A/68/294 central subject of development and should be the active participant and beneficiary of the right to development. In several respects, the right to education and the right to development are mutually reinforcing, and that should be taken into consideration in the post-2015 development agenda. 72. The proposed post-2015 development agenda should also advance a framework of international development cooperation, founded upon the principle of international solidarity. International support is critically important in assisting the developing world in achieving the right to education, especially the poorest and most fragile States. Financial and technical support must be provided to least developed countries by development partners to implement their national education plans and programmes, while recognizing the need for strengthening national education systems. The emerging concept of “responsible sovereignty”, whereby countries would engage in “fair, rule-based and accountable international cooperation, joining in collective endeavours that enhance global welfare”,5 must also be taken into consideration in the post-2015 development agenda. 73. Though education is a primary responsibility of Governments, it is also a social responsibility, and it involves roles by and responsibilities for all providers of education and various stakeholders. VIII. Defining the roles and responsibilities of all stakeholders 74. As the report of the High-level Panel states, national Governments have the central role and responsibility “to translate the vision and goals of the post-2015 [development] agenda into practical reality” and “local authorities form a vital bridge between national Governments, communities and citizens”, who will all have a critical role in a new global partnership. The report also states that each partner in the global partnership has a specific role to play.3 75. The participation and engagement of civil society organizations, including in particular teachers, students, their parents and communities, is important for a well-functioning national education system, and for its success. 76. Education systems of tomorrow need to be designed so that they clearly delineate the roles and responsibility of various stakeholders, which include communities, local bodies, teachers and parents. To that end, a legal framework should be put in place that applies to all providers of education, public and private, and is fully respectful of the right to education as a fundamental human right, with Governments having primary responsibility, in keeping with human rights obligations. 77. It is also important that Governments maintain a dialogue with all stakeholders and civil society partners, so that they are encouraged in their continuous engagement for promoting the right to education as being central to the development agenda. Once again, to “use human rights as a binding legal framework with a focus on core human rights obligations” 6 strengthens the legitimacy and credibility of all policy areas. In that spirit, good communication strategies seeking the active __________________ 6 16/26 Office of the United Nations High Commissioner for Human Rights, Vienna+20: Advancing The Protection of Human Rights: Achievements, Challenges and Perspectives 20 Years after the World Conference. Report of the International Expert Conference (Vienna, 2013). 13-42277