A/HRC/20/21 efforts to improve the quality of education within national education systems and to monitor progress.31 36. The Inter-Agency Network for Education in Emergencies (INEE) developed Minimum Standards for Education for a variety of different stakeholders, aimed at ensuring quality in coordinated humanitarian response that meet the educational rights and needs of people affected by disaster. They include standards relating to access, a secure learning environment, teaching and learning, and education policy. 32 In his report to the General Assembly in 2011 (A/66/269), the Special Rapporteur also highlighted the importance of paying attention to quality in education provided in the context of emergencies. 37. The concept of quality is also at the centre of the Global Compact on Learning initiative to provide quality education to all and to ensure that all children, particularly the most marginalized, have access to quality learning opportunities.33 VI. National legal and policy frameworks for quality in education 38. The right to quality education is provided for in national legislation in many countries, effectively demonstrating how international obligations can be reflected in the domestic legal order. In some countries, the right to quality education is a constitutional right.34 39. Quality in education is an emerging concern in recent reforms of national education systems. These reforms often include the adoption of laws and decrees that set specific rules and regulations for the promotion of quality in education. 40. One of the first experiences establishing legislation on quality education was in the United States of America, where a series of reports highlighting poor learning outcomes in schools35 in the 1980s led to a number of initiatives at state levels, using standards to secure quality in education. At the national level, this movement culminated in the adoption of the No Child Left Behind Act in 2001, which sets national standards and establishes measureable goals for quality in education. 41. In China, article 3 of the Compulsory Education Law (amended in 2006) stipulates that State policy on education shall be implemented and quality-oriented education shall be carried out to improve the quality of education. China‟s National Education Plan (20102020) sets improvement of quality in education as one of its main tasks, stipulating State standards for quality along with a policy framework to guarantee it. 42. Brazil‟s National Education Law (9394/1996) establishes standards for quality, such as a national syllabus basis for fundamental and secondary education, as well as teacher education requirements. This is in line with article 212 of the Brazilian Constitution which establishes that the Federal Government shall organize and govern the education system in 31 32 33 34 35 10 European Commission, “European Report on quality of school education, sixteen quality indicators,” Report based on the work of the Working Committee on Quality Indicators, May 2000. INEE, “Minimum standards for education: Preparedness, response, recovery,” 2nd edition, 2010. A Global Compact on Learning, Center for Universal Education, Brookings Institution, 2011. For example, the Constitution of Morocco (July 2011) recognizes the right to modern education (art. 31); the Constitution of the Philippines (1987) states that “the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all” (art. xiv); the Constitution of Thailand also establishes everyone‟s right to receive fundamental education of quality (sect. 43). “A Nation at risk: The imperative for educational reform,” Report of the National Commission on Excellence in Education, United States of America, 1984.