[{"bbox": [70, 94, 1697, 1009], "category": "Table", "text": "<table><tr><td></td><td>3.1 Integrated and improved quality of teaching and learning in media literacy in school education.</td><td>3.1 Status of the competence-based media skills teaching and learning tools and associated testing/assessment methods.</td><td>3.1 MoES is developing media skills teaching and learning materials and PISA-like testing. (2020).</td><td>3.1 The MoES has adopted competence-based media skills teaching and learning materials as well as PISA-like testing to improve functional literacy in secondary education.</td><td>3.1 The MoES's Decision/Order to adopt competence-based media skills teaching and learning materials and functional literacy testing; Adopted materials and tests.</td></tr><tr><td></td><td>4.1 Integrated and improved quality of teaching and learning in green transition and sustainability.</td><td>4.1 Status of the competence-based green skills teaching and learning tools and associated testing/assessment methods.</td><td>4.1 MoES is developing green skills teaching and learning materials and PISA-like testing (2020)</td><td>4.1 The MoES has adopted competence-based green skills teaching and learning materials and PISA-like testing to improve functional literacy in secondary education.</td><td>4.1 The MoES's Decision/Order to adopt competence-based green skills teaching and learning materials and functional literacy testing; Adopted teaching and learning materials and tests.</td></tr><tr><td rowspan=\"4\">Direct Outputs</td><td>1.1 Additional fiscal space created by the transfer of funds and increased predictability of funds</td><td>1.1 Disbursement level of the BS</td><td>1.1 0</td><td>1.1 At least 90% of variable tranche paid annually</td><td>1.1 EU disbursement reporting, National Bank's statement and MoF's treasury statement;</td></tr><tr><td>1.2 Constructive policy dialogue and social dialogue with the education stakeholders</td><td>1.2.1 Extent to which policy dialogue outcomes are reflected in the decisions and actions;<br/>1.2.2 Extent to which social dialogue is effective to address education challenges;</td><td>1.2.1 0<br/>1.2.2 Public Advisory Council (represented by CSOs, HR activists, education practitioners) under the MoES has being functional since 2015.</td><td>1.2.1 Policy dialogue outcomes are reflected in actions of AP 2024-2026;<br/>1.2.2 Social dialogue outcomes are reflected in actions of AP 2024-2026;</td><td>1.2.1 Action Plan 2024-2026, Policy dialogue meeting minutes and conclusions;<br/>1.2.2 Action Plan 2024-2026, Social dialogue meeting minutes and conclusions;</td></tr><tr><td>1.3 Improved sector policy performance and monitoring systems</td><td>1.3.1 Level of progress of Education Action Plan (AP) 2023 and status of a successive action plan 2024-2026.</td><td>1.3.1 The Education Action Plan 2021-2023 was adopted in May 2021.</td><td>1.3.1 At least 90% of AP2023 activities are carried out and successive AP 2024-2026 is timely adopted and achieves at least 90% of targets/indicators.</td><td>1.3.1 AP2023 progress report; adopted AP 2024-2026 and its progress reports;</td></tr><tr><td>1.4 Strengthened capacity of education duty bearers to maintain inclusive and quality education (complementary support)</td><td>1.3.2 Level of financing of APs 2021-2023 and 2024-2026;<br/>1.4 Status of EU Twinning programme, TA project(s) and CFPs/CSOs projects addressing capacity building and STEAM.</td><td>1.3.2 The Education Action Plan 2021-2023 was adopted in May 2021.<br/>1.4 The projects are under preparation (2021).</td><td>1.3.2 At least 95% of AP2023 and AP2024-2026 are financed annually;<br/>1.4 EU Twinning, TA and grant projects are operational and achieve at least 90% of project indicators/targets and milestones.</td><td>1.3.2 MoF's budget execution; MoES's financial reports;<br/>1.4 Twinning, TA, Grant project progress reports;</td></tr></table>"}, {"bbox": [1052, 1107, 1169, 1131], "category": "Page-footer", "text": "Page 23 of 30"}]