A/68/294 implementation of the education agenda, including advocacy for developing and implementing laws and the fulfilment of commitments of government to education. E. Fostering a humanistic mission rather than a mere utilitarian role for education 103. The system of education should be inspired by a humanistic rather than by a mere utilitarian vision of education. That is of utmost importance, as the humanistic mission of education is being vitiated. It is therefore important to pay critical attention to that phenomenon, so that education is inspired by a great humanistic vision rather than a merely utilitarian one that only considers education in terms of its material value. 104. The principle of social justice is at the core of the global mission of the United Nations to promote development and human dignity, and the principles of social justice and equity are reflected in the United Nations Millennium Declaration. They are of abiding importance in guiding State actions and should receive renewed emphasis in the post-2015 development agenda. XV. Conclusions and recommendations 105. The human rights-based approach being embraced in the ongoing discussions on the post-2015 development agenda is a decisive advance over the way the Millennium Development Goals were formulated. Such an approach has special importance in terms of human rights law and State obligations, and the consequent accountability of Governments to live up to their commitments. 106. The momentum and engagement produced by the post-2015 development agenda should be leveraged to bring an international framework to the broader realization of the right to education for all. This is highly important, as the right to education is an overarching right — it is essential for the exercise of all other human rights — and warrants that education should be considered as the foundation of the post-2015 development agenda, as endorsed in Human Rights Council resolution 23/4, which underlines “the need to ensure that the right to education is central in the context of the post-2015 agenda”. 107. Bearing in mind the importance of operationalizing such a conceptual approach, and the perspectives on education goals presented in the present report, the Special Rapporteur would like to offer the following recommendations. A rights-based approach with an overarching framework of the right to education for all 108. In contrast to the Millennium Development Goals, the post-2015 development agenda should create an overarching framework of education which is all-inclusive. A global, rights-based approach should address the entire continuum of education and learning, from early childhood to lifelong learning. It should emphasize State obligations and compliance with norms and standards for the right to education for all for both public and private schools. 13-42277 21/26