A/71/358 such developments were further enriched by UNESCO by endowing the concepts of literacy and adult learning with normative bases. The UNESCO Recommendation on Adult Learning and Education, adopted in November 2015, recognized “adult learning and education as an essential component of the right to education and a key pillar in the education system”. V. Lifelong learning: State obligations and social responsibility 45. In this evolution, the Special Rapporteur emphasizes the importance of giving consideration to the State obligations laid down in international normative instruments. States have the obligation to “develop comprehensive, inclusive and integrated policies for adult learning and education in its various forms ” 8 according to their specific conditions, governing structures and constitutional provisions. 46. The ILO Human Resources Development Recommendation gives expression to State responsibility with respect to lifelong learning in its various dimensions, considering education and training as the “primary responsibility of Government”. States should “facilitate lifelong learning” and take “policy measures designed to create decent jobs, as well as to achieve sustainable economic and social development”. 12 With the involvement of social partners, they should establish a “national strategy for education and training”, as well as a “guiding framework for training policies”, and develop and apply entrepreneurial skills. 12 It is incumbent upon Governments to “guarantee equitable access to adult learning and education, and promote broader and sustained participation by fostering a culture of learnin g throughout life and by minimizing barriers to participation ”. 8 A. Right to education as a social right 47. The Special Rapporteur deems it important to recognize that both the individual and society are beneficiaries of the right to education; the right to education is an individual right; and it is also a social right and carries “social responsibility” in education. Education, training and lifelong learning “contribute significantly to promoting the interests of individuals, enterprises, the econ omy and society as a whole”. Thus, the collective responsibility to foster lifelong learning devolves upon key stakeholders: upon Governments to invest and create the conditions to enhance education and training at all levels; upon enterprises to train their employees; and upon individuals to make use of their education, training and lifelong learning opportunities. 12 48. The communication of the European Commission on making a European area of lifelong learning a reality reflects social responsibility for lifelong learning. It depicts the roles and responsibilities of various actors: public authorities, social partners, learning providers, community and voluntary groups and individuals. As relevant stakeholders, they should work together in partnerships re flecting “the shared benefits of, and responsibility for, lifelong learning”. 6 49. In this respect, communities can play a role in promoting lifelong learning, including in the creation or strengthening of appropriate institutional structures, such as community learning centres, for delivering adult learning and education, and in encouraging adults to use them as hubs for individual learning as well as 16-14910 11/26