A/HRC/16/59 (CRC/C/15/Add.237, para. 63 (f)). At the same time, a systematic solution to the prohibition against teaching in the mother tongue of ethnic minority children would need to be found. 70. While a failure to accommodate ethnic minority needs is thwarting the adaptability principle, there is some disturbing evidence of the Government using State resources to promote Buddhism through the Ministry for Development of Border Areas and National Races and Municipal Affairs. In Kanpalet Township in Chin State, the Border Areas Ethnic Youth Development Training School, which is separate from the regular public school system and provides free uniforms and monthly rations, reportedly requires Christian students to convert to Buddhism. Required conversion is in fact considered to be indoctrination, which is in contravention of the goals of education as stated in article 29 of the Convention on the Rights of the Child. It is also a violation of the freedom of religion. 71. Myanmar has faced armed conflict and civil unrest in large parts of the country since independence, with widespread internal displacement in some ethnic border areas and large-scale refugee and migration outflows to neighbouring States. Nevertheless, the State has obligations to displaced people, including the right to education. At the most basic level, schools should be free from attack and children should not be recruited for underage service or for forced labour. The Rome Statute of the International Criminal Court, for instance, defines intentional attacks against civilian objects, including schools, as a war crime (art. 8, para. 2 (b)(ii)). There is evidence that schools were attacked during the many years of systematic destruction of entire villages by the military carrying out its “four cuts” policy. The attacks against schools would be an additional subject in pursuing truth, justice and accountability, actions which the Special Rapporteur has recommended in his past reports as an important step towards national reconciliation in Myanmar. 72. There are particular challenges to servicing displaced populations. The Committee on the Rights of the Child recommended that Myanmar “strengthen its efforts to provide adequate assistance to internally displaced children, including their access to food, education and health, and to support the return home of internally displaced populations and their reintegration into their communities” (CRC/C/15/Add.237, para. 65 (b)). Systematic measures to address the needs of internally displaced people should be part of national reconciliation efforts. 73. Acceptability also refers to the content of education. According to reports, Myanmar’s current curriculum has not been assessed for content quality or gender stereotyping. Acceptability requires that the form and substance of education, including curricula and teaching methods, have to be acceptable to students and parents, that is, relevant, culturally appropriate and of good quality. Teaching methods in Myanmar also are traditionally based on rote learning rather than a more child-centered approach. The Special Rapporteur notes that these important and much needed improvements to both the current curricula and teaching methods would require serious investments by the Government. 74. Although the right to education begins with free, compulsory primary education, the right applies also to older children and adults. However, there appears to be a serious shortage of education opportunities above primary school. For example, there are only 49 high schools and no higher learning institution such as college or university in Chin State. High school graduates must continue their higher education outside of Chin State, a considerable additional financial burden for parents, and thus an added barrier to educational access for Chin students. Equitable expansion of secondary schools remains a major policy issue for Myanmar. 75. In Myanmar, colleges and universities have frequently been closed over the past two decades due to concerns about students’ political activism, and universities have been restructured so as to prevent students from organizing. Students unions are banned. The 15