A/RES/65/1 (v) Making special efforts to meet the nutritional needs of women, children, older persons and persons with disabilities, as well as those living in vulnerable situations, through targeted and effective programming; (w) Accelerating progress on the challenges faced by indigenous peoples in the context of food security, and in this regard taking special actions to combat the root causes of the disproportionately high level of hunger and malnutrition among indigenous peoples. Millennium Development Goal 2 – Achieve universal primary education 71. We commit ourselves to accelerating progress in achieving Millennium Development Goal 2, including by: (a) Realizing the right of everyone to education and re-emphasizing that education shall be directed to the full development of the human personality and the sense of its dignity and shall strengthen respect for human rights and fundamental freedoms; (b) Making further progress towards the goal of universal primary education by building on the gains made during the past decade; (c) Removing barriers, outside and within education systems, so as to provide equitable educational and learning opportunities for all children, since knowledge and education are key factors for sustained, inclusive and equitable economic growth and for the achievement of all the Millennium Development Goals, through continued political emphasis on education and by promoting, with the support of the international community, civil society and the private sector, appropriate and targeted, evidence-based measures such as abolishing school fees, providing school meals, ensuring that schools have separate sanitation facilities for boys and girls and in other ways making primary education for all children available, accessible and affordable; (d) Addressing the root causes of the inequalities, disparities and diverse forms of exclusion and discrimination affecting children, particularly out-of-school children, including by enhancing enrolment, retention, participation and achievement of children, by developing and operationalizing an inclusive education and defining targeted, proactive strategies, policies and programmes, including cross-sectoral approaches, to promote accessibility and inclusion. In this regard, additional efforts should be undertaken to work across sectors to reduce drop-out, repetition and failure rates, especially for the poor, and to eliminate the gender gap in education; (e) Ensuring quality education and progression through the school system. This requires establishing learner-friendly schools and institutions; increasing the number of teachers and enhancing their quality through comprehensive policies that address issues of recruitment, training, retention, professional development, evaluation, employment and teaching conditions as well as the status of teachers through increased national capacity; and building more classrooms and improving the material conditions of school buildings and infrastructure as well as the quality and content of the curriculum, pedagogy and learning and teaching materials, harnessing the capabilities of information and communications technology and the assessment of learning outcomes; (f) Strengthening the sustainability and predictability of funding for national education systems by ensuring adequate national education budgets to, inter alia, address infrastructural, human resources, financial and administrative constraints. 15