[{"bbox": [68, 145, 1160, 1148], "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>External environment</td><td>Low levels of budgetary allocations for education, skills development and employment services</td><td>High</td><td>Medium</td><td>Increased and sustained dialogue between development partners and the GoB to substantially increase financing of education, TVET, for employment generation, and inclusion of employment targets in sectoral policy plans of the 8th 5 year plan once it is approved. The policy dialogue will draw lessons from available international frameworks, recommendations and initiatives for human rights due diligence in the private sector.</td></tr><tr><td>Planning process and system</td><td>Gaps in the development of education sector/subsector strategies, especially to address quality related reforms (teachers' education TVET on, curricular..etc.)</td><td>Low</td><td>Low</td><td>Increased and sustained dialogue between development partners and the GoB to develop sustainable strategies for implementation of quality related reforms in line with SDG commitments. Provision of technical assistance.</td></tr><tr><td>External environment</td><td>Lack of willingness of the GoB to pursue legal formalisation of BNQF</td><td>Medium</td><td>Medium</td><td>Dialogue at the highest level is needed as many stakeholders are involved in the governance and implementation of BNQF</td></tr><tr><td>Organizational structure</td><td>Complexes TVET institutional governance structure<sup>9</sup></td><td>Medium</td><td>Medium</td><td>Dialogue between DP partners and the GoB</td></tr></tbody></table>"}, {"bbox": [77, 1161, 213, 1182], "category": "Section-header", "text": "Lessons Learnt:"}, {"bbox": [77, 1198, 1150, 1517], "category": "Text", "text": "Some of the most relevant lessons learnt from previous and ongoing education budget support programme are related to the absence of a comprehensive implementation strategy of the NEP as this prevented the GoB from playing a leading role in the implementation of some key reforms. With the active involvement of the development partners in programme implementation, focus shifted away from the core policy objectives of the sector and resulted in a fragmented approach of activity implementation. Lack of high level and consistent policy dialogue on key reform agenda has led to limited progress in the areas of major concern such as quality of education (learning outcomes, teachers' qualifications etc.) and equity. Similarly, technical assistance provided by the development partners, with limited policy orientation, resulted in mere substitution of roles instead of longer-term capacity building. Implementation of programme activities became the main task of the technical assistance often provided on an ad hoc basis. Addressing the out of school children problem remains a critical area requiring support at the policy level. However, with the global commitments made recently at the Transforming Education Summit and upcoming election, there is a certain momentum for change."}, {"bbox": [83, 1571, 1130, 1643], "category": "Footnote", "text": "⁹ TVET is managed by more than 23 ministries and 56 government departments in Bangladesh. The newly established NSDA is established to coordinate the skills training implemented by different ministries, however, formal TVET coordination yet to establish."}, {"bbox": [1026, 1680, 1142, 1705], "category": "Page-footer", "text": "Page 15 of 28"}]