[{"bbox": [95, 151, 1133, 389], "category": "Text", "text": "increase the ability of schools to prepare and respond to natural disasters and other crises, such as the COVID-19 pandemic, while taking into account the cross-cutting issues that include protection, preventing gender-based violence, sexual exploitation and abuse, and disability. In line with this, local governments and schools need support to produce, update and implement school disaster management plans, and to train teachers and students on disaster risk reduction (DRR). At the same time, school safety needs to be understood as being related to more than physical infrastructure and DRR, including learning environments that are free of gender-based violence, bullying, corporal punishment and other violence. As many communities in Nepal are vulnerable to the impacts of climate change and natural disasters, there is an increasing need to strengthen awareness on climate and environment in schools."}, {"bbox": [85, 442, 438, 470], "category": "Section-header", "text": "### 3.4. Risks and Lessons Learnt"}, {"bbox": [81, 484, 1167, 1401], "category": "Table", "text": "<table><thead><tr><td>Category</td><td>Risks</td><td>Likelihood (High/ Medium/ Low)</td><td>Impact (High/ Medium/ Low)</td><td>Mitigating measures</td></tr></thead><tbody><tr><td>Planning, processes and systems</td><td>Challenges in transitioning smoothly to a federal system during programme period, including the decentralisation process moving at different paces and promoting further inequities between different parts of the country.</td><td>High</td><td>Medium</td><td><ul><li>Identification in Policy and Strategy what will be overarching national directives and what will be discretionary.</li><li>Implementation of the Equity strategy to reduce inequities.</li><li>Policy dialogue on monitoring and analysis of civil servants rotations/staff turn over</li></ul></td></tr><tr><td>Planning, processes and systems</td><td>Insufficient capacity at all levels of the education system to deliver equitable and quality education</td><td>High</td><td>High</td><td><ul><li>Focusing greater capacity and institutional development efforts on school, district and community levels.</li><li>Develop a capacity development plan that outlines competencies and skills for different positions and levels.</li><li>Assess the numbers of staff at present and necessary</li><li>Assess the remuneration levels of staff</li></ul></td></tr><tr><td>Legality and regulatory aspects</td><td>Further delays in amending Education Act and thus in activating high level bodies and implementing restructuring plans.</td><td>Medium</td><td>Medium</td><td>DPs are engaged in joint policy dialogue to press for progress on the Act and associated legislation.</td></tr></tbody></table>"}, {"bbox": [1026, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 15 of 26"}]