A/68/294 A rights-based approach should address all aspects of education, and universal education goals in future agendas should be universally applicable. 109. Guided by a rights-based approach, education goals should be formulated as entitlements, with the corresponding responsibility of Governments to their citizens to deliver on the goals and targets. Thus, the education agenda should be devised along the lines of rights-holders and duty-bearers: rights-holders include children, youth and adults who are entitled to receive or equitably access available education programmes; duty-bearers include Governments, or partners that assist Governments in their obligation to provide the policies, programmes and institutions that implement the right to education. As primary duty-bearers for the realization of the right to education, Governments are first and foremost responsible for providing a national education system that lives up to their commitments. Equity, quality and learning achievements 110. Post-2015 agendas for education must address marginalization and exclusion in education with equitable approaches in favour of the marginalized and the vulnerable. States have the responsibility to provide an education without discrimination or exclusion. 111. The promotion of equality of opportunity in education requires an emphasis on inclusive approaches and the adoption of positive measures, including affirmative action and social schemes, targeting disadvantaged and vulnerable groups to ensure that they have equitable access to education. 112. Aligning development planning with human rights norms and principles is essential to avoid economic progress that continues to leave untouched those who remain marginalized and therefore are deprived of educational opportunities. 113. In today’s globalized economy, completion of primary education is just not enough. To ensure that education is relevant and useful, education goals in the post-2015 development agenda should have the objective of achieving by 2030 universal secondary-level education for all, with vocational and technical education and training as an integral part in order to respond to the rising aspirations of youth and to meet the critical challenges of an increasingly globalized economy. 114. Primary education as a core obligation of States must be available to all children, regardless of their circumstances; other levels of education where access is subject to availability must also be offered to all children, regardless of their circumstances. 115. Quality has been neglected in the pursuit of education-related Millennium Development Goals and the Education for All agenda; the right to basic education of good quality for all remains unfulfilled. The post-2015 development agenda should engage States more resolutely in promoting and ensuring that the right to a quality education for all is given without discrimination or exclusion. Education of high quality is imperative for responding to the rising aspiration of youth and for creating a better future for them. While expanding access to education for all, Governments must take full care to ensure that minimum standards in education are maintained. 22/26 13-42277