A/70/342 133. In continuity with the report on global corruption in education by Transparency International, UNESCO should undertake a full-scale investigation of corruption in public-private partnerships in education and expose any fraudulent and corrupt practices by private providers through its Education for All Global Monitoring Report. 134. Governments should strengthen existing human rights mechanisms, such as national human rights institutions and ombudspersons, or create special mechanisms to regularly oversee the operations of public-private partnerships in education, with suo motu investigatory powers to look into alleged violations by private partners and any abusive practices. 135. The human rights treaty bodies should give special consideration in their dialogues with States to examining their reports for linkages between public private partnerships and increased privatization, with a view to identifying any repercussions for the right to education. 136. Parliamentarians, in particular members of education commissions or committees, play a key role in laying down regulatory frameworks for public private partnerships in education. They should ensure that the right to education is fully respected, protected and fulfilled in their country. 137. Public-private partnerships in education should not lead to reduced government investment in education, but should be complementary to the maximum resources that Governments can provide for the right to education. 138. Public sector borrowing is normally the lowest-cost way to raise money and improving tax collection and reducing national and international tax avoidance can do more to increase education spending than any amount of private investment. Financial support for education can also be mobilized through corporate social responsibility. 139. The State remains primarily responsible for fulfilling the right to education on account of its international legal obligations. It must discharge its responsibility as the guarantor and regulator of education as a fundamental human right of every child. 140. Governments should exercise caution as to any advice offered by international organizations, such as the World Bank or the International Finance Corporation, or from private companies supported by them, to the effect that they should relinquish their responsibility for education to private actors. If such advice were sound, it would have been adopted by the wealthi est nations. Instead, the top-performing education systems in the world, in Asia, Europe and North America, are predominantly public systems. 141. States must expand public educational opportunities, recognizing the paramount importance of investment in education as their essential obligation. They must respond to the challenges of restoring public trust in public education systems as regards their capacity to provide quality education. Governments should recognize that the highest-quality education, for the lowest cost, universally available for all, will always come from an effective public system. Public-private partnerships may provide stopgap measures, as States work to progressively realize education systems that fully meet all aspects of the right to education. 24/25 15-12538