CRC/C/15/Add.191 page 14 (c) Undertake a comprehensive and multidisciplinary study to assess the nature and extent of adolescent health problems, including the negative impact of sexually transmitted diseases and HIV/AIDS and, with the full participation of adolescents, use this as a basis to formulate adolescent health policies and programmes; (d) Integrate respect for the rights of the child into the development and implementation of its HIV/AIDS policies and strategies on behalf of children infected with and affected by HIV/AIDS, as well as their families, including by making use of the International Guidelines on HIV/AIDS and Human Rights (E/CN.4/1997/37, annex I) and with particular reference to children’s rights to be protected from discrimination and to health, education, food and housing, as well as the rights to information and freedom of expression; (e) Increase its efforts to prevent HIV/AIDS and take into consideration the recommendations of the Committee adopted at its day of general discussion on children living in a world with HIV/AIDS (CRC/C/80, para. 243); (f) Seek further technical cooperation from, among others, UNAIDS and the United Nations Development Programme. 7. Education, leisure and cultural activities 60. The Committee welcomes the efforts undertaken by the State party to improve the education system with the introduction of the Act “On education”, which includes such aims as ensuring the delivery of compulsory secondary education to all children of school age. The Committee also welcomes the adoption of State standards for higher education. The Committee remains concerned, however, that: (a) The financial management of the system is inefficient and not transparent; (b) The increase in the cost of education has limited access by children from economically disadvantaged households; (c) The decrease in the number of pre-school establishments limits children’s access to pre-schooling; (d) Drop-out rates in secondary and vocational education are increasing; (e) There are important regional disparities in the number of education establishments and in the quality of education available, with rural areas being at a particular disadvantage, and that children of small national minorities such as Roma do not get quality education, including in their own language; (f) Education reforms are being implemented without the necessary preliminary preparation and training of teachers.