[{"bbox": [85, 151, 424, 180], "category": "Section-header", "text": "## 3.4 Risks and Lessons Learnt"}, {"bbox": [82, 193, 1167, 1619], "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 to the external environment</td><td>Political risk of non adherence to fundamental values</td><td>M</td><td>H</td><td>Political dialogue including via the Joint Committee and the Sub-Group on human rights and governance. Part of the programme under SO2 will address data quality and PFM of education, therefore strengthening the governance of the system and indirectly support the adherence to fundamental values.</td></tr><tr><td>1 to the external environment</td><td>The effects of the protracted schools and technical schools closures due to Covid-19, which have resulted in learning loss and increased drop-outs.</td><td>High</td><td>Medium</td><td>The proposed action aims precisely at tackling these phenomena, by increasing the quality of technical education, and supporting access to it, at secondary, tertiary and non-formal level, applying a strong gender approach to quality education.</td></tr><tr><td>4 to legality and regularity aspects</td><td>Digital: weak environment for data protection and limited access to information</td><td>Medium</td><td>Medium</td><td>Legislation on data protection and access to information is not yet finalised. Several partners, including the EU, ADB, WB and the GPE focus in their new programme on digital education, therefore providing constant monitoring on the matter.</td></tr><tr><td>1 to the external environment and 3 to people and the organisation</td><td>Insufficient willingness by private sector to engage in technical education</td><td>Medium</td><td>High</td><td>The existence of two TEIs on the industrial and agricultural value chains will create a conducive environment for the buy-in of the private sector into the process.</td></tr><tr><td>2 to planning, processes and systems and 3</td><td>Twinning is used for the first time in the education sector in Cambodia. There could be difficulties in finding a EU MS to implement the Twinning.</td><td>Medium</td><td>Low</td><td>In case the twinning approach is not successful, and alternative option is foreseen with the direct management mode (service contract).</td></tr></tbody></table>"}, {"bbox": [1026, 1681, 1143, 1705], "category": "Page-footer", "text": "Page 17 of 34"}]