A/HRC/26/27 X. Recommendations A. Recommendations to States 86. Regarding the adoption of a human rights-based framework, the Special Rapporteur recommends that: • States move towards a more holistic approach in assessing student attainments which goes beyond reading, writing and arithmetic and which incorporates essential human rights objectives. The four pillars of the Delors Report – learning to know, learning to do, learning to be and learning to live together – should become an integral part of any assessment of the educational attainments of students. Moreover, national assessment mechanisms must be in compliance with a country’s international human rights obligations; • States ensure that national assessments of the educational attainments of students are founded on a human-rights based approach, where the right to education remains at centre stage. 87. Regarding the development of a holistic approach to the assessment of the educational attainments of students, the Special Rapporteur recommends that: • States recognize the need and the importance of a holistic approach, with the full range of obligations arising from the right to education, in assessing the educational attainments of students. Such assessments should centre around the core objectives of education, as established by international human rights conventions; • Public authorities and school administrators ensure that the assessment of the educational attainments of students includes their understanding of universal human rights values and respect for people from different civilizations, cultures and religions. Student performance tests should demonstrate the extent to which students have incorporated human rights values in their understanding, commitments and day-to-day behaviour patterns. 88. Regarding periodic reviews of national curricula, the Special Rapporteur recommends that: • Governments periodically review their national curriculum to ensure that its contents are updated and in conformity with the values and objectives of education laid down in international human rights conventions and as expounded by the United Nations treaty bodies and relevant agencies. 89. Regarding equity-based approaches to assessments of the entire student population, the Special Rapporteur recommends that: • National assessments appraise the educational attainments of the entire student population in a country, assessing all students uniformly. An equity-based approach should be an essential prerequisite, so that all those students who are found to be underperforming are given the necessary support needed for them to meet the educational requirements. Student assessments must address with great concern the situation of underperforming students, particularly those who are disadvantaged on account of marginalization. Early targeted teaching support to them is most effective and should be prioritized over later interventions. 90. In relation to assessing progression from primary to secondary education, the Special Rapporteur recommends that: • States comply fully with their core obligation of providing free, compulsory primary education of good quality to every child, boys and girls alike. Completion of good quality primary education should be a predominant concern in the national 19