A/HRC/35/11 suffering from multiple and intersecting forms of discrimination and inequality in relation to education. 85 However, disaggregation of data alone is not sufficient. Data collection should be conducted in a manner that fully takes into account key human rights principles, including participation, self-identification, transparency, privacy and accountability for rights. 62. Indicators are critical for ensuring accountability under the Sustainable Development Goals, as well as for monitoring and assessing the efforts of States to realize every girl’s equal enjoyment of the right to education. At the same time, accountability should not be narrowly defined as being only about indicators. The selection of limited indicators may lead to undesirable incentives, which may eventually undermine States’ obligations. For example, the Millennium Development Goals paid less attention to the quality of primary education and actual attendance and completion by narrowing its focus to gender parity in enrolment. This also led to less attention being paid to other levels of education, including secondary education, as well as gender equality and girls’ right to education more broadly. 86 63. With the foregoing in mind, additional complementary indicators could be developed at the national and subnational levels and other relevant data sources could be explored, including events-based data relating to observable human rights violations; standards-based data; socioeconomic and administrative data; and data based on surveys, opinions and experiences. In addition, efforts could be strengthened to empower rights holders, including students, school clubs, teachers and parent-teacher associations, to undertake their own monitoring of the targets by means of information and communications technology, such as SMS, crowdsourcing or the use of score cards. In that way, they could share information on what is being learned and how it is taught. 64. The assessment of the full enjoyment of human rights, including girls’ right to education, cannot be reduced to quantitative data points, but should also involve qualitative assessment. Achieving the Sustainable Development Goals in line with human rights standards is more than how we monitor and measure targets. It also requires a deliberative process to understand the complex power structures that entrench discrimination and inequality, followed by efforts to dismantle those systems and build more just and equal societies.87 65. Existing human rights monitoring and documentation methodologies that include qualitative indicators and context-specific analysis will therefore be critical sources of information to complement the monitoring of the Goals to enable a fuller understanding of whether States are meeting their human rights obligations, including in relation to girls’ right to education. In that regard, it is crucial that analysis of the implementation progress of the Goals, including in relation to the equal enjoyment of the right to education by every girl, is considered together and consistent with, as well as underpinned by, more comprehensive and analytical human rights monitoring and reporting. VI. Conclusion and recommendations 66. Based on the present report, it is recommended that Member States and other stakeholders, as relevant: (a) Eliminate multiple and intersecting forms of discrimination, including repealing laws, policies, regulations and practices that directly and/or indirectly block girls from accessing quality education; 85 86 87 14 Human Rights Committee, general comment No. 28 (2000) on the equality of rights between men and women, para. 28; Committee on the Elimination of Discrimination against Women, general recommendation No. 28 (2010), para. 38 (f). Elaine Unterhalter, “Education targets, indicators and a post-2015 development agenda: Education for All, the MDGs, and human development”, Working Paper Series (Harvard University, 2013), pp. 5 and 20-21. See A/HRC/33/24, paras. 47-48.