[{"bbox": [97, 154, 1165, 207], "category": "List-item", "text": "* COVID-19: Recovery from the pandemic in view of the significant disruptions to the education sector and implementation of lessons learned."}, {"bbox": [97, 209, 1165, 262], "category": "List-item", "text": "* Demographic dividend: Nepal is entering its demographic window of opportunity - when there are more working age people than non-working age people."}, {"bbox": [97, 263, 1114, 290], "category": "List-item", "text": "* Skilling youth: increase the relevance and quality of education to provide skills for the domestic economy."}, {"bbox": [97, 291, 1082, 319], "category": "List-item", "text": "* Restore confidence in public schooling: political drive to restore confidence in the public-school sector."}, {"bbox": [97, 344, 1165, 452], "category": "Text", "text": "A costed programme is being developed for the first five years of the SESP (2021-2026) in consultation with the development partners that have been providing pooled budget support in previous programmes in the form of a sector wide approach (SWAp). This SWAp maximizes the combined effectiveness of external resources in line with the principles of aid effectiveness. The sector wide approach (SWAp) is guided by a Joint Financing Agreement (JFA)."}, {"bbox": [97, 477, 1165, 610], "category": "Text", "text": "The whole school education sector is covered by the SESP. SESP is aiming to fulfil the government's commitment to ensure compulsory and free education up to basic level and free education at secondary level, as guaranteed by the Constitution, to implement the National Education Policy and achieve the education related Sustainable Development Goals (SDGs). The SESP continues and consolidates the reforms of previous education sector plans and programmes and as such is fully consistent with the government's development strategy."}, {"bbox": [97, 636, 417, 665], "category": "Text", "text": "The objectives of the SESP are:"}, {"bbox": [97, 666, 1165, 720], "category": "List-item", "text": "* To ensure equitable access to and participation of all children, especially those who are socially and economically disadvantaged, children from marginalized groups and children with disabilities."}, {"bbox": [97, 721, 1165, 772], "category": "List-item", "text": "* To enhance the quality and relevance of overall school education and ensure minimum learning achievement in each child."}, {"bbox": [97, 775, 1165, 829], "category": "List-item", "text": "* To make all citizens literate with basic functional skills and expand opportunities for continuing education and lifelong learning."}, {"bbox": [97, 830, 1165, 910], "category": "List-item", "text": "* To ensure effectiveness of education service delivery by promoting good governance across the system, strengthening intergovernmental coordination, collaboration and developing institutional capacities of all institutions and individuals involved in the delivery of school education."}, {"bbox": [97, 936, 1165, 1070], "category": "Text", "text": "The SESP has been informed by multiple stakeholder consultations undertaken, including with government officials; parents and guardians; head teachers, teachers, and teachers representing various teacher associations; members of the school management committees; resource persons; social leaders; representatives from NGOs and civil society; political stakeholders; private sector organizations; and institutional schools. It has also benefitted from in depth studies on Gender Equality and Social Inclusion, costing and planning, Disaster Risk Reduction mainstreaming etc."}, {"bbox": [97, 1096, 1165, 1229], "category": "Text", "text": "There is much consensus around the need to: improve quality of service delivery and learning outcomes; ensure the most disadvantaged groups are reached, especially children with disabilities; include early childhood education as part of the school system; develop capacity at all levels but particularly at school level and for teachers; improve teacher professional development; set minimum education standards, including for teacher qualifications and capacities; and leverage more resources for education."}, {"bbox": [97, 1254, 1165, 1467], "category": "Text", "text": "Several acts and policies have been put in place, but the overall legislative framework, Federal Education Act, is yet to be enacted. This act is to provide guidance on how the three tiers of government coordinate and collaborate to accomplish the various education functions. The transition to this new division of roles and form of governance calls for increased institutional capacity particularly at the local level to govern the delivery of education services related to basic and secondary education. Despite the uncertainty over the precise establishment of the future roles and responsibilities across the three levels of governance it is understood that during the implementation of the SESP increasing levels of autonomy and responsibility will be transferred from federal to local level. As a result the capacities at local level will become the main deciding factor in the successful implementation of the SESP."}, {"bbox": [97, 1492, 1165, 1626], "category": "Text", "text": "Within the proposed activities relating to monitoring and evaluation, a large number of systems, reports and reviews are proposed, e.g. local governments are expected to \"develop and implement school education monitoring systems\" and federal, provincial and local governments are expected to \"prepare quarterly and annual reviews and reports of programme implementation\" and \"prepare annual situation reports\". Given the identified capacity gaps, especially at local level, it will be important that such activities be as streamlined and efficient as possible."}, {"bbox": [1038, 1680, 1145, 1706], "category": "Page-footer", "text": "Page 8 of 26"}]