and teaching methods to be of good quality.399 States should adopt curricula content and processes which are learner-centred. Educational programmes must cater for the full range of learning needs and abilities and the stages of cognitive, social and emotional development of the student. Curricula must be adapted to meet the learning needs of a more complex and technological society. The development of knowledge, skills and attitudes required for independent learning and problem solving is essential. Further, assessment strategies must be appropriate to the aims of the curricula and matched to the learning needs of individual students. Access to appropriate learning resources is essential. The Special Rapporteur considers that an environment and curricula that are sensitive to human rights are essential conditions for a quality education.400 Education that proceeds from and is rooted in human rights is vital to proper character development. In turn, character development strengthens self-esteem and dignity and promotes the formation of knowledge, abilities, skills and values, enabling individuals to advance peacefully towards the realisation of universal human rights. The integration of human rights into education systems must involve education as a whole, not just isolated parts of the curriculum. Therefore, the right to a quality education implies a need to direct learning processes and the entire school environment and infrastructure towards the development of knowledge, abilities and skills within a body politic primed to respect dignity and the higher values of humanity, diversity, peace, solidarity and mutual co-operation. Vital role of teachers Public perception of teachers and teaching must be enhanced and incentives to identify, attract and retain good teachers must be provided. The State must endeavour to provide suitably qualified teachers for all students at all levels. Teachers must be trained to make learning environments attractive, more inclusive and welcoming to students. Educational institutions must support these efforts. The CESCR has urged States to ensure that all teaching staff enjoy the conditions and status commensurate with their role and to report on measures they are taking in this regard.401 398 Report of the Special Rapporteur on the Right to Education E/CN.4/2004/45 15 January 2004 at para 47. 399 CESCR General Comment No. 13: The right to education E/C.12/1999/10 8 December 1999 at para 6(c). 400 This paragraph is based on Report of the Special Rapporteur on the Right to Education E/CN.4/2005/50 17 December 2004 at paras 102 – 107. 401 CESCR General Comment No. 13: The right to education E/C.12/1999/10 8 December 1999 at para 27. 127