[{"bbox": [144, 104, 1141, 179], "category": "Table", "text": "<table><tr><td>b) Main Delivery Channel</td><td>EU Delegation/National Authorising Officer</td></tr></table>"}, {"bbox": [144, 205, 1141, 889], "category": "Table", "text": "<table><tbody><tr><td rowspan=\"10\">9. Markers (from CRIS DAC form)<sup>2</sup></td><td><strong>General policy objective</strong></td><td><strong>Not targeted</strong></td><td><strong>Significant objective</strong></td><td><strong>Principal objective</strong></td></tr><tr><td>Participation development/good governance</td><td>☐</td><td>☐</td><td>X</td></tr><tr><td>Aid to environment</td><td>☐</td><td>X</td><td>☐</td></tr><tr><td>Gender equality and Women's and Girls' Empowerment<sup>3</sup></td><td>☐</td><td>X</td><td>☐</td></tr><tr><td>Trade Development</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td>Reproductive, Maternal, Newborn and child health</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td>Disaster Risk Reduction</td><td>☐</td><td>X</td><td>☐</td></tr><tr><td>Inclusion of persons with disabilities</td><td>☐</td><td>X</td><td>☐</td></tr><tr><td>Nutrition</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td><strong>RIO Convention markers</strong></td><td><strong>Not targeted</strong></td><td><strong>Significant objective</strong></td><td><strong>Principal objective</strong></td></tr><tr><td>Biological diversity</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td>Combat desertification</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td>Climate change mitigation</td><td>X</td><td>☐</td><td>☐</td></tr><tr><td>Climate change adaptation</td><td>☐</td><td>X</td><td>☐</td></tr><tr><td>10. Global Public Goods and Challenges (GPGC) thematic flagships</td><td>NA</td><td></td><td></td><td></td></tr></tbody></table>"}, {"bbox": [144, 933, 254, 958], "category": "Section-header", "text": "## SUMMARY"}, {"bbox": [144, 972, 1083, 1211], "category": "Text", "text": "The secondary education sub-sector in Malawi faces many challenges. Among these are poor access to quality education and high levels of inequity in the system. As a result, the system continues to exclude the majority of Malawi's youth in the formal education system, particularly the poorest in rural areas and girls. Transition rates from one level of education to the next are very low in Malawi. Of a cohort of 5 million children that entered primary school, only 400 000 make it to secondary school, and about 17 000 to higher education. Despite the implementation of several strategies under the National Education Sector Plan (NESP) (2008-2020) learner outcomes remain very low. A review of the NESP (2017) highlights that little progress has been made in the past decade to address these challenges in a meaningful way."}, {"bbox": [144, 1211, 1083, 1319], "category": "Text", "text": "The EU support to secondary education under the 11th European Development Fund (EDF) falls under the focal sector of Secondary Education and Vocational Education and Training. This action will be a continuation of the Improving Secondary Education in Malawi (ISEM) programme which is being implemented from 2015 to 2020."}, {"bbox": [144, 1329, 1083, 1489], "category": "Text", "text": "Specifically, the action will address these challenges identified above through expansion and upgrading of selected schools, also providing the quality resources for teaching and learning. It will also support teacher training (both upgrading of underqualified teachers and continuous professional development) to improve the quality of secondary education, and also support the management of the sub-sector to make it more effective and efficient. Special focus will be given to address gender barriers to access and completion of secondary education; through direct support to students as well other systemic issues. The"}, {"bbox": [144, 1542, 1083, 1609], "category": "Footnote", "text": "² When a marker is flagged as significant/principal objective, the action description should reflect an explicit intent to address the particular theme in the definition of objectives, results, activities and/or indicators (or of the performance / disbursement criteria, in the case of budget support)."}, {"bbox": [144, 1609, 1083, 1658], "category": "Footnote", "text": "³ Please check the Minimum Recommended Criteria for the Gender Marker and the Handbook on the OECD-DAC Gender Equality Policy Marker. If gender equality is not targeted, please provide explanation in section 4.5. Mainstreaming."}, {"bbox": [607, 1675, 621, 1695], "category": "Page-footer", "text": "2"}]