A/67/310 73. Any such partnerships must be anchored by human rights, 64 especially the international legal framework for the right to education. States have the overall responsibility for monitoring and ultimately ensuring the realization of human rights in all types of partnerships with industry and the private sector. However, experience in monitoring the implementation of relevant ILO instruments shows that “the involvement of local communities in the design of training programmes, as well as in the management and control of training institutions, has become a key element in their reforms of education systems”. 65 74. In public-private partnerships, good practices should be encouraged and the exchange of available experiences can be mutually beneficial in promoting national level action. For example, with the support mainly of Germany, the Uganda Association of Private Vocational Institutions has developed into a strong organization in providing services to its members. In Ethiopia, the expansion of technical and vocational education and training programmes was facilitated by the private sector, with the support of public authorities. 66 In India, the Centurion University of Technology and Management (Orissa) — the only State-enacted University in the private sector with its strong industrial linkage through its Social Entrepreneurship Outreach (Gram Tarang) and its focus on community — has excelled in providing skills to students from rural areas. 67 IX. Institutionalized collaboration with enterprises 75. Institutionalized collaboration between technical and vocational education and training institutions and enterprises deserves foremost attention, given prevalent weaknesses in this area, especially in developing countries. Forging sustainable linkages between technical and vocational education and training institutions and enterprises is essential for making this education and training system better responsive to skill demands, as well as better capacitated for contributing to industrial development. The rich experience available in developed countries, in particular with respect to the dual system of apprenticeship training (in schools and in enterprises based on an agreed framework), is most pertinent to the developing world. 76. Institutionalized collaboration among technical and vocational education and training institutions and enterprises and industry can be established on the basis of an agreed framework covering areas such as: (a) systematic consultation with enterprises in establishing vocational trades in technical and vocational education and training studies, and in catering to their skill requirements; (b) obligatory apprenticeship of certain duration for students in enterprises as part of such studies; (c) association of industry and entrepreneurs with school management; (d) participation of enterprises and industry in financing technical and vocational education and training institutions/programmes; (e) training schemes for technical and vocational education and training instructors and teachers in enterprises to __________________ 64 65 66 67 12-46486 See, e.g., document A/HRC/17/31, annex, principles 8 and 13. ILO, General Survey concerning employment instruments (Geneva, 2010), para. 116. “Implementation issues of diversified financing strategies for TVET”, Deutsche Gesellschaft für Technische Zusammenarbeit (2007), pp. 17 and 18. The Gram Tarang was recognized as the best skill provider in 2012 by India’s National Skill Development Corporation. 21