[{"bbox": [95, 151, 1132, 206], "category": "Text", "text": "education, training and employment opportunities. SER will support the overall education system to allow children and young people, in particular those out of school to have opportunities including alternative paths to learning."}, {"bbox": [95, 236, 335, 261], "category": "Section-header", "text": "### Disaster Risk Reduction"}, {"bbox": [95, 263, 1132, 475], "category": "Text", "text": "A significant part of classrooms in Mozambique are constructed using local or non-conventional materials and these structures suffer recurrent damage posing a risk for the safety of children and teachers. This implies the need to have safety standards and contingency plans and in-country skills to construct and maintain climate resilient school infrastructure. Through SER, the EU will be supporting the implementation of the education in emergencies strategy throughout as part of broader disaster readiness system. This includes knowledge sharing, coordination, child protection support and community involvement as well as \"building back better\" models for resilient schools, as recently approved in the Ministerial Diploma of 26/10/2021 including the environmental, health and safety plan, to reinforce the emergency preparedness and response."}, {"bbox": [95, 475, 1132, 608], "category": "Text", "text": "MINEDH has developed a Basic Emergency School Plan which serves as a guide for schools and communities to build resilience and better withstand and absorb shocks. The EU has been supporting the revisions of the guide and its implementation at school level, including distribution of emergency and maintenance kits. Strengthening school emergency preparedness and response skills at central level will be combined with strengthened and emergency preparedness capacity at decentralized levels."}, {"bbox": [95, 608, 1132, 688], "category": "Text", "text": "Specific shock-sensitive solutions, such as crisis modifiers, may be defined under the implementation contracts, wherever considered feasible and suitable. This will enable early action and rapid response to new education and emergencies that could occur in the programme areas during the implementation phase."}, {"bbox": [95, 714, 409, 738], "category": "Section-header", "text": "### Other considerations if relevant"}, {"bbox": [95, 741, 140, 764], "category": "Text", "text": "N/A"}, {"bbox": [85, 781, 423, 809], "category": "Section-header", "text": "## 3.4 Risks and Lessons Learnt"}, {"bbox": [82, 824, 1153, 1623], "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>Planning, processes and systems</td><td>Dialogue overly focuses on central level stakeholders processes and targets rather than on the overall reform</td><td>M</td><td>M</td><td>Focus on change at school level through the equity component and bring lessons learned to FASE.<br>Advocate for advancing and sequencing of high level reforms under the new Memorandum of Understanding (MoU) and FASE Troika. Strong EU and Member States level advocacy and strategy.</td></tr><tr><td></td><td>Lack of political commitment to address systemic inequity in education financing, resource allocation, and outcomes</td><td>M</td><td>M</td><td>Policy dialogue focused on equity as key priority. Targeted support through equity component with the government and with civil society organisations to address some specific equity challenges and bring lessons learned to the FASE dialogue.</td></tr><tr><td></td><td>Over dependence on external financing for core recurrent costs</td><td>M</td><td>H</td><td>Longer term and high level political dialogue to establish conditions by</td></tr></tbody></table>"}, {"bbox": [1026, 1679, 1142, 1704], "category": "Page-footer", "text": "Page 14 of 29"}]