A/67/310 unemployed youth, the children of migrant workers, refugees, persons with disabilities and other disadvantaged groups”. 25 27. Other international human rights treaties further emphasize the obligation to promote technical and vocational education and training. States have obligations to promote equal opportunities for women and men in education, training and lifelong learning under the Convention on the Elimination of All Forms of Discrimination against Women. As outlined by the Committee on the Elimination of Discrimination against Women, human rights-based technical and vocational education and training also implies that in tackling tacit discrimination owing to obsolete traditional gender roles, women and girls should be encouraged to choose non-traditional fields of education and careers, such as intensive technical and vocational education and training in traditionally male-dominated areas. That could contribute to eliminating barriers and facilitating professional reinsertion of girls who dropped out of school. 26 States have the obligation to elaborate policies aimed at promoting the access of girls and women to technical and vocational education and training, 27 with proactive measures, including temporary special measures, to encourage and facilitate their participation and to contribute to the elimination of discrimination. 28 28. The Convention of the Rights of the Child establishes, in article 28 (b), that States shall “encourage the development of different forms of secondary education, including general and vocational education”. The Committee on the Rights of the Child has stressed the importance of providing vocational training at the end of compulsory education at the age of 12. 29 It has also underlined the need to ensure the availability of vocational training opportunities for all children and adolescents 30 on an equal basis for boys and girls, with priority given to children from vulnerable groups and children who dropped out of (primary or secondary) 31 school. 32 The Committee has put focus on those children who “left school without certificates, enabling them to acquire competencies and skills in order to enhance their work opportunities”. 33 B. Other internationally agreed norms 29. Other international instruments offer a more detailed framework for the provision of technical and vocational education and training and the responsibility of States in this context. As already mentioned, a normative framework for technical and vocational education and training is laid down by the UNESCO Convention on Technical and Vocational Education. Technical and vocational education and training is also recognized as a right in a number of instruments adopted by the International Labour Organization. The most relevant in this regard is Recommendation No. 195 concerning Human Resources Development: Education, __________________ 25 26 27 28 29 30 31 32 33 10 Committee on Economic, Social and Cultural Rights, General Comment No. 13 (1999), para. 16. CEDAW/C/ETH/CO/6-7 (CEDAW, 2011); CEDAW/C/DJI/CO/1-3 (CEDAW, 2011). CEDAW/C/LKA/CO/7 (CEDAW, 2011). CEDAW/C/ZMB/CO/5-6 (CEDAW, 2011); CEDAW/C/ETH/CO/6-7 (CEDAW, 2011). CRC/C/AGO/CO/2-4 (CRC, 2010). CRC/C/PRY/CO/3 (CRC, 2010). CRC/C/NER/CO/2 (CRC, 2009); CRC/C/COD/CO/2 (CRC, 2009). CRC/C/BHR/CO/2-3 (CRC, 2011); CRC/C/MNE/CO/1 (CRC, 2010); CRC/C/CMR/CO/2 (CRC, 2010); CRC/C/NGA/CO/3-4 (CRC, 2010). CRC/C/ARG/CO/3-4 (CRC, 2010). 12-46486