A/HRC/33/62 international human rights (see A/HRC/18/46, para. 74).11 The Special Rapporteur has raised this issue with Members of Parliament on several occasions. V. Education 35. Education plays a key role in the development of Cambodia. It can take multiple forms: from securing literacy and numeracy of all children to giving young Cambodians the knowledge and skills required to meet the demands of the labour market and attain Sustainable Development Goal 8, to ensuring that the population has a good understanding of the forthcoming elections. Education in conformity with the treaties demands human rights education. All Cambodians should be aware of the treaties on rights and freedoms that the State has ratified and have been enshrined in the Constitution. Human rights education requires education to be about, through and for human rights. 12 Good education requires well-trained teachers, high-quality resources and equality for all. Cambodia has indicated its willingness to ratify the UNESCO Convention against Discrimination in Education (see A/HRC/26/16, para. 118.9-11). 36. The Special Rapporteur was informed about an ambitious programme of reform that should raise the quality of education in the country and allow closer compliance with articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights, as well as contributing to the realization of Sustainable Development Goal 4. The Special Rapporteur welcomes the progress made in a number of initiatives, including eliminating widespread cheating in school examinations, increasing teachers’ salaries as a way to curb unofficial “additional payments” from families, and building additional schools to make education accessible to all. Teacher training is also being reviewed in order to ensure the consistent quality of teachers and teaching standards. The Special Rapporteur suggested that the prescribed curricula reflect human rights fully, and accepted a suggestion by the Minister for Education, Youth and Sports that she assist in reviewing the curriculum to ensure compatibility with human rights education principles and reflect the rights of women, girls, disabled persons, indigenous peoples and other marginalized groups. 37. A moratorium on the establishment of new universities remains in place in response to the recent unregulated expansion of tertiary-level institutions. The Government remains focused on strengthening the quality of higher education and aligning content with identified labour needs. VI. Land rights and housing 38. Land rights remain a major issue of concern in Cambodia, despite the ongoing efforts of the Government to review economic land concessions, including some cancellations. Many of the problems faced by the Government today stem from the previous almost unfettered granting of land concessions, often before all claims to the land had been settled (see A/HRC/21/63/Add.1). Even when concessions are cancelled, it is not necessarily apparent who is entitled to the land returned. Although the previous mandate holder made land rights the focus of a thematic report (ibid.), many of his recommendations remain pending. Sustainable Development Goal 15 includes targets on reforestation and afforestation, as well as on sustainable land management. 11 12 12 See also CCPR/C/KHM/CO/2, para. 25 and Sustainable Development Goal 16. See the United Nations Declaration on Human Rights Education and Training, the World Programme on Human Rights Education and Sustainable Development Goal 4.7.