A/HRC/44/39 81. Such an assessment must, however, analyse not only the consequences of the education crisis, but also its causes. It should unpack, in each local context, the dynamics that have led to increased discrimination in the enjoyment of the right to education during the crisis. 82. Such an assessment should therefore include: an analysis of rising inequalities due to the measures adopted to face the pandemic; an investigation into the sustainability of economic and financial models behind education systems, including the consequences of poorly funding public educational institutions; a scrutiny of the role of private actors in education; an evaluation of the adequacy of social protection provided for education workers, including in the private sector; and scrutiny of the lack of cooperation between States’ administrations, educational institutions, teachers, learners, parents and communities. 83. Many governmental and intergovernmental agencies, as well as civil society organizations, have disseminated a high number of useful guidelines and recommendations on how to address the education crisis on short-term (including at the time of reopening of schools) and long-term bases, some of them very detailed and tailored to specific situations. The Special Rapporteur welcomes in particular the useful guidance developed by INEE, by OHCHR and, on a more specific note, by Education International. 84. Rather than repeating or summarizing those recommendations, the Special Rapporteur prefers to concentrate on a number of recommendations outlining what a human rights-based approach to the crisis entails. She recommends, in particular, that: (a) Limitations imposed on the right to education should strictly comply with the conditions set out in article 4 of the International Covenant on Economic, Social and Cultural Rights, article 29 of the Universal Declaration of Human Rights and other relevant provisions of international human rights law; (b) Governments and other stakeholders should integrate the availability, accessibility, acceptability and adaptability framework as a policy guide throughout the education system at all levels, including at the school level; (c) States should develop emergency education preparedness within national education systems globally and train educational planners at all levels. These plans should be based on guaranteeing the right to education for all and the availability, accessibility, acceptability and adaptability framework; (d) States should create an institutional mechanism for crisis and disaster planning and management. Such a mechanism should function at an important decision-making level and be decentralized in its implementation, ensuring that relevant decisions are adopted at the local level in cooperation with local stakeholders, for example when it comes to reopening schools; (e) All States should, as a matter of urgency, adopt special, targeted measures, including through international cooperation, to address and mitigate the impact of the pandemic on vulnerable groups, as well as on communities and groups subject to structural discrimination and disadvantage. In many contexts, that would mean prioritizing the adoption of the most accessible low-tech or no-tech approaches to distance learning, as well as taking measures such as imposing moratoria on the payment of school fees, providing cash transfers to families and ensuring the delivery of food and other social services to vulnerable children during the crisis; (f) Bearing in mind the particular importance of the right to education for children, children’s rights must be given special attention and priority by decision makers. States should carry out child rights impact assessments of crisis-related education decision-making. Furthermore, States should provide opportunities for children’s views to be heard and taken into account in decision-making processes in the COVID-19 context; (g) Special emphasis should be placed on the equal importance of the right of every girl and every learner with disabilities to continued education, in accordance with guidance developed by OHCHR in this respect, as well as of other marginalized 18