A/68/294 46. The proposed education agenda is similar to the one put forth by the Special Rapporteur in his report to the General Assembly on technical and vocational education and training from a right to education perspective (A/67/310), proposing that the future agenda for education should build upon and consolidate developments in many countries, modernizing national legislation and providing for basic education of longer duration (nine years) as part of general secondary education. Those developments should include quality learning based on technical and vocational education and training in order to meet the critical challenges of an increasingly globalized economy. 47. In the post-2015 development agenda, an education goal should have the objective not only to make education accessible at the secondary level to all, but the completion of secondary-level education of good quality by 2030 (the time frame for the agenda), with a special place for technical and vocational education and training as an integral part of secondary education, in making education relevant and useful to the world of work. The universal goal on education should thus be broadened. 48. In the post-2015 development agenda, each education goal and target should emphasize universal access, without discrimination, to high quality education that ensures minimum learning standards. 49. Each goal and target must be incorporated into national laws and policies to ensure that those political commitments become rights-based. National legislation should clearly describe the Government’s obligations, indicating how future goals will be achieved progressively and how funding will be provided. Indicators and supporting statistical institutions should also be identified, including time-based targets. Skills development 50. The importance attached to skills development, including technical and vocational education and training, in the report of the High-level Panel is commendable. It is particularly necessary in order to meet the critical challenges of an increasingly globalized economy and the rising aspirations of youth. The target can be refined, however, by stipulating that skills development and technical and vocational education and training should be an integral part of secondary education, with pathways for the pursuit of higher education. 51. In order to ensure that technical and vocational education and training programmes are relevant to local economic opportunities, the strategy should aim at fostering action at the national level aimed at developing public-private partnerships under the overall reasonability of States, within the framework of an institutionalized collaboration between technical and vocational education and training institutions and enterprises, and anchored by human rights. Such partnerships are necessary to mitigate prevalent weaknesses in that area, especially in the developing world, where much more strong linkages between technical and vocational education and training institutions and enterprises are essential for making the system of technical and vocational education and training more responsive to growing skill demands and giving it greater capacity for contributing to industrial and socioeconomic development. 12/26 13-42277