interpreted and added the general requirement as stated in the UDHR. In level of education has clearly classified into primary, secondary (with its different forms) and higher education. The most significant feature of article 13 is that it has not only mentioned the level of education but also mandated that these levels of education (particularly primary and secondary level) have to be made accessible, available to all. It is clear from the provisions of article 13(2) that the state is expected to take active steps aimed at implementing the right to education. It must utilize the maximum of its available resources to achieve implementation.19 2.3.1.1 Key Components of Right to Education under ICESCR The General Comment 1320 on the RTE further enunciates the dimensions of RTE discussed above: (a) Availability – this means the educational institutions operating within the country must be sufficient in quantity. The institutions must have the minimum facilities 21 required for an educational institution. Functioning educational institutions and programmes have to be available in sufficient quantity within the jurisdiction of the State party. (b) Accessibility - educational institutions and programmes have to be accessible to everyone, without discrimination. The notion of accessibility has three overlapping dimensions: Nondiscrimination22 , physical accessibility23 meaning either it should be within reach geographically or via modern technology such as distance learning, Economic accessibility, i.e.- education has to be affordable to all. 19 Klaus (n 7) 39 20 CESCR General Comment No. 13: The Right to Education (Art. 13) (adopted on 8 December 1999) What they require to function depends upon numerous factors, including the developmental context within which they operate; for example, all institutions and programmes are likely to require buildings or other protection from the elements, sanitation facilities for both sexes, safe drinking water, trained teachers receiving domestically competitive salaries, teaching materials, and so on; while some will also require facilities such as a library, computer facilities and information technology, Olivier De Schutter, International Human Rights Law: Cases, Materials, Commentary (1 edn, Cambridge University Press, New York 2010) 254 Education must be accessible to all, especially the most vulnerable groups, in law and fact, without discrimination on any of the prohibited grounds. Cited in: CESCR General Comment No. 13: The Right to Education (Art. 13) (adopted on 8 December 1999) ibid 21 st 22 23 Page | 16