A/HRC/44/39/Add.3 educational institutions”. Cabinet Resolution No. (13) of 2019 on the conditions and terms for the privileges and rights of a political refugee stipulated that “with regard to the right to receive education, a political refugee and his family members shall be admitted to State educational institutions”. 34. Referring to what was stated in paragraph (58), (61) Law No. (23) of 2015 regulating private schools, has regulated tuition fees in private schools. Article 24 of the said law stipulated that: “Administration of private schools must provide the Ministry with a list of all school fees and expenses to be collected from students for approval prior to the adoption of the list." 35. Tuition and additional fees are studied by the administrative and financial department at the Ministry of Education and Higher Education based on academic services provided to students, operating capacity and the rental of premises. The State ensures that school fees are varying to meet the needs of all segments of the society. 2. Out-of -school children: economic, administrative and cultural impediments to access 36. Referring to what was stated in paragraph (62), it is considered that covering school fees for children of employees enrolled in private schools is subject to negotiation between employees and employers. In all cases, this issue does not affect the right of children to education, especially since the State ensures that school fees are varying to meet the needs of all segments of the society. 37. Referring to what was stated in paragraphs No. (64), (65), (66), (67) and (68), Ministerial Decision No. 10 of 2010, concerning the establishment of the Committee for Follow-up on Parental Breaches of the Compulsory Education Act .In 2015, the Ministry of Education and Higher Education has formed a committee to follow-up on school dropout due to unwillingness of some parents to enroll their children in education (very small percentage) in cooperation with the communities to convince parents to enroll their children in education, and impose penalties on violators to ensure the right of children to education. 38. First Ihsan school was opened for non-Arabic speaking students with a Cambridge English Curriculum. The second Ihsan School, which operates with the Arab National Curriculum, has also been opened with the aim to enable all children in the State of Qatar to have equitable access to quality education, in order to unleash their capabilities to become productive and responsible citizens who contribute to transforming their local communities and contribute to the overall economic prosperity in line with the Qatar National Vision 2030. The two schools are operating in one evening shift. Work is underway to open other schools. The school is completely free including education, food, transportation, textbooks and uniforms. 39. The Education Above All Foundation also launched the "Together" program in partnership with the Ministry of Education and Higher Education and the National Committee for Education, Culture and Science. The program was designed, developed and implemented under the framework of the Education Above All Foundation. The program seeks to reach those children who have not been enrolled in or continue basic education programs. Work is still under way to convince families in coordination with communities to enroll their children of both sexes in schools in line with the Special Rapporteur’s recommendation No. (112). 40. Referring to what is stated in paragraph (70), Law No. (2) of 2004 regarding people with special needs stipulates that the State guarantees to every person with special needs the right to education, rehabilitation, care and other rights regardless of race, gender, color, language or religion. 41. Among the educational priorities that are reflected and affirmed by the general framework of the national education curriculum is welfare of learners with special needs as the general framework of the national curriculum sets the basis for preparing, developing and promoting support strategies and providing different educational paths to meet the needs of students with special needs with the aim to assist students to raise ambition and expectations to realize what is achievable in light of an accurate assessment of their needs and capabilities. All decisions taken in this regard are based on the commitment of the Ministry of Education 8