A/68/294 52. Implementation strategies could create national targets for achieving a minimum percentage (for instance, 30 or 40 per cent) of secondary- and tertiarylevel education graduates that have vocational and technical skills and professional specialization in various sectors, in keeping with a country’s evolving requirements. Lifelong learning 53. Lifelong learning was emphasized in the UNESCO World Education Report 2000: The Right to Education — Towards Education for All throughout Life (Paris, 2000). Rather than being a time-bound goal to be achieved by 2030, lifelong learning is a permanent and steadily growing necessity. At minimum, a lifelong learning goal that provides for adult literacy and numeracy programmes must be included in the agenda to ensure that the millions of illiterate adults are able to realize their right to a basic education. 54. In a globalized economy, employment opportunities are shifting quickly. The rapid ongoing evolution in the information technology sector requires continuing access to technical education. A global goal for lifelong learning may include the right to minimum literacy, but could also include lifelong access to technical and vocational education and training programmes, or other career training. 55. The growing importance of lifelong learning as a means to find employment and escape poverty suggests that it be better studied and clarified as part of the right to education. 56. A normative framework should be developed from a right to education perspective. That will in turn expand the legal framework for the right to education, and widen its connotations as an overarching right. Quality imperatives 57. That quality has been neglected in the pursuit of Education for All and education-related Millennium Development Goals is well known. There is widespread concern over poor learning achievements. Regrettably, the right to quality basic education for all remains unfulfilled. The post-2015 development agenda should seek to ensure that quality is not sacrificed while expanding access to education. 58. The post-2015 development agenda should emphasize the need for normative action aimed at the development of minimum quality norms and standards, applicable in both public and private schools. It should stipulate that countries adopt national quality evaluation and learning assessments mechanisms, to be applied throughout the education process. Governments must also ensure that teachers are well qualified, supported through professional development opportunities and motivated and professionally committed. The teaching profession should be made more attractive to ensure it is able to attract the best candidates by promoting the profession’s standing in society and by improving teachers’ working conditions and professional development prospects, including respectable salaries for teachers. The challenges are again daunting, not only in the face of a dearth of qualified teachers, but in devising novel modalities of teacher training in tandem with reforms in education. 13-42277 13/26