376. The Prof Gbamanja Commission of Enquiry was established in 2009 to assess the state of junior and secondary school education and identify factors contributing to poor access and educational outcomes, and review the education system. The commission recommended a number of changes to address systemic weaknesses and challenges, including the strengthened public provision of pre-pre-primary education and its inclusion in the basic education system; the establishment of a Teacher Service Commission and an Institute of Education; the banning of all access courses; the removal of the two shift system; a reduction in the number of subjects from nine to seven; 377. This led to the Development of a White Paper on Education in 2010 and correlating amendments to the national Education Policy which refocus efforts to enhance the quality of educational inputs and outcomes at all levels and to create a system that can produce a generation of young people equipped with the skills and knowledge necessary to drive the development and prosperity of the country. 378. Key changes to which the GoSL is committed included the restructuring the educational system from 6-3-3-4 to 6-3-4-4, recognizing pre-school as an essential component of the basic education system, and allowing for an additional year at senior secondary level to promote the quality of education; phasing out the dual shift system once additional classrooms and facilities are available; maintaining payment of examination fees for junior and secondary school pupils and providing them with textbooks and other learning materials; and banning all access examinations for tertiary institutions. 379. In addition, a short-term revision of the curriculum for JSS core subjects was undertaken to make them more relevant and responsive to development needs. More systemically however, a comprehensive National Curriculum for Basic Education is being developed and is at finalization stage which will bring about more holistic and systemic changes to the school curriculum at all basic education levels. 380. In testimony to the GoSL’s commitment to improved education, the budgets supporting the preceding and related initiatives have grown substantially in the past years. Education expenditure increased between 2004 and 2011 from 3.3 to 3.5 percent of GDP in 2011. In 2011, it comprises 29 percent of public recurrent expenditure. The latter is above average for other low income countries (with an average of 22 percent (MEST, 2013). Primary education receives the highest share (49.3 percent) of recurrent education spending, highlighting the sustained priority given to the sub-sector. 381. Moreover, the GoSL has committed to further increasing its investments in education in line with the prioritization of improved educational outcomes in its Agenda for Prosperity. The MEST also anticipates higher investments in education as new investments in mining are expected to result in higher projected GDP growth rates, providing opportunities for greater revenue generation (MEST, 2013). 382. Donor contributions have played a critical role in the national development budget, contributing 96 percent if the development budget between 2008 and 2011. Systems were developed to improve coordination of donor funding to support national educational priorities. 8. The Right to Education, Leisure and Cultural Activities  97