For example, while SEP has served as a mechanism to provide disadvantaged students with additional school resources and services, there is heterogeneity in the quality of these services. There is no clear policy to guide schools and school providers on effective ways to improve learning of the most vulnerable students or to meet the needs that are most prevalent among this population. And, in fact, schools receiving the SEP are not required to necessarily invest the extra funds in programmes or initiatives that target directly the learning needs of vulnerable children.