A/HRC/26/27 receiving priority consideration in the international community. Similarly, certain key concepts, such as learning to live together and respect for the richness of cultural diversity as the common heritage of humankind, have received little consideration, whereas they should be central to assessing the national educational attainments of students. Indeed, there is a lack of reference and attention to the normative provisions contained in the resolutions adopted by the General Assembly. A glaring instance of this is the scant reference in education assessment mechanisms to the notions and concepts embodied in the outcome document of the United Nations Conference on Sustainable Development entitled “The future we want”.24 43. Reading, writing and mathematics are not a complete indication of all learning achievements, and even less of what has been learned by a child. The trend of placing too much emphasis on learning achievements is to the detriment of the humanistic mission of education and must be reversed. The prevalent international assessments of the performance of students are premised upon a rather instrumental role of education, driven by the concept of development in mere economic terms. They do not reflect universally recognized values of human rights. There is a lopsided focus on learning outcomes, with an “input-output” model, as if there is an analogy between schools and factories25 and as if what matters is the material value of education in the narrow sense of economic development devoid of any humanistic values. V. Developing national assessment systems: current evolutions 44. Many countries have adopted assessment systems which are national and which broaden the scope of the educational assessment of students. They demonstrate how assessment systems can be developed to evaluate educational attainments, going beyond a narrow approach limited to mathematical literacy and language skills. 45. For example, in Brazil, recognition is given to the nationwide assessment of student performance, along with the Development Plan for Education (July 2011). The basic education assessment system is based on the national examination system, with a single quality indicator: the basic education development index, expressed on a 0–10 scale. The achievement and performance of students are assessed at 4th/5th grade (basic education), 8th/9th grade (final year of compulsory education) and 11th/12th grade (final year of secondary education) in both public and private schools. The assessment focuses on creative activities and education and on the development of the skills and abilities required for the full exercise of citizenship. 46. In South Africa, a 10-level framework with descriptors on learning achievements for each level has been developed according to the provisions of the National Qualifications Framework Act No. 67 of 2008 by the South African Qualifications Authority in order to support the design and implementation of qualifications within the national qualifications framework and facilitate evaluation criteria for comparability. In Bulgaria, based on the State educational requirements, educational evaluation is carried out during the cycle of primary and secondary school education, including vocational training and professional education, through regular school tests and examinations, with a qualitative and quantitative index applied to grades having. 47. The concept of the quality of education in China centres around the holistic development of morals, intellect, physical strength and aesthetic aptitude, and increasing attention is being paid to nurturing practical abilities and creativity, as outlined in the 2001 24 25 General Assembly resolution 66/288, annex. See Education for All global monitoring report, “Education for all: the quality imperative” (UNESCO publishing 2004), p. 228. 11