CRC/C/RWA/CO/3-4 children with disabilities, Batwa children and girls, especially at the upper secondary school level; (b) Hidden education fees that prevent children from accessing education, especially children living in poverty and children in vulnerable situations; (c) The remaining challenges to implementing the change in language of instruction policy from French to English, including the urgent need to develop teachers’ capacities and training in both the English language and teaching methodology; and (d) The lack of disaggregated data on enrolment and retention rates of children in vulnerable situations, such as children living in poverty, children with disabilities, orphans, adolescent girls, as well as the decrease in the enrolment rate for boys. 53. The Committee recommends that the State party: (a) Increase spending on quality education, including the number of welltrained teachers, school infrastructure, and children’s access to school materials; (b) Take further measures to eradicate regional disparities and closely monitor the implementation and outcomes of the ESSP and the campaign for girls’ education as well as school enrolment and retention for boys and children in vulnerable situations, particularly Batwa children, children with disabilities and children living in poverty; (c) Take immediate measures to eliminate all types of hidden educational costs in the school system to ensure unhindered and equal access to education for all children; (d) Intensify its efforts to develop the capacity of teachers through English language and pedagogical training at all levels of the educational system, and monitor the impact of the language policy on learning outcomes; (e) Undertake studies to identify the root causes and extent of dropouts from school, especially of boys, and implement effective measures to address the issues identified; and (f) Strengthen the collection and analysis of disaggregated data on the participation in education by the most vulnerable children, including rural children, adolescent girls, children with disabilities, orphans, children living with HIV/AIDS and children living in poverty, and ensure that these children are fully integrated in educational settings in order to prevent segregation and discrimination. Early childhood care and education 54. The Committee is concerned about the weak implementation of the Early Childhood Development (ECD) Policy and Strategic Plan of 2011 and the limited coverage of children with ECD services. The Committee is also concerned that there is inadequate funding for the improvement and implementation of early childhood development and that programmes and services for children between the ages of 0 and 6 are not harmonized and integrated among the various ministries and agencies. 55. Referring to its general comment No. 7 (2005) on implementing child rights in early childhood, the Committee recommends that the State party further improve the quality and coverage of its early childhood care and education, and in particular: (a) Scale up the investment and implementation of the ECD Policy and Strategic Plan, and ensure that ECD is provided in a holistic manner that includes overall child development, nutrition, health care, stimulation and early learning and the strengthening of parental capacity and participation; and 14