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The ITAP assessment of enabling factors in Nicaragua seeks to contribute to country policy dialogue on the partnership compact.
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The South Sudan Partnership Compact aims to improve learning outcomes in an inclusive and equitable basic education.
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The Sindh Partnership Compact aims to provide equitable access to foundational learning for all children, and to foster an enabling environment for transition from primary to post-primary.
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The Punjab Partnership Compact prioritizes foundational learning through the improvement of learning outcomes at the pre-primary and primary levels.
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The Marshall Islands Education Partnership Pact aims for teachers to deliver evidence-based learning in a suitable environment, to give all children strong foundational skills, including traditional knowledge and climate education.
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The Tonga Partnership Compact aims to improve literacy in early childhood education and primary schools, and numeracy in secondary schools, with a focus on male students, boys and girls from poorer households and children with disabilities.
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The Nicaragua Partnership Compact identifies as a priority to strengthen the quality of education and increase the coverage of early childhood education.
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The Ghana Partnership Compact identifies foundational learning as a priority reform, by strengthening teaching and learning practices with a focus on gender equality.
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The Fiji Partnership Compact aims to strengthen system-wide collaboration to enhance teaching quality and thereby improve learning outcomes.
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The Vanuatu Partnership Compact aims to improve literacy rates in primary school, by ensuring equitable allocation and implementation of innovative resources, while fostering a holistic curriculum.
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The Solomon Islands Partnership Compact aims to strengthen and reform the foundations for improved quality teaching and learning, incorporating a gender equality and inclusion lens.
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The Kiribati Partnership Compact aims to reduce barriers and strengthen equitable and inclusive quality education for all children.
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