Second, there is no system in place for monitoring the learning outcomes and achievement of socio-economically disadvantaged students. As a result, there is no clear diagnosis or knowledge at the national, regional, provincial or local level of the most pressing needs of schools that serve students from vulnerable communities. Third, there might be instances where the targeting of resources to those most in need could be improved. For instance, cash transfers provided directly to families are not necessarily targeted to the most vulnerable families.