakers, the staff will proceed to structure the workshop, choosing specific issues regarding gender gaps in mathematics and education. To this end, the contributions of the co-sponsoring and participating economies will be taken into account.

4) June – July 2015: Elaboration of workshop materials: In parallel to the development of the preliminary list of speakers and participants, the staff will develop the materials for the workshop.  As discussed in advance, these materials will include research papers written by the speakers and participants of the workshop.  To reach this objective, a thorough read of the available literature will be necessary.  Moreover, once the materials are chosen, these texts will be arranged thematically, facilitating its reading by the speakers and participants.  In this regard, the importance of including other types of elements that contribute to the discussion in the workshop will be evaluated.

5) August – September 2015: Confirmation of speakers and participants:  As it was stated beforehand, one of the results of the activities conducted during the months of June and July will be preliminary lists of participants and speakers.  During August and September, the Chilean staff will contact them again to confirm their participation in the workshop.  With their confirmation, the staff will help to arrange flights and hotels for them.

6) October 2015: Three-day workshop: By mid-October, the workshop will be held in Santiago. During the month of September and the beginning of October, the staff will check the final logistical details, such as the availability of a proper audio system in the rented room, seating arrangements, transportation, etc.

7) November 2015- March 2016: Elaboration of a publication of the main conclusions of the workshop: In order to achieve this activity, the Chilean staff, with the collaboration of the participating economies of the workshop, will prepare a publication containing the main conclusions of the workshop.  It is expected to include recommendations for those APEC economies who want to design and implement policies regarding gender gaps in mathematical education, and the involvement of women in STEM. 

8) March- June 2016: Revision of workshop proceeding drafts with participants of different APEC economies: During these months, the resulting publication will be shared with the speakers and participants of different APEC economies, in order to receive their comments and suggestions to improve the publication that will be presented in 2016 in Peru.

9) 2016 EC2: Presentation of the workshop proceeding: in the EC2 that will take place in Peru. It is expected to show participating economies, the main conclusions drawn from the three-day workshop.  It is intended to deliver discussion of measures that can be taken by APEC economies in order to reduce gender gaps in education.

Risks

Since Chile is far away from the majority of APEC economies, one of the main risks of the project is to not get as many participants as it is desired.

Even though this situation may occur, it is expected to receive at least participants from co-sponsoring economies of the project.

In order to overcome this risk, it is planned to use the network of Chilean embassies and trade representatives in all APEC economies to help identify and engage possible speakers and participants as well as working with all diplomatic and commercial representatives of all APEC economies in Chile. This will be done very well in advance, in order to minimize the risk and increase the probability of attaining high level speakers and participants. We will also work with the network of contacts of the Chilean Ministries of Education and Gender, in order to motivate and encourage their participation in this project.

Another risk that this project may face is to achieve a high level of quality of speakers that are able to engage and fully address the objectives established within the project. In this context, we have been working coordinately with the partner agencies to identify a pool of high level potential speakers and have begun the process of informally contacting them too see their availability and willingness to actively participate in the workshop in October.

Monitoring and Evaluation

In order to assess the project’s progress and impact, its outcomes will be measured in the short term and mid-term.  In the short term, the project outcomes can be measured through a post-workshop survey to attendees. This survey will include indicators related to the experiences learned at the three-day workshop, and an overall evaluation of the experience. Some examples of the indicators may be: level of satisfaction of each of the discussion panels in terms of knowledge acquired and transmitted as well as the level of possible implementation of lessons and recommendations of each panel within other APEC economies.

Additionally, other measurable indicator is the number of participants from APEC economies, funded as well as non-funded, and the appreciation level of usefulness of the workshop and quality of discussions.

Our aspirational goal in terms of participation of funded economies is at least 70% and in terms of non-funded economies 60%.

Another technique that will be used to evaluate the project´s progress and impact, in the short term, will be a self-assessment test taken by the Chilean staff, in order to analyze the number of participants in the workshop, and their activeness in their participation throughout the project.

On the other hand, in the mid-term, the success of the workshop may be measured through indicators related to new collaborations between APEC economies generated from the workshop.  In this sense, the amount and quality of the comments and suggestions consigned by speakers and participants, after the workshop finalizes, will also be used as an indicator of the project’s progress and impact.

Furthermore, the success of the workshop will be measured through the amount of downloads that the workshop proceeding has, from the APEC website.

