text: eaLues (see the seventh periodic repor! ot Brazil (CERD/C/ gL/Add.25l', - 88. In Haiti, the teaching of Creole was rnade cornpulsory in all primary schools in April 1982 with the aim of placing cbildren Hith different fanily backgrounds on a nore equal social and cultural basis. This dld not preclude the teachinq of French, but was intended to increase the literacy. and effective access to education in Creole and Frencb for all. children ln the country. A/40/694/Add.l English Page 24 89. A nunber of Atrican countries are naking a delibeiate ettort to iocrease theLreducational facirities and. particularly. to expand educational and i.nformacronservices in the uarious national, regional and local languages. In Burkina Faso,the Language conmission is lrorklng on the structure of severar regional languagesso that lhey can be written doen and used in a Eetoflned educational systen. 90. Both t.he unlted Republic ot ranzania and zambia abolished the segregaledschool systens tha! bad separated uhite and black children, and both countries haveno$ established integrated educational systems. rn both countries che otficiallanquage' English, is widery used. rn zanbla, education is free up to theuniversity level and ci.!izenship and pubLic otfice are open co all regardless ofrace or country of origin (see CERD/C/ 106/Add. 1 anal 7). 91. In lhe Niger, where the official lanquage is French, etforts to ensure soclaldeveropnent and greater literacy include the provision ot radio and televlsionprogramnes, 80 per cent of nhich are broadcast in various nati.onal languages.Educarion is free, and 'nonadic' schools are operaced in the norchern part of thecountry. Teachers and schools themselves foll.e the nonadic populati,on to improvetheir effective access to education (see the sixth and seventh periodic report6 ofthe Niqer (CERD/C/91lAdd.34) ),
analysis: The text primarily discusses the development of education systems in various countries, including the teaching of local languages, the abolition of segregated school systems, and the provision of educational services. It also touches on the importance of literacy and access to education. These themes suggest that the text is more focused on Education than any other category.