M&E will take place at every stage of implementation. The CHS Section of the MoH is responsible and accountable for the successful implementation of the NCHS – and must have sufficient resources to carry out this mandate. Specific roles of the CHS Section include coordination and planning across programmes; development of policies and guidelines; monitoring adherence to policies and guidelines; overarching management of CHTs, and support for community structures (VHCs, CHAGs, HCACs, etc.). 172 To fulfill these roles, the CHS Section will require predictable financial resources and additional human capacity, with the goal of reaching nine full-time employees (FTE) by the end of the five-year strategy. Effective programme management also hinges on dedicated coordination efforts from all actors in order to ensure efficient use of resources and consistency across the community health system Article 17 - Right to Education 173 The Ministry of Education, Science and Technology has adopted the National Education Standards to enhance the quality and access to education in primary and secondary schools. There are twenty-six standards which specify the expected outcomes for students which should be delivered by all education providers in public and private institutions. They also identify the leadership, management and teaching processes which are essential to the achievement of the outcomes. In addition, the Standards specify targets for effective practice which are both challenging and achievable. The aim of the Standards is to: • Aid policy makers at national, divisional and district level in the evaluation of the effectiveness of education in their area and across the country as a whole; and • Guide individual institutions and practitioners in reviewing and improving their practice. 174 In particular, the National Education Standards identify minimum requirements which all schools in Malawi should aim to achieve. Schools should implement these requirements in order to promote equality of educational opportunity and remove barriers to achievement. 60