Finally, another technique that might be used to measure its impact in the mid-term are possible interviews to the workshop’s participants, in order to review and evaluate that workshop´s outcomes and conclusions were communicated to governmental, and non-governmental institutions in their economies of origin. These interviews would be conducted between the finalization of the three-day workshop, and the presentation of the workshop proceeding in Peru (EC2).

Linkages

This project will promote collaboration with HDRWG fora, which has had many projects related to Mathematics and generally STEM educational fields. For example, the HRDWG “Promoting Best Practices on Mathematical Modelling Course in Higher Education Curriculum of APEC Economies” implemented in 2012.

The project will seek to generate continuous work on gender educational gaps within APEC, exploring collaborative projects with APEC host economies in the following years. In fact, a presentation at EC2 in Peru 2016 is planned.

It is also planned to share the workshop’s main conclusions and discussions throughout  workshops conducted after the completion of the project, benefiting teachers, school headmasters, researchers, gender and educational NGOs.

APEC is the best source of funds for this project because it represents the most suitable group of economies to analyze the gender educational gaps. Within APEC economies, there are different examples of successful and unsuccessful policies that will allow the achievement of stronger conclusions from the workshop.  Also, this is a unique opportunity that allows the exchange of positive and negative experiences of APEC economies, allowing the visualization of future public policies and mechanisms of state modernization collectively.

Sustainability

It is planned to share the workshop proceeding with APEC economies for comments and suggestions. It is expected that such step will help to maintain the collaboration within the policy network.

Authorities are going to present the workshop proceeding in Peru at EC2. It is expected that such step will reinforce the network.

Also, after the APEC funding is completed the authorities involved in the project will seek to generate continuous work on gender educational gaps within APEC, exploring collaborative projects with APEC host economies in the following years.  This may result in the evaluation of the project’s impact on the design and dissemination of its outcomes by beneficiary APEC economies.  In this sense, one of the project’s goals is to create awareness of the importance of gender gaps in education and its connection with productive development and involvement of girls and women in STEM.

Any possible recommendation in terms of policy that emerges from the discussions during the workshop will be presented in the final report that will be circulated within the EC for its adoption. Therefore, Chile will seek, through its representatives to the EC, that these recommendations be included in any future work and proceeding plan of the group, and thus will be expected to be addressed and undertaking by all APEC economies.

Sharing the developments of the Chilean educational reform will be another action aimed to maintain the collaboration within the policy network.  Chile intends to implement the results obtained throughout the three-day workshop in new forms of governance and in the design of public policies, oriented to closing the gender gap in education.

Project Overseers

Brief bio of Mr. Cristian Salas:

Chilean national, Mr. Salas is Advisor for International Affairs at The Ministry of Finance of Chile since 2011. He represents the Government of Chile in several trade and financial international fora, such as APEC, WTO, OECD, GCF, UNASUR, CELAC and other regional initiatives, where oversee a wide array of topics, such as Macroeconomic and Fiscal Affairs, Financial Integration and Regulation, Green Growth, Trade Facilitation and Regulatory Reform, among others.

Mr. Salas graduated in Business and Economics in 2005, and received a Master's degree in Macroeconomics in 2006 from the Pontificia Universidad Católica de Chile (PUC). He also holds a Master of Public Administration from Columbia University.

Second Point of Contact:

Name:  Mr. Luciano Cuervo
Title:  Economic Advisor, APEC Department
Organization:  Ministry of Foreign Affairs of Chile
Postal address:  Teatinos 180, 12th Floor, Santiago, Chile
Tel:  +56 2 28275100 
E-mail:  lcuervo@direcon.gob.cl

Cost Efficiency

Not Applicable.

Drawdown Timetable

Not Applicable.

Direct Labour

Not Applicable.

Waivers

Not Applicable.

Are there any supporting document attached?

No 
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Project Year

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Co-funding Amount

Total Project Value

Sponsoring Forum

Topics

Committee

Other Fora Involved

Other Non-APEC Stakeholders Involved

Proposing Economy(ies)

Co-Sponsoring Economies

Expected Start Date

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Project Proponent Name 1

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Organization 1

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Telephone 1

Fax 1

Email 1

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Declaration

Project Summary

Relevance

Objectives

Alignment

TILF/ASF Justification

Beneficiaries and Outputs

Dissemination

Gender

Work Plan

Risks

Monitoring and Evaluation

Linkages

Sustainability

Project Overseers

Cost Efficiency

Drawdown Timetable

Direct Labour

Waivers

Are there any supporting document attached?

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