35 (General Intelligence); freedom of scientific research (MoI); and free exercise of student activities and provision of free university education (universities). In the Gaza Strip, claims of infractions of the right to education primarily addressed equality in educational opportunity without discrimination or bias on grounds of political affiliation (MoE); provision of free education and ensuring the accessibility of education for PWDs (MoSD); provision of necessary educational infrastructure (PLA); the right to education (MoI); free exercise of student activities and infringements on academic freedoms. Of five complaints filed in Gaza, the ICHR received one written and three verbal replies. No reply was provided for one complaint. In the West Bank, the ICHR had two written and 16 verbal replies to complaints. In general, replies from agencies claimed to have committed violations of the right to education were premised on applicable laws and regulations. Although they were commonly stereotypical, replies reflect devotion by the MoE and other relevant government bodies to follow up on the complaints forwarded by the ICHR. This is an indication of an extensive scope of cooperation between these institutions and the ICHR. Of five complaints filed in Gaza, the ICHR received one written and three verbal replies. No reply was provided for one complaint. In the West Bank, the ICHR had two written and 16 verbal replies to complaints. In general, replies from agencies claimed to have committed violations of the right to education were premised on applicable laws and regulations. Although they were commonly stereotypical, replies reflect devotion by the MoE and other relevant government bodies to follow up on the complaints forwarded by the ICHR. This is an indication of an extensive scope of cooperation between these institutions and the ICHR. A review of the Strategic Plan of the Education Sector 2017-2022 and Education Sector Strategy of the National Development Plan (NDP) 2021-2023 shows that the programmes and plans set to improve the quality of education and develop overall functions of the MoE require adequate financial resources for implementation and achievement. However, a review of the 2022 annual budget allocation of the MoE shows that appropriations were well short of accomplishing the intended objectives of these programmes and plans. These allocations render difficult the implementation of the policies, measures, and actions taken towards upgrading the quality of education. Overall, government spending does not fulfil the MoE needs with a view to attaining high quality education. The continuation of this state of affairs may place the education process in difficult conditions in relation to infrastructure development. Also, development expenses earmarked in the MoE budget line item did not take account of the financial needs of primary programmes initiated by the Ministry. In particular, of the MoE budget allocations, the preschool education programme had (2.57%) and the technical and vocational education and training (TVET) programme (1.94%) only. Executive Summary 2022