6. NHRIs should work with their governments to collect, collate and analyse data to identify and highlight existing disparities and to monitor the progress towards the realisation of the right to Education for All. This process should be ongoing. 7. NHRIs that have an express mandate on ESCR, CRC and other related Conventions should investigate and report on any breaches of the right to education and monitor compliance with the right. 8. NHRIs should promote the right to education by developing specific measures to ensure that all branches of the State (judiciary, legislature and executive) are aware of the international and domestic obligations in the field of education. 9. NHRIs must encourage their governments to adapt policies and strategies to improve the quality of education in ways that enable the full development of each individual’s potential and the complete enjoyment of all of his or her human rights. 10. NHRIs should promote the concepts of universality, indivisibility and interdependence of all human rights and, in particular, articulate the close connection of the right to education with the right to work, the right to freedom of expression and information and the right to health. 11. NHRIs should encourage their governments to recognise the right to education via legislation and accompanying policy measures. 12. NHRIs should encourage governments to devise, adopt and implement strategies to ensure the full realisation of the right to education of marginalised, vulnerable and disadvantaged groups, including internally displaced persons, refugees, non-nationals, ethnic minorities and people with special needs. 13. NHRIs should recommend and promote appropriate mechanisms for the redress of violations of the right to education and, in particular, violations affecting the most vulnerable and disadvantaged learners and those with special needs. 9 The Dakar Forum agreed on six goals relating to: early childhood care and education; universal primary education; learning needs of all young people and adults; adult literacy; gender equality; and education quality. 16