A/71/358 and transformative element of inclusive quality education and lifelong learning ” 39 and its importance in learning assessments. He also notes the concept of “good living” (sumak kawsay) enshrined in the Constitution of Ecuador and reflected in the national curriculum, embodying respect for nature and harmony between nature and human life, which he witnessed during his visit to the country. X. Information and communications technologies and lifelong learning 82. The Special Rapporteur notes that information and communications technologies (ICTs) open new paths to learning and access to technical information on various skills. “Blended learning” using digital devices brings together formal and non-formal ways of learning. Such technologies provide valuable support to lifelong learning processes. In addition to the formal and informal learning structures, the rapid rise of the Internet and ICTs is providing new learning modalities that can reach millions of students, regardless of their phys ical location. Open education resources allow students to have access to online educational materials, and online education and learning can provide added avenues for lifelong learning. ICTs have opened new paths to distance learning. A multiplicity of learning sites and modes exist for delivering technical and vocational education and training. As a result, such education and training is also provided in a “virtual learning environment” by means of Internet-based education and training and e-learning and e-training initiatives. 83. However, the costs of obtaining access to the Internet, as well as Internet connected electronic devices and services, can be prohibitive for much of the world’s population. As such, the State’s obligation to provide learners with access to online learning with subsidized devices is an important consideration. 84. In addition, providers of dubious quality are using Internet -based education and training simply to cut costs by undermining teachers’ working conditions, particularly in offshore provision. 40 Governments must take measures to regulate online educators and develop national qualifications frameworks and standards to allow learners to receive a quality education and to allow employers to value the credentials of their applicants and employees. 85. States must take measures to ensure that the social elements of education are not lost in the transition to online education provision. 41 Care must be taken to ensure that the negative effects of digital technology in education are addressed or mitigated. In his 2015 report to the Human Rights Council ( A/HRC/32/37), the Special Rapporteur outlined a number of risks that emerge from online learning. __________________ 39 40 41 20/26 Aichi-Nagoya Declaration on Education for Sustainable Development, adopted at the UNESCO World Conference on Education for Sustainable Development, held from 10 to 12 November 2014 (A/70/228, annex), para. 6. Education International, report of the Education International task force on globalization, the General Agreement on Trade in Services and vocational education, 2007. Dejan Dinevski and Peter Kokol, “ICT and lifelong learning”, European Journal of Open, Distance and E-Learning, 25 October 2004. Available from http://www.eurodl.org/materials/ contrib/2004/Dinevski.pdf. 16-14910