[{"bbox": [97, 184, 485, 210], "category": "Section-header", "text": "## Conflict sensitivity, peace and resilience"}, {"bbox": [97, 211, 1160, 262], "category": "Text", "text": "All partners will be asked to develop and maintain a deeper, context-specific understanding of the underlying sources of conflict and their interaction, influence on, and impact within the education domain."}, {"bbox": [97, 264, 1161, 422], "category": "Text", "text": "Education policies and programmes that increase social cohesion can contribute to building peace as unequal access to education can cause tension between groups, and between citizens and the State. Conflict-sensitive education programmes and policies take note of problems related to language of instruction, bias in access, staff recruitment and deployment, and curriculum content. This programme will mainstream approaches which promote safety, resilience, and social cohesion, thus promoting equal access to relevant, quality education for all identity groups, including migrants although the percentage of migrants is very low in Guinea-Bissau."}, {"bbox": [97, 455, 334, 478], "category": "Section-header", "text": "## Disaster Risk Reduction"}, {"bbox": [97, 481, 1161, 639], "category": "Text", "text": "Education for disaster preparedness can provide life-saving and life-sustaining information and skills that protect in particular children and young people during and after emergencies. Partners will be asked to mainstream Disaster Risk Reduction (at a policy and programming level) recognising the need for implementation in both formal and non-formal education settings. Introducing disaster awareness and risk reduction education in communities will foster better understanding amongst children and teachers about the immediate environment in which they and their families live and would help to reduce the risk faced by the community."}, {"bbox": [97, 672, 409, 695], "category": "Section-header", "text": "## Other considerations if relevant"}, {"bbox": [97, 698, 1161, 777], "category": "Text", "text": "The Action will not work directly on digital skills and literacy, however it includes a key digital governance component that will expand an ongoing EU Programme on education statistics and improve digital capacities of the MEN to provide reliable data for policy making."}, {"bbox": [85, 818, 422, 844], "category": "Section-header", "text": "## 3.4 Risks and Lessons Learnt"}, {"bbox": [82, 861, 1166, 1626], "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 rowspan=\"2\">External (Economic) environment</td><td>Risk 1 Lack of government allocation of appropriate resources to ensure sustainability of the Action.</td><td>H</td><td>H</td><td>Reinforced and regular donor coordination among EU, Camões, WB and UNICEF for a structured policy dialogue on budgetary allocation with the Education Minister – and Finance Minister (in line with planned pilot on MIP priority 3.3 economic governance under AAP 2023).</td></tr><tr><td>Risk 2 Degradation of the local labour market resulting in reduced employment opportunities due to an unfavourable domestic (instability, security) and/or macroeconomic environment.</td><td>H</td><td>H</td><td>- Focus on production of goods and services that foster households resilience (food production and processing, occupations related to basic needs, etc.).<br/>- Strengthening of set-up of apprenticeships (formal and informal).</td></tr><tr><td></td><td>Risk 3 Slow de-concentration/non-</td><td>M</td><td>M</td><td>- Coordinated work with the NGO Plan which develops regional and sectoral</td></tr></tbody></table>"}, {"bbox": [1119, 1654, 1142, 1676], "category": "Page-footer", "text": "12"}]