In order to evaluate each country's progress with regards to the EFA's goals set in the Dakar Framework for Action, UNESCO has developed the Education for All Development Index (EDI). It also has the Education for All Global Monitoring Report is the prime instrument to assess global progress towards achieving the six goals. The Report is funded jointly by UNESCO and multilateral and bilateral agencies, and benefits from the expertise of an international Advisory Board.33 The latest Global Monitoring Report ( 2013-2014) was published in May 2014 by the UNESCO. This report shows a change of focus from access to education towards the efficacy of education i.e. to what students actually learn and teachers do in school and is titled “Teaching and Learning: Achieving Quality for All". 34 This report not only highlights the need to address the problem of teacher shortage around the world, but also provides strategies to supply best teachers to ensure good quality education.35 2.4.3 Convention Convention on the Rights of the Child36 Art. 28 and 29 of the CRC reflect on RTE focusing on the children. Art. 28 provides, inter alia, that State parties shall ensurethat school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the Convention. Art. 29 emphasises on an education suitable to the child’s individual orientation, values and cultural identity, and says that children must develop respect for the natural environment.37 33 UNESCO, ‘Education Fpr All Global Monitoring Report’ <http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/the-report-and-efa/> accessed 4 June 2014 ibid Niaz Asadullah, ‘Quality education for all’ The Daily Star ( Dhaka 11 February 2014) <http://www.thedailystar.net/quality-education-for-all/94e0f06fdc8dfe25346c8e5a103a34ff> (adopted 20 November 1989, entered into force 2 September 1990)1577 UNTS 3 (CRC) article 29 of the CRC enunciates that State Parties agree that the education of the child shall be directed to:(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State. 34 35 36 37 Page | 19