A/HRC/RES/35/2 (b) Creating an enabling policy environment, as appropriate, for the recognition, validation and accreditation of knowledge, skills and competencies acquired through nonformal and informal learning, in order for such learning to be recognized and used in the formal education system or the job market; (c) Contemplating non-formal and informal learning in the context of emergency response plans, in order to ensure that education continues to be delivered; (d) Assessing the quality of education, including non-formal education mechanisms and programmes, including through independent assessments, and taking appropriate remedial or other action to address policies or practices that prevent the enjoyment of the right to education by, inter alia, engaging with existing national human rights mechanisms, parliamentarians and civil society; (e) Putting in place a regulatory framework for education providers, including those operating independently or in partnership with States, guided by international human rights obligations, that establishes, at the appropriate level, inter alia, minimum norms and standards for the creation and operation of educational services, addresses any negative impact of the commercialization of education and strengthens access to appropriate remedies and reparation for victims of violations of the right to education; 3. Also urges all States to expand educational opportunities for all without discrimination, including by implementing special programmes to address inequality of and discrimination against women and girls in education, recognizing the significant importance of investment in public education, to the maximum of available resources; to increase and improve domestic and external financing for education, as affirmed in the Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all and the Education 2030 Framework for Action; to ensure that education policies and measures are consistent with human rights standards and principles, including those laid down in the Universal Declaration of Human Rights and relevant international human rights instruments; and to strengthen engagement with all relevant stakeholders, including communities, local actors and civil society, to contribute to education as a public good; 4. Further urges all States to regulate and monitor education providers and to hold accountable those whose practices have a negative impact on the enjoyment of the right to education, and to support research and awareness-raising activities to better understand the wide-ranging impact of the commercialization of education on the enjoyment of the right to education; 5. Calls upon States to promote technical vocational education and training, as well as apprenticeship, by implementing appropriate policies and programmes, as a means of ensuring the realization of the right to education; 6. Welcomes: (a) The work of the Special Rapporteur on the right to education, and takes note of her latest report, on realizing the right to education through non-formal education;3 (b) The work of the treaty bodies and the special procedures of the Human Rights Council in the promotion of the right to education, as well as the work undertaken by the Office of the United Nations High Commissioner for Human Rights in the promotion of the right to education at the country, regional and headquarters levels; 3 A/HRC/35/24. 3