[{"bbox": [95, 151, 1142, 312], "category": "Text", "text": "intervention contributes to promote, protect and ensure the full and equal enjoyment of all human and fundamental freedoms of all persons with disabilities and promote respect for their inherent dignity. An inclusive approach will be adopted to give children with disabilities full access to the school premises and to make them benefit from quality education tailored to their needs. The action will also make sure that rehabilitation and construction, as well as procurement respects accessibility standards. Organisations of persons with disabilities will be considered as important community actors to engage in community mechanisms and decision-making."}, {"bbox": [95, 343, 209, 369], "category": "Section-header", "text": "## Democracy"}, {"bbox": [95, 369, 1117, 423], "category": "Text", "text": "Democratic principles will be addressed throughout the action, particularly through child rights governance and participative pedagogical approaches."}, {"bbox": [95, 426, 485, 453], "category": "Section-header", "text": "## Conflict sensitivity, peace and resilience"}, {"bbox": [95, 453, 1140, 640], "category": "Text", "text": "In the wake of political and ethnic conflicts, deteriorating security environment, displacement, climate change and the unprecedented economic crisis, new challenges are emerging in an environment where resources and opportunities are already under stress. The collapse of traditional community support structures during conflicts or as a result of displacement exposes children to increased vulnerabilities. The project responds to the needs of children, in particular those from IDP, refugee and host communities and disadvantaged children including children with disabilities, living in communities with poor communal infrastructure and facilities. Programming is informed by in-depth risk analysis and conflict situation analysis for all interventions."}, {"bbox": [95, 644, 335, 669], "category": "Section-header", "text": "## Disaster Risk Reduction"}, {"bbox": [95, 670, 1133, 723], "category": "Text", "text": "The action will promote climate smart solutions (e.g. solar-powered lights, school gardens, and infrastructure that is resilient to local climate conditions)."}, {"bbox": [95, 756, 409, 780], "category": "Section-header", "text": "## Other considerations if relevant"}, {"bbox": [95, 782, 140, 805], "category": "Text", "text": "N/A"}, {"bbox": [113, 822, 453, 850], "category": "Section-header", "text": "## 3.4 Risks and Lessons Learnt"}, {"bbox": [81, 910, 1167, 1620], "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>1 –external environment</td><td>Risk 1: Economic inflation may impact market prices i.e. goods, services, fuel scarcity, with potential negative effects on logistics and budget.</td><td>High</td><td>Medium</td><td>Complete as much construction work as feasible during years 1 and 2 to avoid any increase in prices, and procure supplies in bulk. Inflation predictions are part of budget forecast and a contingency budget has been included in the budget to cover unforeseen circumstances.</td></tr><tr><td>1 –external environment</td><td>Risk 2: New waves of COVID-19 emerge, with a drastic impact on schools/ continuity, potentially including a shift in modality from</td><td>Medium</td><td>Medium</td><td>Close coordination with the Ministry of Health, to ensure applying the COVID-19 restrictions and consider personal protective measures. Save the Children has also developed remote learning approaches based on experience during the COVID-19 pandemic and adapted for the Sudan context.</td></tr></tbody></table>"}, {"bbox": [1040, 1679, 1158, 1704], "category": "Page-footer", "text": "Page 10 of 24"}]