capacity of many developing countries to respond effectively to education will be greatly helped by finding solutions to the debt problem.458 According to the Dakar Framework, international agencies should aim to double their financial support for least developed countries, such as Sub-Saharan Africa.459 Conversely, States are obliged to participate in international organisations, and in particular to use their influence to ensure that violations do not result from the programmes and policies of these organisations. Further, international organisations, including international financial institutions, must correct their policies and practices so that they do not result in deprivation of the right to education. Member States of such organisations should encourage the organisations to revise their programmes and policies to take into account issues of economic, cultural and social rights.460 In addition, States should take steps to ensure that international agreements do not adversely impact upon the right to education.461 Developed and developing States Due to the fact that the obligations of international assistance and co-operation are different for wealthier States which are in a position to assist and for States which are recipients of such assistance and co-operation, the analysis is often divided between “developed” and “developing” States.462 The CESCR’s work suggests that commitments in regard to international assistance and co-operation are closely linked with the obligations to comply with the “core obligations” (i.e. obligations that ensure the minimum core content of each right).463 Developed States are, therefore, required to co-operate and assist developing States in fulfilling the core obligations. Conversely, developing States are required to use the resources received from the international community to satisfy the core obligations as a matter of priority. 458 World Declaration on Education for All, article 10(2). Education for All, A Framework for Action in Sub-Saharan Africa: Education for African Renaissance in the Twenty-first Century; Adopted by the Regional Conference on Education for All for Sub-Saharan Africa, Johannesburg, South Africa, 6-10 December 1999 at para 5.9. 460 Maastricht Guidelines at para 19. 461 CESCR General Comment No. 13: The right to education E/C.12/1999/10 8 December 1999 para 56. 462 Sepúlveda The Nature of the Obligations under the International Covenant on Economic, Social and Cultural Rights (2003) at 370. 463 Sepúlveda The Nature of the Obligations under the International Covenant on Economic, Social and Cultural Rights (2003) at 371. See, for example, CESCR General Comment No. 11: Plans of action for primary education E/C.12/1999/4 10 May 1999 at para 27. 459 143