[{"bbox": [82, 147, 1152, 356], "category": "Table", "text": "<table><tr><td>Recurrent natural disasters / environmental impact on education provision, and lack of investment in school and system resilience.</td><td>H</td><td>H</td><td>Keep education and emergencies support to recover from the crisis.<br/>Support MINEDH's implementation of the Education in Emergency Plan, implementation of the resilient school construction model.</td></tr></table>"}, {"bbox": [93, 359, 252, 382], "category": "Section-header", "text": "Lessons Learnt:"}, {"bbox": [93, 402, 1015, 430], "category": "Text", "text": "A recent review of the Education Sector Support Fund (FASE)⁴² noted some key findings, including:"}, {"bbox": [93, 450, 1142, 529], "category": "List-item", "text": "* The FASE is an essential part of the aid modality and coordination system in Mozambique's education sector. It has been the main vehicle for partners support to the sector, unique for policy reform and is regarded as financially secure and effective."}, {"bbox": [93, 532, 1142, 611], "category": "List-item", "text": "* The FASE Troika system has been seen as effective, although there was a need for better defined roles and responsibilities, which have been further clarified in a new MOU 2021 between the Government of Mozambique and the Group of Cooperating Partners regarding FASE, 9/07/2021. See section 4.7 for further details."}, {"bbox": [93, 613, 1142, 666], "category": "List-item", "text": "* Sector dialogue should focus more on results rather than inputs and processes. The sector review and dialogue process needs to encourage a stronger focus on reforms to bring about improved learning outcomes."}, {"bbox": [93, 668, 1142, 747], "category": "List-item", "text": "* Development partners have engaged with sector dialogue and reforms through the various Technical Working Groups. Some of these have been more effective and have received more support than others. There is a need for more joined up work across all the sector / sub-sectoral programmes."}, {"bbox": [93, 773, 813, 800], "category": "Text", "text": "In addition, other key lessons from sector reviews and analytical work include:"}, {"bbox": [93, 820, 1142, 873], "category": "List-item", "text": "* There is a lack of accountability at local/school levels, with politicisation of appointments, and a need for stronger supervision of schools and more transparent accountability to communities."}, {"bbox": [93, 875, 1142, 954], "category": "List-item", "text": "* Most bilateral agencies have used FASE as the main channel for financing the sector, using national systems for planning and financing; but have also maintained some distinct bilateral programmes to support capacity development or delivery in specific areas."}, {"bbox": [93, 956, 1142, 1009], "category": "List-item", "text": "* Support through the sub-national level is crucial as the need is greatest. However, the meaningful engagement at central level is needed to ensure best practice at sub-national level is reflected at central level and vice-versa."}, {"bbox": [93, 1011, 1142, 1117], "category": "List-item", "text": "* Decentralisation processes have been in place for some years and remain complex. There is a top down tendency in sector governance and a need to further engage with provincial authorities. A better understanding of the political economy of education reforms at the provincial and district levels could help ensure that key reforms are implemented, and that sub-national voices are heard to avoid duplication and lack of coordination."}, {"bbox": [93, 1119, 1142, 1172], "category": "List-item", "text": "* Certain flexibility is crucial for successful interventions especially for the education in emergencies programme, as the situation evolves drastically within a short period."}, {"bbox": [93, 1174, 1142, 1227], "category": "List-item", "text": "* An integrated system is essential for the annual policy-making and planning and budgeting cycle as the capacity gaps at MINEDH have been addressed through technical assistance in a somehow ad-hoc manner."}, {"bbox": [93, 1229, 1142, 1334], "category": "List-item", "text": "* There is a need for flexibility particularly with the volatile situation in the north and the constant displacements of children and teachers. For this reason, the Action integrates a so-called 'crisis modifier', designed to quickly reallocate funding to address spikes in need and enable rapid response to new education in emergencies needs that could arise in the programme areas during the implementation, particularly through the equity component."}, {"bbox": [93, 1336, 1142, 1572], "category": "List-item", "text": "* Stronger synergies need to be maintained with DG ECHO funds in Education in Emergencies (EiE), as the lessons learned from the programmes (remove barriers to a safe, inclusive and quality education including climate change) can feed into specific areas of intervention of the FASE and Equity component in particular. DG ECHO is one of the largest humanitarian donors for EiE in response to the Cabo Delgado crisis and is assisting with adapted education and child protection programmes including accelerated education programmes or catch-up programmes; social-emotional learning; psychosocial support to teachers and pupils and safe and temporary learning spaces and, and to ensure teacher recruitment and retention. Moreover, DG ECHO is also funding the rehabilitation and extension of schools as well as the provision of Temporary Learning Spaces (TLS) in the context of natural and human-induced disasters."}, {"bbox": [85, 1624, 436, 1644], "category": "Footnote", "text": "⁴² FASE Review and MoU Development, June 2020."}, {"bbox": [1027, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 16 of 29"}]