[{"bbox": [144, 107, 1085, 267], "category": "Text", "text": "Under **expected output 3.2**, the following main activities are envisaged: (i) support the introduction and implementation of a decentralised district, cluster and school-based performance management system and data collection for secondary education with regard to monitoring reports for quality assurance; (ii) support the introduction and implementation of a ‘within school’¹⁷ and ‘close to school’¹⁸ quality assurance mechanism and application of processes at school, cluster and district levels; and (iii) build capacity of cluster advisors in line with professional competencies required."}, {"bbox": [144, 278, 1085, 465], "category": "Text", "text": "Under **expected output 3.3**, the following main activities are envisaged: (i) support the introduction and implementation of SSIP¹⁹ and reporting modalities for improved accountability at school, cluster and district levels; (ii) support continuous professional development (CPD) for the improvement of head teachers’ leadership and management skills; (iii) strengthen community involvement in school governance and support the establishment and capacity building of Parent Teacher Associations and Board of Governors in line with the Education Act; and (iv) support the establishment of secondary schools as cost centres²⁰ and develop capacity to manage school funds."}, {"bbox": [144, 477, 362, 503], "category": "Section-header", "text": "**4.2 Intervention Logic**"}, {"bbox": [144, 516, 1085, 703], "category": "Text", "text": "The action builds on the experiences and outcomes of ISEM I. The current context of Malawi calls for increased output of young people with some level of education to become productive citizens. By expanding secondary education to provide the youth, including girls and those from rural areas, it will increase their opportunity for higher education and earning capacity. This can only be realised if the education and skills provided are of good quality. Furthermore, a strong and capacitated governance and management structure would be required to support the quality service delivery and provide policy guidance and oversight functions."}, {"bbox": [144, 714, 1085, 953], "category": "Text", "text": "The upgrading and expansion of climate proof infrastructure in CDSS will enable the learners in rural communities also access good quality education. Special support, including the boarding facilities, to the girls and other learners in vulnerable situations will also ensure that there is no financial or safety barriers to their accessing secondary education. Boys and girls with special needs will be able to attend and remain enrolled in school despite their different gender roles and specific (protection and support) needs. Academic support will also be provided to achieve meaningful participation and learner achievement. By focusing on rural schools (CDSSs) and girls, ISEM II addresses the equity gap between the rural and urban schools. This will increase access to quality secondary education while making it more equitable."}, {"bbox": [144, 964, 1085, 1205], "category": "Text", "text": "Moreover, the schools will be provided with adequate teaching and learning materials to support quality learning, and the teachers trained through CPDs to enhance their pedagogical skills. For those teachers who are underqualified, especially female teachers, they will be supported to attain minimum qualifications. Availability of female teachers in the schools also supports retention of girls, particularly those in rural areas, where the female teachers are seen as role models, and assist in mentoring the female learners. Open and distance learning and e-learning will specifically be explored so that the training does not disrupt learning of students in the classrooms. This should lead to an increased level of quality of teaching. The action will benefit Malawi’s youth, particularly girls and students in vulnerable situations, to access and complete quality secondary education."}, {"bbox": [144, 1216, 1085, 1324], "category": "Text", "text": "In addition to this, the schools will have operational budget built around the SSIPs. Through cluster system, the schools will have peer support and advisory services. School and district managers will be held accountable for improved learning environments and learning. This will provide much needed support to governance reforms for improved service delivery, including financing."}, {"bbox": [144, 1335, 1085, 1496], "category": "Text", "text": "ISEM II is anchored on the reforms advanced within the decentralisation policy and set roadmap, and aligned to government’s vision for the sector and its role in development. As the reforms address not only the service delivery but also the accountability mechanisms, it is expected that these will lead to a stronger and more equitable, efficient, well-coordinated secondary education sub-sector. Government’s commitment to implement its policies in an effective and efficient manner will be critical to ensure sustainability of the action. As a result, this will translate into improved participation and completion"}, {"bbox": [144, 1539, 975, 1563], "category": "Footnote", "text": "¹⁷ ‘Within school’ quality assurance is understood to be done by peers, heads of departments and head teachers."}, {"bbox": [144, 1563, 925, 1587], "category": "Footnote", "text": "¹⁸ ‘Close to school’ quality assurance is understood to be done by cluster advisors, SEMAs and PEMAs."}, {"bbox": [144, 1587, 455, 1611], "category": "Footnote", "text": "¹⁹ Secondary School Improvement Plans."}, {"bbox": [144, 1611, 1083, 1655], "category": "Footnote", "text": "²⁰ ‘Cost centre’ allows the school to directly receive funds and manage from Treasury, independent of the Division or District office."}, {"bbox": [604, 1675, 627, 1697], "category": "Page-footer", "text": "13"}]