A/HRC/20/21 evaluation of lifelong learning achievements. In this context, it was also recognized that assessments on the effectiveness of teaching and learning in the classroom must be made in parallel to the measurement of student achievements. 73. In Brazil, the Education Development Plan (2011) establishes links between “quality, equity and empowerment” 63 and provides a quality indicator for assessing student performance. In Serbia, achievement standards are a set of education results for each level, cycle, type of education, educational profile, grade, subject and module. In Honduras, the Social Pact for Quality Education, launched within the ambit of the Law to Strengthen Public Education and Community Participation, includes strategic initiatives for improving academic performance with time-bound targets.64 In Mauritius, the Education and Human Resources Strategy Plan (2008-2020) includes the development of a national assessment initiative. In Slovenia, the Council for Quality and Evaluation (2008) is responsible for assessing students‟ progression in basic and general secondary education through national examinations and certification. In Cyprus, the Centre for Educational Research and Evaluation (2008) monitors progress and assures quality in education. 74. Assessment of students‟ performance must be comprehensive in looking into quality in all fields of education, including, a priori, knowledge and understanding of human rights principles and values; competencies and skills in technical and vocational education and training; as well as knowledge and skills in mathematical and scientific literacy and languages. Evaluations for the transition to a different level of schooling 75. The Special Rapporteur considers it crucial to monitor and assess students‟ learning achievements on a regular basis, with a rigorous performance evaluation prior to transition from primary to secondary education. Automatic promotion to the next grade, irrespective of students‟ learning achievements, can perpetuate, even aggravate, the poor quality of education. 76. Most countries have well established systems for periodic assessment of students transitioning to another level of schooling: • In France, pupils‟ reading competencies are evaluated every five years. At every grade in the primary and junior secondary (collège) levels a continuous system of evaluation of the common knowledge base and competences established by the official curriculum is applied ; • In Egypt, Ministerial Decrees No. 255 (2005) and No. 278 (2007)65 establish a comprehensive evaluation of four grades of basic education; • In Guyana, the Caribbean Examination Council (CXC) administers a national assessment at Grade 9, and another assessment at the end of the secondary cycle (Caribbean Secondary Education Certificate); • In India, year-end examinations have been replaced with a Comprehensive and Continuous Evaluation (CCE) system. 63 64 65 “The Plan for the Development of Education: Reasons, principles and programs,” Brazil, Ministry of Education, July 2011, p. 14. “Pacto social por una educación de calidad - primera etapa: 2011-2014,” Honduras, Government of National Unity, May 2011. “Development of education in Egypt, 2004-2008,” National Report, Egypt, Ministry of Education, p. 15, available at http://www.ibe.unesco.org/National_Reports/ICE_2008/egypt_NR08.pdf. 17