A/66/269 all children living in their territories 62 and the relevant provisions of the Convention relating to the Status of Refugees. 63 Short-term financing of projects in situations of prolonged displacement threatens the education, and progression, of many thousands of refugee and internally displaced children; 64 gaps in the financing of education in such situations must be addressed as a matter of priority because of the long-lasting impact of the denial of education to these populations. 82. The Special Rapporteur already underlined in his first report to the Human Rights Council (A/HRC/17/29) that equality of opportunity in education permeates most human rights treaties. Human rights treaties establish the duty to ensure the right of access to public educational institutions and programmes on a non-discriminatory basis, and to provide primary education for all. E. Ensuring quality education at all levels 83. Enrolment in school does not alone ensure the fulfilment of the right to education if, for example, the quality of the education provided does not correspond to adequate standards. Resource constraints faced in periods of emergency do not justify overlooking basic requirements to ensure quality education, such as the presence of qualified teachers, the availability of adequate educational materials, adequate real teaching time and improved classroom environments. 84. States, international organizations and civil society continue to contribute guidance to improve quality education in emergencies through materials prepared by INEE. A consultative process involving stakeholders concerned with education in emergencies all over the world led to an updated version of the INEE Minimum Standards for Education: Preparedness, Response, Recovery providing important policy guidance on the necessary steps to ensure quality education. The recently released INEE Guidance Notes on Teaching and Learning provide more specific pedagogical guidance based on the accumulated experience of educators working in emergency situations. 85. As discussed above, the inadequate and short-term funding of emergency and transitional education programmes deeply affect the possibilities of addressing serious deficiencies that result in very low levels of quality in education. Moreover, the overall tendency of humanitarian work to focus solely on primary education limits investment in early childhood care and development, and in secondary and higher education. This bias greatly limits prospects of progression for students and increases the challenges for training teachers. 86. The EFA Global Monitoring Report 2011 describes a number of issues critical to ensuring quality education for students affected by or at risk of conflict. They include ensuring that children can learn in their mother tongue, particularly at the early stages, rethinking the teaching of history and religion so it illustrates different perspectives on conflict-sensitive issues, and promoting non-violent school environments. __________________ 62 63 64 20 Convention on the Rights of the Child, articles 2 and 28. Refugee children should be accorded the same treatment as is accorded to nationals with respect to elementary education (art. 22, para. 1) and treatment no less favourable than that accorded to foreigners with respect to education other than elementary education (art. 22, para. 2). UNESCO, EFA Global Monitoring Report 2011, Summary, p. 31. 11-44589