A/68/294 Contents Page I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 II. Recent developments with respect to the post-2015 development agenda . . . . . . . . . . . . . . . . . 7 III. The importance of education in the post-2015 development agenda. . . . . . . . . . . . . . . . . . . . . . 8 IV. Mainstreaming human rights into the post-2015 development agenda with the focus on the right to education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Implementing a rights-based approach to education in the post-2015 development agenda . . . 10 A. Importance of a rights-based approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 B. A universal goal on education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 C. Poverty reduction strategies: the role of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 D. Ensuring gender-parity: illustrative goal 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 VI. Education as the foundation of the post-2015 development agenda . . . . . . . . . . . . . . . . . . . . . . 15 VII. Human rights-based concept of sustainable development and its educational dimensions . . . . 15 VIII. Defining the roles and responsibilities of all stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 IX. Monitoring mechanisms and indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 X. Accountability of Governments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 XI. Enforcement mechanisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 XII. Human rights education and learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 XIII. United Nations system-wide coordinated approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 XIV. Some key issues of critical importance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 A. Sustained public investment in education as a national priority . . . . . . . . . . . . . . . . . . . . . 19 B. Preserving social interest in education and education as a public good . . . . . . . . . . . . . . . 20 C. Regulating private providers of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 D. The role of parliamentarians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 E. Fostering a humanistic mission rather than a mere utilitarian role for education . . . . . . . 21 Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 V. XV. 13-42277 3/26