A/HRC/20/21 order to ensure “the equalization of educational opportunities and a minimum standard of quality of education.” 43. In India, the Right of Children to Free and Compulsory Education Act (2009) provides for compulsory education to “ensure good quality elementary education,” and establishes quality standards. In the course of the implementation of the Act, a series of specific quality standards for schools were developed. These standards are compulsory and carry legal penalties for schools failing to meet the standards. 44. Indonesia‟s Law on the National Education System (2003) establishes the State‟s obligation to provide quality basic education to all. Pursuant to the Law, national standards were set, laying down minimum criteria for quality to be met by all schools in the country. These standards refer to a number of issues, including learning content, learning process, teacher qualification, school facilities and school management. Implementation of the Law is subject to periodic review (every 5 to 6 years) for improvement and adjustments. 45. In Monaco, norms and standards for quality in education are established by Law No. 1.334 (2007). In line with the Law, policies for quality of education are defined annually in the Government programme for the sector, and educational inspections are carried out in public and private institutions in order to monitor implementation. 46. In Bosnia and Herzegovina, the principles and standards for education are defined in the Framework Law on Primary and Secondary Education (art. 21). 47. Uruguay‟s national law on education establishes that a fundamental objective of national education policies is ensuring lifelong quality learning for all, through both formal and informal education.36 The Republic of Korea37 and Mozambique38 have both adopted specific rules and decrees on quality education. 48. Some countries have institutions dedicated to the establishment and promotion of quality standards. In Nigeria, the Federal Ministry of Education and the Universal Basic Education Commission (UBEC) put in place norms and standard for quality in basic education. In Qatar, the Supreme Education Council (SEC) plays a key role in the promotion of education reform and has as its aim achieving quality and fostering educational creativity. 49. A number of additional national initiatives focus on the improvement of quality. In Ethiopia, the National Education Sector strategy introduced measures to enhance quality at all levels of education. In parallel, the country implements a General Education Quality Improvement Programme (GEQIP) which includes measures to promote and to establish indicators for monitoring quality in education. In Togo, national norms for quality education were established in parallel to a “minimum package” of essential elements to assist the functioning of an educational establishment. In France, the “common base of knowledge” defines seven major competencies for pupils to master at the end of compulsory education. The Programme for ambition, innovation and success (ÉCLAIR) offers support to enhance the capacity of schools to respond to specific needs of students in elementary, junior (collège) and senior (lycée) secondary levels. 36 37 38 Uruguay, General Law of Education, Law no. 18.437 (2008), art. 12. In the Republic of Korea, the guidelines and minimum standards for primary and secondary school facilities are set forth in the Rules on the Establishment and Operation of High Schools, art. 3 (school buildings); art. 3.2 (complex facilities); art. 4 (sites of school buildings); art. 5 (playgrounds); art. 6 (school sites). In Mozambique, Decree 29/2009 establishes goals aimed, for example, at improving primary pupils‟ learning competences in reading, writing, numeracy. 11