[{"bbox": [82, 146, 1167, 616], "category": "Table", "text": "<table><tr><td>Planning, processes and systems</td><td>Fiduciary risk is due to weak financial management and internal controls in the sector, which have led to qualified audits, ineligible expenditures, and delays in the submission of financial reports.</td><td>Medium</td><td>Low</td><td><ul><li>Strengthen financial monitoring and supervision at all levels.</li><li>DPs will commission Annual Fiduciary Reviews (AFR) and propose remedial actions and annually review outcome of implementation</li></ul></td></tr><tr><td>External Environmental</td><td>Another earthquake/natural disaster</td><td>Medium</td><td>High</td><td>Focus on DRR-school safety in SESP. Continued efforts to support Government in ensuring safe schools – both infrastructure and 'software' components.</td></tr></table>"}, {"bbox": [92, 617, 252, 641], "category": "Section-header", "text": "## Lessons Learnt:"}, {"bbox": [92, 670, 356, 696], "category": "Section-header", "text": "### Access, equity and quality"}, {"bbox": [92, 696, 1160, 803], "category": "Text", "text": "The low enrolment rate of children of some marginalized communities, children living in difficult circumstances, children with disabilities, and children of economically very weak communities; and a high number of students not completing the education level is a concern. Drop out and repetition indicate the need for the improvements in access and participation."}, {"bbox": [92, 827, 1161, 936], "category": "Text", "text": "Despite efforts made for improvement in quality, learning achievements obtained by the students show that improvement in quality is not achieved as expected. Creating ‘enabling conditions’ and ‘child friendly’ learning environments is not enough to guarantee improved learning outcomes: there must be a direct focus on classroom pedagogical processes that have a direct impact on learning outcomes."}, {"bbox": [92, 960, 1161, 1095], "category": "Text", "text": "Demand-driven teacher professional development depends on well informed teachers who are subject to performance management against a defined set of competencies, until these become the norm there is a need to define and communicate a minimum quality level of teacher competencies and prioritising inputs and actions that enable increasing numbers of teachers to attain the competencies necessary to fulfil their responsibilities. Teachers will have to be trained in innovative pedagogical approaches and continuous assessment"}, {"bbox": [92, 1128, 1161, 1208], "category": "Text", "text": "Strategies to reach the remaining out-of-school children and increase access to post-basic levels of education through addressing both socio-cultural and economic ‘demand’ factors can be very effective if well targeted and tailored to specific barriers"}, {"bbox": [92, 1235, 465, 1261], "category": "Section-header", "text": "### Effective and efficient service delivery"}, {"bbox": [92, 1261, 1161, 1341], "category": "Text", "text": "During SSDP, the main responsibilities for managing basic and secondary education were assigned to local governments. There is a need to further modify and strengthen the implementation structure and reporting systems for local governments' management of school education."}, {"bbox": [92, 1366, 1161, 1447], "category": "Text", "text": "Training is not enough to achieve sustainable capacity development, there is a need for systematic capacity and institutional development that embraces individual and team capacity development needs, accounting systems (including ICT), structures and human resource development concerns."}, {"bbox": [92, 1481, 1161, 1562], "category": "Text", "text": "The school improvement plan (SIP) is a useful tool for school development but only if it goes beyond a ‘mechanistic’ approach and is supported by ‘instructional leadership of head teachers, facilitating a participatory, whole school and whole community approach to change’."}, {"bbox": [1026, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 16 of 26"}]