A/HRC/44/39/Add.1 29. The reform faced many difficulties. Teachers felt quickly overwhelmed as they did not have the skills to develop curriculum materials and did not receive proper training to that end. Schools directors and pedagogical teams needed advice and professional training, and directors were overloaded by administrative tasks diverting them away from the core of their professional activity. Some commercial entities managing schools reportedly had no specific expertise in the area of education and were not able to properly manage schools. The reform led to a de facto system of privately managed schools of uneven quality with no harmonization. Parents were dissatisfied and withdrew their children from public schools. 30. After about 10 years, the Government decided to return to the public school system, under strict governmental control, in accordance with Law No. 9 of 2017 regulating governmental schools, which revoked Law No. 11 of 2006 governing local independent schools. Under the more recent law, the Ministry of Education and Higher Education has taken over responsibility for regulating the public schools and appointing their administrative and academic staff. 31. The fact that the Government has assumed more control of these schools has made it possible to ensure that the system is more coherent and that it meets parents’ expectations. The Special Rapporteur received numerous reports indicating that the supervision and advice provided by the Government was welcomed by school staff. 32. Nevertheless, although the Special Rapporteur was assured that the autonomy of schools remained a respected principle, particularly with regard to the way in which the standard curriculum is implemented, she is of the view that teachers need greater academic freedom. She learned, for example, that teachers can use only one textbook for each subject. The choice of textbook for each subject is reviewed each year, taking into consideration the views expressed by schools and teachers. Although teachers can use supplementary sources, including e-learning resources, these resources must be selected in consultation with or by the coordinator of the subject. External sources and books available at the school library are reviewed to ensure that they are compatible with religious and cultural values. 33. The Special Rapporteur also notes what appears to be a very strict and centralized system of authorization for schools and teachers to organize activities and attend events outside schools. Schools have to choose from a list of about 10 social, cultural or scientific events selected by the Ministry of Education, all linked to the curriculum. When school staff want to attend an event that is not on the list, they must request authorization from the Ministry of Education. That said, no specific refusal was reported to the Special Rapporteur. 34. Although the reform of the early 2000s establishing independent public schools had to be stopped, it did introduce many positive elements, according to many stakeholders. The Special Rapporteur heard reports of improvements in terms of standardization of curricula, new teaching programmes and handbooks, new accreditation criteria for teachers and school directors, and better organization of teachers’ professional training. Education stakeholders in Qatar have engaged in continuous reflection on the functioning, challenges and successes of the school system. The Special Rapporteur welcomes their efforts to find solutions that are adapted to the local context, while interacting with experts from all backgrounds. 3. Role of the private sector 35. While maintaining the public school system, the Government has provided opportunities for the private sector to play a role in the educational system, in accordance with Law No. 23 of 2015 regulating private schools. Under that law, private schools cannot operate without a licence or make any changes to their licence without prior approval from the competent authority in the Ministry of Education and Higher Education. Any materials, resources and curricula that do not meet formal education standards may be withdrawn or ordered to be changed. In addition, schools are prohibited from receiving funding without the approval of the competent authority. 36. According to many testimonies received during the Special Rapporteur’s visit, the Government exercises scrutiny over the private sector, supervising programmes, admission 7