A/HRC/20/21 provide a teaching staff with qualifications of the same standard, as well as school premises and equipment of the same quality (art. 2 (a)). 26. The UNESCO-ILO Recommendation concerning the Status of Teachers (1966) provides a comprehensive normative framework on teachers‟ status, including their responsibilities, career advancement opportunities, security of tenure and conditions of service. B. Work of human rights treaty bodies 27. The Committee on Economic, Social and Cultural Rights recognizes quality as a key component of the right to education: “education offered must be adequate in quality, relevant to the child and must promote the realization of the child's other rights.”20 28. In their dialogue with States parties, human rights treaty bodies further concretized State obligations and political commitments to ensure quality of education. The Committee on the Rights of the Child and the Committee on Economic, Social and Cultural Rights developed different indicators to measure whether, and if so how, States comply with the quality requirement. The treaty bodies have expressed concern about under-resourcing of schools, class sizes and teacher/pupil ratios, proportion of untrained teachers and their impact on the quality of education received. 21 In terms of monitoring the teaching and learning process, the Committee on the Rights of the Child noted the narrow content of education provided within schools and the lack of supervision of their curricula. 22 The treaty bodies also used students‟ learning outcomes, such as low literacy rates, as indicative of limitations of the quality of education provided.23 C. International political commitments 29. The international legal framework concerning the right to quality education is complemented by international political commitments. The World Declaration on Education for All (Jomtien, Thailand, 1990) and the follow-up Dakar Framework for Action, adopted at the World Education Forum in Dakar, in April 2000, both recognize quality of education as a crucial component in the global movement to achieve Education for All. The Dakar Framework explicitly affirms that quality is at the heart of education. 24 Goal 2 of the Framework commits States to provide primary education of good quality, while Goal 6 states that all aspects of education quality should be improved “so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” The Committee on Economic, Social and Cultural Rights has underlined the legal implications of the Framework for Action and its linkage 20 21 22 23 24 8 See the Committee‟s general comment No. 11 (1999), para. 6. See, for example, CRC/C/15/Add.225, para 55; CRC/C/MDV/CO/3, para. 81; E/C.12/IND/CO/5, para. 41; E/C.12/LVA/CO/1, para. 55; E/C.12/1/Add.47, para. 17; E/C.12/1/Add.65, para. 17; E/C.12/1/Add.68, para. 47. CRC/C/15/Add.221, para. 64. CRC/C/15/Add.223, para. 62; E/C.12/1/Add.74, para. 28; E/C.12/1/Add.75, para. 32. Notes on the Dakar Framework for Action: Education for all: Meeting our collective commitments (Paris, 23 May 2000), para. 40.