[{"bbox": [134, 153, 1134, 230], "category": "List-item", "text": "- integrating various soft/non-cognitive skills and human values, including gender, inclusion, respect for diversity, equity, human rights, non-violence, peace and cohesion, awareness in the school education curriculum."}, {"bbox": [134, 231, 1134, 313], "category": "List-item", "text": "- develop the capacities of all teachers so that all incumbent teachers can teach addressing contemporary issues related to teaching and learning identified by national studies such as gender, inclusion, equity, human rights, peace and co-existence, awareness of environmental change, etc."}, {"bbox": [97, 312, 1134, 444], "category": "Text", "text": "In addition to strengthening the policy framework and system capacity to implement these strategies and amplify a human right approach where relevant, the proposed modelling on linking social development data information management systems at local level also has a strong correlation in ensuring services that relate to basic rights are made available and accessible to children in the most vulnerable situations (for example, right to safety, food, education, prevention from violence and abuse, etc.)"}, {"bbox": [97, 444, 917, 472], "category": "Text", "text": "The action will apply the working principles of the human right based approach (HRBA)."}, {"bbox": [97, 472, 196, 498], "category": "Section-header", "text": "## Disability"}, {"bbox": [97, 497, 1134, 895], "category": "Text", "text": "As per OECD Disability DAC codes identified in section 1.1, this action is labelled as D1. The SESP was informed by a dedicated analysis on disability-inclusive education to inform the overall education sector analysis and the development of an inclusive education approach paper. Following this, the SESP sets out to strengthen inclusive education by including targets on scaling up inclusive education schools and turning the 380 existing resource classes into inclusive education resource hubs for schools within the respective local governments. It also scales up an inclusive Education Management Information sub-System at the local level to consolidate data on children with disabilities to be able to offer educational services that respond to their specific needs. Building on the progress achieved by MoEST and local governments on putting in place standards and frameworks for disability inclusive education and to support children with disabilities, the need is now to institutionalise and implement them to serve the holistic learning needs of children with disabilities in inclusive learning environments. Moving away from Nepal's traditional approach of providing residential segregated schools for children with disabilities, the SESP sets out all children to have access to quality education in their communities. This modelling of inclusive education is envisioned to be done alongside efforts to strengthen the capacity of governments to provide inclusive education services, including on identifying learning disabilities, developing tailored teaching and learning materials, along with teacher development"}, {"bbox": [97, 895, 212, 921], "category": "Section-header", "text": "## Democracy"}, {"bbox": [97, 921, 1134, 1134], "category": "Text", "text": "The Consolidated Equity Strategy for the Nepal School Education Sector is at the core of the strategies captured in the SESP relating to equity and inclusion. This strategy is based on the conceptual framework that schools are a reflection of society and therefore the primary instrument to reduce social exclusion and discrimination that lead to a divided and unequal society. The emphasis of the system strengthening in the education sector is primarily aimed at the local level to ensure that the democratically elected local governments are enabled to exercise their roles and responsibilities as per their constitutional mandate. The SESP also clearly states in its vision and mission the ambition to ensure that education produces people that are able to engage in their community and the wider society."}, {"bbox": [97, 1134, 488, 1160], "category": "Section-header", "text": "## Conflict sensitivity, peace and resilience"}, {"bbox": [97, 1160, 1134, 1452], "category": "Text", "text": "The targeted geographical focus of the proposed support and interventions is based on the identified disparities between regions and provinces. Strengthening the systems within these provinces and local governments and reducing the disparities between them and the rest of the country directly contributes to a decrease of the flaring up of political agitation and conflict. Respecting local differences and allowing parents and children to have informed choices is a basis of the policy. Cross-cutting issues of child protection; preventing gender-based violence, sexual exploitation and abuse; and gender, age and disability needs to be systematically integrated in humanitarian responses. Children's related vulnerabilities increase during crisis periods. The proposed modelling on school safety and resilience component of the programme strategy has a dual focus on prevention and response. As part of the comprehensive school safety, the schools as a zone of peace (advocating against the use of schools for politically motivated disruptions) mechanism will also be strengthened and (re)introduced at the local government level."}, {"bbox": [97, 1452, 337, 1477], "category": "Section-header", "text": "## Disaster Risk Reduction"}, {"bbox": [97, 1477, 1134, 1637], "category": "Text", "text": "The devastating impact of the 2015 earthquakes on school infrastructure exposed the vulnerability of the system and the need for a common understanding of comprehensive school safety encompassing safe learning facilities, school disaster management and risk reduction and resilience education. Recurrent floods and other disasters, as well as the COVID pandemic, has further shown the necessity to have a variety of strategies to reduce the burden of disruptions for students. The government's CSS Master Plan and minimum standards provides a foundation for this. However, this needs to be adapted to the federal context and operationalized at local and school levels to"}, {"bbox": [1027, 1680, 1144, 1706], "category": "Page-footer", "text": "Page 14 of 26"}]