[{"bbox": [86, 153, 399, 184], "category": "Section-header", "text": "3.5 The Intervention Logic"}, {"bbox": [85, 200, 1160, 343], "category": "Text", "text": "Mozambique's education system faces a significant number of complex challenges, and currently performs poorly in delivering results, in terms of learning outcomes and equitable access. SER seeks to significantly improve learning outcomes and socioemotional wellbeing and to ensure the most marginalised are prioritised and their specific needs addressed. **This will require and assume EU sustained focus and long term commitment to the sector,** notably through support to the implementation of the reforms identified in the 10 year Education Sector Plan (ESP)."}, {"bbox": [85, 360, 1160, 560], "category": "Text", "text": "The ESP reforms include expanding access to pre-primary schooling, more equitable distribution of resources, fundamental change in teaching and learning including use of local languages to support initial literacy in the early grades, along with widespread availability of reading materials, introduction of structured pedagogical approaches, and support for better pre- and in-service teaching. These planned reforms are well founded on analysis and evidence, but will **need to be prioritised and strategically phased,** with consensus among partners, and likely some hard trade-offs in the best use of resources. There will need to be a strong focus on achieving results, and as part of this on the strengthening of service delivery at the school level."}, {"bbox": [85, 578, 1160, 834], "category": "Text", "text": "In order to contribute to this effort, the majority of EU support in SER will be provided through the Education Sector Support Fund (FASE), a multi-donor pooled fund as the main mechanism by which development partners support the MINEDH's reform agenda. This puts the **EU collectively at the heart of the reform dialogue,** together with 5 Member States. By working through FASE, and playing an active role in the coordination and dialogue forums, the EU will be in a strong position to advocate for education quality and equity issues, including gender equity and inclusion of children living in vulnerable situation, and increase focus on learning outcomes. Alongside the FASE investment, SER includes an **equity component** that will provide greater flexibility to address equity and local level service delivery, to assist Mozambique to implement key aspects of the ESP, addressing the specific needs of schools and communities in the most marginalised areas and groups living in vulnerable situations."}, {"bbox": [85, 851, 1160, 959], "category": "Text", "text": "This two-pronged approach provides the best opportunity to address broad-based reforms while ensuring that compensatory financing is available to offset deeply entrenched patterns of inequity. The FASE component will contribute through all SER outputs; the equity component will make a more targeted contribution and bring evidence and learnings to feed into the FASE policy dialogue."}, {"bbox": [85, 970, 503, 997], "category": "Text", "text": "The intervention logic can be summarised as:"}, {"bbox": [85, 1016, 1160, 1130], "category": "Text", "text": "**If** the early childhood education is expanded, including through models which enable a more rapid expansion of opportunities, for one year of pre-primary or shorter Accelerated School Readiness it will increase school readiness, support the right age of entry to primary school and improve outcomes in terms of early grade learning and progression through / retention in primary school grades⁴³."}, {"bbox": [85, 1147, 1160, 1289], "category": "Text", "text": "**If** a combination of targeted interventions will be available to address demand-side barriers to access and completion, particularly for girls and children with disability, such as models for scholarships/cash incentives and other support to encourage families to keep their children in school, at key grades for which drop out becomes a high risk, including the transition from upper primary to lower secondary. There is significant experience across low-income country contexts, including in Sub Saharan Africa, for the effective use of such demand side approaches⁴⁴."}, {"bbox": [85, 1307, 1160, 1363], "category": "Text", "text": "**If** other barriers to education are addressed, including gender-based violence/school safety, through mainstreamed approaches and children can go to school safely and continue learning."}, {"bbox": [85, 1380, 930, 1408], "category": "Text", "text": "**If** children have access to resilient school infrastructure or innovative learning opportunities."}, {"bbox": [85, 1585, 710, 1607], "category": "Footnote", "text": "⁴³ UNICEF (2019). A World Ready to Learn: Prioritizing Quality Early Childhood Education."}, {"bbox": [85, 1606, 1143, 1646], "category": "Footnote", "text": "⁴⁴ See, for example, World Bank (2013). Can Scholarships Help Keep Kids in School? From Evidence to Policy. World Bank, Washington DC. https://openknowledge.worldbank.org/handle/10986/17035"}, {"bbox": [1027, 1681, 1143, 1705], "category": "Page-footer", "text": "Page 17 of 29"}]