Education policy in Brazil has been given importance by the federal and local governments since 1995. At that time, the government of President Fernando Henrique Cardoso and the Brazilian Ministry of Education began to pursue three areas of national education policy: education finance equalization conditional cash transfers education results measurement According to the World Bank, these national education policies have tracked with global best practice, and implementation has been sustained and effective in improving performance and outcomes of education in Brazil. Though Brazil has made significant strides in improving labor force skills, Brazil is below average with respect to learning levels, secondary completion rates, and student flow efficiency, when compared to OECD and other middle-income countries. In addition, non-attendance rates and drop-out rates have also been on the increase. Moreover, these factors are especially high in lower income areas where the quality of education largely remains below the expected levels. These have been the recent targets of education policy. Constitutional rights to education The Brazilian federal government legislates direction for national education, develops national educational plans, and provides technical and financial assistance to the states, the Federal District, and to municipalities for the development of educational systems. The Federal Constitution of Brazil outlines the educational rights of Brazilian citizens in Title VIII, Chapter III, Section 1. Education is the right of all and a duty of both the State and families, in cooperation with general society. The aim of education is defined as the full development of a person, qualification for work, and participation as a citizen (article 205). Education will be provided on the basis of I. equal conditions for access to school; II. freedom to learn, teach, research and express thought, art and knowledge; III. pluralism of ideas and coexistence of public/private schools; IV. free public education; V. appreciation of teaching professionals with minimum salaries based on exams and credentials; VI. democratic administration; and VII. guarantee of quality (article 206). Universities are given significant autonomy but have the requirement to comply with non-dissociation of teaching, research and extension (article 207). The state will fulfill its educational duty by ensuring I. mandatory and free elementary education; II. progressively universal high school education; III. specialized schooling for the handicapped; IV. assistance for early childhood education; V. access to higher education, research and the arts; VI. regular night courses; assistance through supplementary programs for school material, transportation, food, and health (article