[{"bbox": [256, 151, 468, 463], "category": "Text", "text": "Risk 10 The level of consultation (between TFPs and the Government; between TFPs) does not ensure the necessary complementarity between actions according to the priorities expressed by the authorities."}, {"bbox": [491, 153, 517, 176], "category": "Text", "text": "M"}, {"bbox": [638, 153, 663, 176], "category": "Text", "text": "M"}, {"bbox": [769, 151, 1164, 378], "category": "Text", "text": "- Promote that the MEN and Ministry of Higher Education and Scientific Research assume responsibility for leading the GLE Local Education Group and have its members adopt a code of conduct/procedures ensuring the complementarity and synergy of external aid (TFP and NGOs)."}, {"bbox": [92, 485, 252, 508], "category": "Section-header", "text": "## Lessons Learnt:"}, {"bbox": [92, 513, 1162, 597], "category": "Text", "text": "For the Education Governance component, lessons were learned from the evaluation of the EU 'Firkidja di Skola' project, the current implementation of the EU project PESIDE and the ROM review of the EU project 'Boa Governação e Transparência na Educação':"}, {"bbox": [92, 599, 1161, 654], "category": "Text", "text": "- The EMIS is an operational tool that can provide users with the expected data and can be extended nationwide to become a national instrument to support educational planning and strategic and operational decisions."}, {"bbox": [92, 656, 1161, 709], "category": "Text", "text": "- The functionality of EMIS is still limited, but the potential is enormous, either in education or the civil service and finance."}, {"bbox": [92, 713, 1161, 795], "category": "Text", "text": "- Importance of steering in education, notably with the Local Education Group (GLE), and of setting up, at the level of the Ministry of National Education (MEN) and under its responsibility, a monitoring unit for the implementation of the Education Sectorial Plan."}, {"bbox": [92, 799, 1161, 938], "category": "Text", "text": "- The very strong involvement of GEPASE - Office of Studies, Planning and Evaluation of the Educational System and several decentralised directorates in the regions explains the good understanding of the potential use of EMIS with regard to the elaboration of educational statistics, the identification, programming and evaluation of the needs of the education system. However, this appropriation and understanding appears to be weaker in the other central directorates of the MEN and MESIC."}, {"bbox": [92, 942, 1161, 1197], "category": "Text", "text": "- The empowerment of IGE - General Inspection of Education is essential, as a supervisory and control body, having several reflexes on the improvement of the education sector: it promotes compliance with the legislation and the guidelines of the MEN, supervises such compliance, compels school boards to function better and teachers to comply with various duties, raising the level of demand to increase the quality of education. This adds credibility to the data obtained, which can and should be used for political decision-making, resulting in better governance of the system. In TVET, the action will take into account the results achieved by the RESET project, which showed the difficulties in ensuring continuity and sustainability to demand-driven skills development programmes without an in-depth reform of the system encompassing a clear distribution of roles and responsibilities between central directorates and training centres and in the absence of private sector involvement."}, {"bbox": [85, 1214, 397, 1244], "category": "Section-header", "text": "## 3.5 The Intervention Logic"}, {"bbox": [96, 1260, 1161, 1313], "category": "Text", "text": "In direct response to a request from the Ministry of National Education (MEN), and to address the low levels of quality and learning outcomes of education/TVET, implementing partners will realise a combination of **activities** that will:"}, {"bbox": [96, 1314, 1161, 1500], "category": "List-item", "text": "1. Relating to **Output 1.1**, activities will focus on the consolidation of inspection protocols and working tools, while supporting the formal adoption of these instruments by the General Inspectorate of Education (IGE). The appropriate institutional capacity building of inspectors and local, regional and national structures will complement the Action by prioritising more extensive methodologies and peer tutoring/training. In order to improve the administrative and pedagogical performance of schools, the Action intends to develop a model for certification of professionals, responding to the need for specialized training and the development of conditions of autonomy, at national level, for the training of new inspectors."}, {"bbox": [133, 1525, 1161, 1605], "category": "Text", "text": "On the other hand, support will be given to the development and monitoring of specific School Education Projects, as strategies for community involvement in the school, and the investment in the strengthening of competencies in school management and administration of the governing body, so as to allow better understanding of the reality"}, {"bbox": [1119, 1654, 1143, 1676], "category": "Page-footer", "text": "14"}]