[{"bbox": [85, 151, 424, 180], "category": "Section-header", "text": "3.4 Risks and Lessons Learnt"}, {"bbox": [81, 192, 1167, 1635], "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>The political, conflict, natural disasters, COVID-19 restrictions and the security situation in the country do not allow for effective implementation of programmes</td><td>H</td><td>H</td><td>Human rights due diligence and conflict sensitivity protocols will be put in place. Close monitoring during the life of partnerships and projects. A conflict sensitive approach will be applied. The delivery of support might require continued crisis declaration and flexible procedures. The activities of the programme should be communicated (at local level) as neither promoting going to school or learning at home, but at contributing to continuity of learning and childrens' right to education, greater inclusion of minorities and greater gender equality.</td></tr><tr><td>1 – External Environment</td><td>Civil society and/or local actors cannot operate freely, either for security or other practical reasons, or do not have sufficient capacity to deliver and monitor</td><td>M</td><td>M</td><td>EU and its Member States will engage with CSOs in line with the CSO Strategy. Partners will establish rules and protocols for engagement and duty of care of their staff and ensure capacity development.</td></tr><tr><td>1 – External Environment</td><td>The education activities supported are perceived as being establishing a parallel system to formal schooling</td><td>M</td><td>M</td><td>Centres at community level are chosen as they are not a parallel system to the formal education system in Myanmar and are not a replacement for formal education. Be clear in communications with all stakeholders that additional activities are chosen due to their complementary/ supplementary nature and schedule learning so that it does not clash with formal systems operating. The activities will be non-formal education activities (i) aimed at older out of school children, and (ii) catch up/remedial learning, which will be aimed at a) children who may have missed out on education as a result of the multiple crises affecting Myanmar since 2020, b) children attending formal schools (and supplementary to the formal schooling programme) and c) children not currently attending school.</td></tr></tbody></table>"}, {"bbox": [1026, 1680, 1142, 1704], "category": "Page-footer", "text": "Page 11 of 25"}]