[{"bbox": [82, 104, 1145, 159], "category": "Text", "text": "curricula/textbooks, support for teachers, remote learning. The programme will foster peace and protection through education and respect for diversity as well as include support to CSOs and social dialogue."}, {"bbox": [86, 215, 411, 243], "category": "Section-header", "text": "### 3.4. Risks and Lessons Learnt"}, {"bbox": [67, 255, 1157, 1657], "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>Political and economic instability within the country and/or within the region disrupts the implementation of the Education Development Strategy 2021-2040</td><td>Risk 1</td><td>M</td><td>M</td><td>Continued political and policy dialogue with the Kyrgyz Government</td></tr><tr><td>The Government's socio-economic priorities fluctuate as a result of declining revenue streams</td><td>Risk 2</td><td>M</td><td>M</td><td>Close monitoring of macro-economic and public finance management policies together with IMF, World Bank and Asian Development Bank and other budget support providers.</td></tr><tr><td>Ineffective implementation capacity: insufficient human, institutional, and technical capacity to design education policy measures to address digital, green and media skills gaps and, once enacted, to carry them out; limited ability to build consensus and coordinate actions across the key economic and education agencies and ministries as well as subordinate bodies; inability to implement politically costly reforms such as carry out obligatory gender and non-discriminatory expertise of all new learning materials and their revision according to the recommendations, mainstreaming inclusive education and integration of children with disabilities in the education process.</td><td>Risk 3</td><td>M</td><td>M</td><td><ul><li>Twinning (peer-to-peer administration cooperation) to build management and technical capacity and share best practice;</li><li>Technical assistance (TA) to strengthen institutional and human resources within the MoES and related stakeholders;</li><li>TA to promote critical thinking and the 21st century skills, gender and non-discriminatory expertise; support to develop technical capacity to prepare relevant learning and teaching materials;</li><li>TA to help integrate the green transition and sustainability into school;</li><li>TA and Calls for Proposals (CfPs) to promote social dialogue, and teacher training in STEAM, digital, media and green subjects and teaching pupils with special needs;</li><li>BS potential to intensify necessary specific policy measures.</li></ul></td></tr><tr><td>Lack of capacity to measure the indicators related to the education quality improvement. Quality of information and evidence-based sources are poor.</td><td>Risk 4</td><td>M</td><td>M</td><td><ul><li>Mobilisation of independent review mission and expertise to assess the performance and quality of programme indicators;</li><li>Twinning and TA to monitor education quality and ensure reliable data supply;</li><li>Joint sector review in the framework of ongoing Global Partnership for Education (GPE: WB, UNICEF, EU) to provide alternative education quality assessment reporting.</li></ul></td></tr><tr><td>Financial fraud and corruption affect the effectiveness of Government and the rule of law</td><td>Risk 5</td><td>H</td><td>M</td><td><ul><li>Ongoing and upcoming EU TA and/or Twinning to support the reforms of Public Finance Management, including reduction of corruption, while prioritising and constraining expenditure, promoting transparency and accountability;</li><li>Strengthening CSOs engagement in budget transparency and</li></ul></td></tr></tbody></table>"}, {"bbox": [1039, 1662, 1157, 1686], "category": "Page-footer", "text": "Page 16 of 30"}]