Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly A/RES/74/122 36. Encourages all States to apply measures and procedures for enforcing intellectual property rights in such a manner as to avoid creating barriers to the legitimate trade in medicines, and to provide for safeguards against the abuse of such measures and procedures; 37. Calls upon Member States to make greater investments and promote decent work in the health and social sectors, enable safe working environments and conditions, effective retention and equitable and broad distribution of the health workforce, and strengthen capacities to optimize th e existing health workforce, including through expanding rural and community-based health education and training to contribute to the achievement of universal health coverage; 38. Encourages Governments to end all forms of malnutrition, including the internationally agreed targets on stunting and wasting in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women and older persons; Universal and equitable access to education 39. Welcomes the rapid expansion in school enrolment worldwide, with literacy rates rising steadily over the past 50 years to reach 68 per cent in 2016, and the improvement in the access to early childhood, primary, secondary, tertiary and distance education and throughout the life course, and calls upon the international community to provide inclusive and equitable quality education at all levels so that all people may have access to lifelong learning opportunities that help them to acquire the knowledge and skills needed to exploit opportunities to participate fully in society; 40. Recognizes the limited access to and high rates of dropout from school and secondary education, the increased rates of exclusion from education with age and the existence of large disparities in school attendance and learning acquisition by region, wealth, sex, urban or rural residence and other factors such as indigenous identity or disability, underscoring the challenges ahead, and also recognizes that poverty may affect access to quality education at the secondary and tertiary levels; 41. Also recognizes that factors such as poverty, residing in a rural area or having a disability all too often prevent children and adolescents from accessing quality education, especially at the secondary and tertiary levels; 42. Encourages all States to measure progress in the realization of the right to education, such as by developing national indicators as an important tool for the realization of the right to education and for policy formulation, impact assessment and transparency; 43. Encourages States to increase investments and international cooperation to allow all girls and boys to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including by scaling up and strengthening initiatives, such as the Global Partnership for Education, and to explore additional innovative mechanisms based on models combining public and private resources, while ensuring that all education providers give due respect to the right to education; 44. Urges States to support the efforts of developing countries, in particular least developed countries, to realize progressively the right to education, including the progressive realization of the equal enjoyment of the right to education by every girl through appropriate resources, including financial and technical resources, in support of country-led national education plans; 12/16 19-22042