[{"bbox": [144, 107, 1085, 188], "category": "Text", "text": "vulnerable groups need to be explored. The Ministry of Education is also in the process of establishing a National Girls Education Trust, which aims to coordinate all support towards girls' education and also leverage government contribution to the Trust to attract donor or private sector funding."}, {"bbox": [144, 199, 1086, 333], "category": "Text", "text": "With the growing investment in secondary education, there is need for closer collaboration of all programmes with MoEST. A MoEST-DP secondary education programme coordination group has been proposed to support a well-functioning secondary education system. It will improve governance, accountability, transparency, efficiency and effectiveness in school operations and implementation of projects."}, {"bbox": [144, 344, 1086, 451], "category": "Text", "text": "The drive to improve learning outcomes in secondary education has led to a process of reforms in the sub-sector, including the process of decentralisation. This will only be successful with political will and government ownership of the process, including provision of necessary resources (both financial and human resources) to the process."}, {"bbox": [144, 462, 702, 491], "category": "Section-header", "text": "## 3.2 Complementarity, synergy and donor coordination"}, {"bbox": [144, 502, 1086, 742], "category": "Text", "text": "Development partner support to secondary education has significantly increased in recent years. The World Bank's Equity with Quality and Learning at Secondary (EQUALS) programme also aims to increase equitable access to quality secondary education, with a focus on science and mathematics. Similarly, USAID through the Secondary Education Expansion for Development (SEED) project will construct and refurbish 200 secondary schools in rural districts of the country but these have not yet been mapped. These initiatives necessitate coordination, mainly in the selection of districts and a feasible strategy to address the expected teacher gap from the expansion of existing and construction of new schools. Existing coordination structures (technical working and donor coordination groups will strengthen this coordination."}, {"bbox": [144, 752, 1086, 887], "category": "Text", "text": "DFID's Keeping Girls in School and the UN Joint Programme on Improving Access and Quality of Education for Girls in Malawi are specifically focused on increasing access and completion of secondary education for girls. The support has led to increase in retention of girls in secondary school. Other emerging programmes such as a Spotlight Initiative have undertaken the construction of girls' hostels as a strategy for protection of girls from sexual violence and other risks such as early pregnancies."}, {"bbox": [144, 898, 1086, 1055], "category": "Text", "text": "ECHO Disaster Preparedness (DP) and Education in Emergency funds in recent years contributed to integrate DP in schools, reinforcing the involvement of teachers, students and local civil protection committees to become more prepared to face natural hazards such as floods. These programmes included rehabilitation of schools to make them more resilient to rapid onset disasters. However, the 2019 flood (which followed the IDAI cyclone) showed the need to scale up DP support to a larger number of schools."}, {"bbox": [144, 1069, 1086, 1389], "category": "Text", "text": "The ISEM II programme will be further complemented by the EU support to Vocational Education and Training (TVET) under the STEP programme and its follow up intervention 'Zantchito – Skills for Jobs'. This action will focus on increasing the capacity of the TVET sector through expansion and improvement of equitable, safe and gender-balanced vocational education and training. The synergy between the two EU interventions under focal sector 3 can be seen in providing a pathway for students, in particular girls and young women, successfully completing secondary education at CDSSs and then progressing towards relevant and gender-balanced vocational education and training leading to business start-ups, thus contributing to decent jobs, self-employment, economic growth and human development in line with the Malawi Growth and Development Strategy III (MDGS 2017-2022). The programme will promote the transition to a green economy that is reliant on trained women and men able to tackle major transformations, including globalisation, environmental degradation, food insecurity and climate change."}, {"bbox": [144, 1400, 1086, 1557], "category": "Text", "text": "The ISEM II programme (Improving Secondary Education in Malawi) could also be usefully complemented by the “Capacity building in Vocational Education and Training” Action of the Erasmus+ programme where secondary education schools are interested in cooperating with other VET providers in Malawi, Africa and Europe. Such CBVET projects support for example VET teachers training, definition of new curricula, cooperation with local employers to better adapt training content to their needs."}, {"bbox": [605, 1675, 628, 1697], "category": "Page-footer", "text": "10"}]