A/HRC/20/21 • In the Republic of Korea, the National Assessment for Educational Achievement (NAEA) is conducted for grades 6, 9 (3rd year of middle school), and 11 (2nd year of high school). • In Nigeria, a National Assessment of Learning Achievements in Basic Education (NALABE) is conducted every three years. • In Qatar, the Supreme Education Council conducts annual student evaluations from grades 4 to 12. F. Participatory school management and respect for human rights 77. Management plays a central role in ensuring schools remain inclusive and safe environments, free from violence and sexual harassment, and work in tandem with the community. Rules and regulations governing school management should ensure that the community, parents, teachers and pupils have a voice and role in the management of schools, and in finding ways and means to improve the quality of the school environment. This is acknowledged in the UNESCO-ILO Recommendation concerning the Status of Teachers (1966), which specifies that there should be close cooperation between the competent authorities, organizations of teachers, employers and workers, and parents, as well as cultural organizations and institutions of learning and research, for the purpose of defining educational policy and its objectives (para. 10 (k)). 78. “Education systems that lack a strong, clear respect for human rights cannot be said to be of high quality.”66 In order to nurture quality education, school environments must respect and promote human rights and mutual understanding. 67 Schools can play a central role in the prevention of violence and the promotion of a culture of peace as long as internal practices are guided by strict adherence to human rights principles. Quality education can never be ensured if school systems ignore situations of gender inequality or discrimination against particular groups on ethnic or cultural grounds. G. Monitoring and inspecting schools 79. Regardless of the type of standard imposed, States need to implement a monitoring system that examines and measures compliance and progress. As indicated by one UNESCO study, ��the number of countries that initiate a process of reorganizing and strengthening supervision services is increasing every year.”68 In many countries, national institutions are entrusted with the implementation of monitoring standards, including the Institute for Quality Development in the Education System (Germany); the State Service of Quality Education (Latvia); the Institute for Educational Evaluation and Learning Assessments (Mexico); the Qualifications Authority for Technical and Vocational Education (Mauritius); the Education Standards Agency (Uganda); and the Office for Standards in Education (OFSTED) (United Kingdom), to mention but a few examples. 66 67 68 18 EFA Global Monitoring Report 2005, pp. 223-224. Many countries, for example, Austria, France, Italy and Morocco, attach importance to imparting human rights values through education. In Uruguay, all education establishments must construct learning space for collective knowledge, socialization and integration and for promoting human rights. “Reforming school supervision for quality improvement, Module 1, Supervision: a key component of a quality monitoring system,” International Institute for Educational Planning, UNESCO, 2007.