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Girls transition to JHS in deprived districts improve districts on girls education Incentives to train and hire more female teachers improvements in girls education Access support packages to establish gender sensitive school environment and for female teachers Schools engage in extra curriculum programs that are most relevant for girls Provide infrastructure (inc potable water and male/female toilets for pupils and staff) and survey outcomes match Quality of learning in math and English at primary level in deprived districts in basic education in deprived districts NEA results in deprived districts improve SEA results in deprived districts improve BECE results in deprived districts improve Improved Biannual NEA and SEA assessments are carried out, analyzed, reported and disseminated at district level. Annual BECE reports are completed and disseminated at district level. Impact Evaluations (including randomized control trials) are carried out to assess the effectiveness of specific policies to improve learning District APWs invest in improved learning especially in the poorest schools Provide untrained teachers with additional support for UTDBE (Enhance the sponsorship scheme, e.g., Examination fees, provide modules Capacity building of circuit supervisors, SPIPs and SPAMs target and monitor improvements in learning outcomes (grades, pass rates, SEA results) Schools invest in materials improving learning Implement and INSET on child-centered activity-based learning Training of teachers in literacy with a Disparity between deprived and non-deprived districts in NEA, SEA and BECE results disappears as well as in the PTTR disappears Biannual NEA and SEA results Annual BECE reports all by districts SEA results reported for individual schools School Report Cards include