3: Promotion of fair Access of Girls, Persons with Disabilities and Indigenous Peoples to Education 291- In a bid to guarantee the schooling of all children without discrimination, incentives were granted to promote the education of the girl child (Rec. 33, see below Maputo Report, § 762 et al.), support inclusive education and take into account the specific needs of indigenous peoples. 292- In order to consolidate the prohibition of disability-based discrimination enshrined in the law191 and, in the continuity of measures already taken and recalled in previous Reports, that aim at providing access of persons with disabilities to schools, the terms and conditions of application of the said right were clearly stated in 2018 by regulation thereby focusing on the achievements made till then. 293- The Education and Vocational Training Sector Strategy Paper (2013-2017) had provided for the development of a programme that aims at adapting the school framework (schools, equipment, didactic tools, teaching aids, specific training, and teaching practice) to the development of a specialised education that takes disability into account. 294- In order to achieve such, a national inclusive education policy was adopted. It was implemented by the drawing up of training modules for teachers, the development of specific modules in the initial training programme for trainers, the establishment and opening of 68 pilot primary schools from the 2015/2016 academic year in the Regional Headquarters and in secondary communities, staff training in the area of inclusive education, and recruitment of holders of the CAPIEMP with skills in inclusive education. 295- Besides, specialised pilot schools were equipped with specialised teaching aids such as braille brushes, braille writing boards, white canes for the blind, braille boards for Mathematics and braille slates. In addition, special mechanisms such as access ramps and playgrounds were developed in the said schools. 296- Decree No. 2018/PM of 26 July 2018 to lay down the enabling conditions of Law No. 2010/2 of 13 April 2010 on the protection and promotion of persons with disabilities contains 10 sections (sections 3 to 12) and a whole chapter on the education and vocational training of disabled persons. 297- The instrument contains the achievements of the policies referred to above. It comprises the development of a training framework either in classical schools and training centres or in specialised schools and training centres established or subsidised by the State, depending on the nature or level of deficiency. They also focus on adapting the contents and pedagogic approaches, positive discrimination measures such as age waiver, special provisions for examinations or financial, didactic and pedagogic assistance and support. The instrument further obliges Heads of School to make an inventory of their needs and forward a Report 2 months into the academic year at the latest, to hierarchy to enable it to envision adjustment measures. B: Enhancement of the Acquisition of Quality Fundamental Skills (Rec.34) 298- In a bid to enhance the quality of learning in primary education by taking into account the rooting of cultural values and opening up to the world, Phase I of the curricula reform was implemented, new pedagogic approaches were developed, the teaching of national languages continued, and school health, the teaching of ICTs and Human Rights promoted. 191 Sections 5 and 7 of Law No. 98/4 of 4 April 1998 to lay down Guidelines on Education in Cameroon; section 28 of Law No. 2010/2 of 13 April 2010 on the protection and promotion of persons with disabilities. 55