A/HRC/20/25/Add.1 by 2015.34 In 2008, the adoption of the Organic Law of the Ministry of Education, the Education Policy and the Basic Law on Education provided the foundation for the establishment of a new education system. 38. Notwithstanding this solid legal framework, and despite the Government’s commitment to improving education enrolment and outcomes, Timor-Leste faces serious challenges in developing its education system and improving the availability and quality of education for all of its children. Although recent years have seen an increase in net enrolment rates in primary education, less than 50 per cent of children who reach school age enrol in grade one35 and less than a third of those children remain enrolled until grade nine.36 39. In addition, most recent assessments indicate that education outcomes across TimorLeste are very poor,37 schools are crowded and in poor physical condition, and the necessary supplies and materials are unavailable. 38 A lack of adequate sanitation facilities discourages girls’ attendance, 39 and limited means of transportation to schools affects both boys and girls living in remote rural areas.40 Children with disabilities, who represent 1 in every 100 primary school students, face even greater obstacles in having their educational needs addressed.41 40. Children’s education is also hampered by their poor health and nutritional status.42 In the poorest and most vulnerable households, the opportunity cost of a child attending school may be too high, particularly in the context of limited employment opportunities, the poor quality of education received, and the perceived irrelevance of education.43 41. Throughout her mission and in all of her consultations, the Special Rapporteur was repeatedly informed of the serious problems relating to language that undermine the impact and accessibility of the education system. Timor-Leste is a linguistically diverse State: the Constitution designates Tetum and Portuguese as official languages, and recognizes that ―other national languages shall be valued and developed by the State‖ (sect. 13, para. 2). English and Bahasa Indonesia are considered working languages, and many indigenous languages are also spoken, such as Fataluku and Baiqueno. 42. Although Timor-Leste should be proud of its linguistic diversity, it creates great challenges for the education system. 44 Despite being spoken by less than half of Timorese 34 35 36 37 38 39 40 41 42 43 44 12 According to the Government, today only 11 per cent of Timorese children from 3 to 6 years old attend preschool. The quality of preschool education is low, with no standard basic curriculum and variable teaching standards (Strategic Development Plan, p. 18). Timor-Leste, Ministry of Education, Education Statistical Yearbook 2008/2009, tables 13 and 14. Timor-Leste, Ministry of Education, National Education Strategic Plan 2011-2030 (2010), p. 19. See for example, World Bank, ―Timor-Leste: an analysis of early grade reading acquisition‖, 2009. Timor-Leste and United Nations system, The Millennium Development Goals, Timor-Leste (2009), p. 29. UNDP, Timor-Leste Human Development Report, p. 33. Demographic and Health Survey, p. 20. Timor-Leste, Ministry of Education, and ASSERT, Ita Hotu Ba Eskola! Report on the First National Survey of Disability in Timor-Leste’s Primary Schools, 2008, p. 6. A strong relationship exists between household economic status and school attendance, documented at both the primary and secondary levels and among males and females. Demographic and Health Survey, p. 20. UNDP, Timor-Leste Human Development Report, p. 46. Ibid.