Monitoring Progress towards the realisation of the right to education should be monitored systematically and continuously.405 In this regard, the State must develop responsive, participatory and accountable systems of educational governance and management. States are obliged to establish and maintain a transparent and effective system to monitor whether or not the educational objectives set out in article 13(1) are being met by the State and by individual educational institutions.406 Educational management should be more decentralised and participatory. The Dakar Framework recommends that States: • establish better regulatory frameworks and administrative mechanisms for managing all levels of education; • more sharply delineate responsibilities among different levels of government; • ensure that decentralisation does not lead to inequitable distribution of resources; • make more efficient use of existing human and financial resources; • improve capacities for managing diversity, disparity and change; • integrate programmes within education and strengthen their convergence with those of other sectors, especially health, labour and social welfare; and • provide training for school leaders and other education personnel. In order to fulfil its immediate obligation “to take steps” towards the realisation of the right to education, a State is required, at a minimum, to adopt and implement a national educational strategy which includes the provision of all levels of education. This strategy should include mechanisms, such as indicators and benchmarks on the right to education, by which progress can be closely monitored.407 In particular, States should monitor progress towards the realisation of the goal of the right to education by the internationally accepted framework based on the four A’s: availability, accessibility, acceptability and adaptability. Data collected should be disaggregated by sex, geographical region, ethnicity, language and socioeconomic status. Specific rights-based indicators to measure progress towards the Education for All Goals of 2015 have been developed by UNESCO and UNICEF in the context of an on-going review of 405 This paragraph is based on paras 55 and 56 of the Dakar Framework. See also CESCR General Comment No. 13: The right to education E/C.12/1999/10 8 December 1999 at para 49. 407 CESCR General Comment No. 13: The right to education E/C.12/1999/10 8 December 1999 at para 52. 406 129