A/RES/64/299 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. These systems should be supported by adequate and predictable development assistance and international cooperation for education, including through new, voluntary and innovative approaches for education financing that should supplement and not be a substitute for traditional sources of finance; (g) Continuing to implement national programmes and measures to eliminate illiteracy worldwide as part of the commitments made in the Dakar Framework for Action, adopted in 2000 at the World Education Forum, 17 and in the Millennium Development Goals. In this regard, we recognize the important contribution of South-South and triangular cooperation through, inter alia, innovative pedagogical methods in literacy; 16F (h) Supporting the efforts of national Governments to strengthen their capacity to plan and manage education programmes by involving all education providers in line with national policies and educational systems; (i) Giving greater focus to the transition from primary education and access to secondary education, vocational training and non-formal education and entry into the labour market; (j) Strengthening efforts to ensure primary education as a fundamental element of the response to and preparedness for humanitarian emergencies, ensuring that affected countries are supported, at their request, in their efforts to restore their education systems by the international community. Millennium Development Goal 3 – Promote gender equality and empower women 72. We commit ourselves to accelerating progress to achieve Millennium Development Goal 3, including by: (a) Taking action to achieve the goals of the Beijing Declaration and Platform for Action6 and its twelve critical areas of concern, our commitments in the Programme of Action of the International Conference on Population and _______________ 17 See United Nations Educational, Scientific and Cultural Organization, Final Report of the World Education Forum, Dakar, Senegal, 26–28 April 2000 (Paris, 2000). 16