[{"bbox": [82, 146, 1167, 415], "category": "Table", "text": "<table><tr><td>external environment</td><td>Risk 5: pandemics</td><td>Medium</td><td>High</td><td>Ensure implementation of health measures for risk reduction; ensure flexibility in planning to cope with potential delays</td></tr><tr><td>external environment</td><td>Risk 5: Earthquake, floods, landslides, etc.</td><td>Medium</td><td>Medium</td><td>Ensure flexibility in planning to cope with potential delays; advocate for appropriate disaster risk management at provincial and local level; continued effort to support government in ensuring safe schools.</td></tr></table>"}, {"bbox": [93, 417, 252, 440], "category": "Section-header", "text": "## Lessons Learnt:"}, {"bbox": [93, 462, 348, 488], "category": "Section-header", "text": "### Access, equity and quality"}, {"bbox": [93, 488, 1160, 594], "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": [93, 594, 1160, 673], "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": [93, 673, 1160, 781], "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": [93, 806, 465, 832], "category": "Section-header", "text": "### Effective and efficient service delivery"}, {"bbox": [93, 832, 1160, 913], "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": [93, 921, 500, 947], "category": "Section-header", "text": "### Donor coordination and complementarity"}, {"bbox": [93, 947, 1160, 1028], "category": "Text", "text": "Coordination mechanisms for the SESP will build on existing strengths, whilst seeking to further strengthen harmonisation in terms of reporting requirements, and a more coordinated approach to technical assistance including CSOs interventions)."}, {"bbox": [85, 1063, 406, 1095], "category": "Section-header", "text": "## 3.5 The Intervention Logic²"}, {"bbox": [93, 1110, 1183, 1217], "category": "Text", "text": "The underlying intervention logic for this action is to support the EU-Nepal partnership. It will enable the EU to reinforce the policy sector dialogue implemented by other modalities (budget support and complementary measures). The focus of this dialogue will be the inclusive education and the good governance of the sector using the comparative advantage of the CSO in supporting the implementation of the new sector plan (SESP 2021-2030)."}, {"bbox": [93, 1233, 1183, 1363], "category": "Text", "text": "CSOs in their interactions with the different actors of the education system (the governmental administration of the sector, the schools and teachers as services providers and the beneficiaries like the children, their families and the communities) can contribute to improve the transparency and the social accountability of the education, the increasing the access to education of children socially and economically disadvantaged, children from marginalised groups and children with disabilities."}, {"bbox": [85, 1397, 439, 1427], "category": "Section-header", "text": "## 3.6 Logical Framework Matrix"}, {"bbox": [93, 1443, 930, 1469], "category": "Text", "text": "Given the nature of this Action a Logical Framework Matrix is not required at Action level."}, {"bbox": [85, 1619, 486, 1644], "category": "Footnote", "text": "² @TEI Methodological Note to Support Design"}, {"bbox": [1037, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 9 of 12"}]