• While restrictions may be imposed on wearing religious symbols in schools, States must take into account, to the fullest extent possible, children’s freedom of religion when imposing such restrictions. • (ix) No child should be forced to wear religious symbols. The nature and scope of the obligation to provide quality education and to establish minimum education standards and an effective and transparent system to monitor such standards. • Curricula and teaching methods must be of good quality and learner-centred. • Quality education requires an environment and curricula that are sensitive to human rights. • 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. • Governments must regulate education by setting and enforcing minimum standards to which all educational institutions must conform. • States are obliged to establish and maintain a transparent and effective system to monitor whether or not educational objectives are being met. • NHRIs should develop a National Plan of Action on the Right to Education which would be complementary to the National EFA Plan. (x) The nature and scope of the obligation of the State, within the context of the right to education, to ensure the realisation of the right to human rights education for all. • One of the dual aims of education is the strengthening of respect for human rights and fundamental freedoms. • Human rights education should strengthen the commitment to the furtherance of human rights and be directed at enabling all persons to participate effectively in society and to protect themselves and others from human rights violations. • Human rights education should involve more than the provision of information and should constitute a life-long process by which all people learn respect for the dignity of others. • The human rights education of children should start with the reflection of the human values in the daily life of children as well as their communities and their families. 33