A/67/310 Training and Lifelong Learning (2004). Through various ILO instruments, the realization of the right to education for all is directly linked with employment and decent work, and social development. 34 30. A number of key features can be identified through the above-mentioned international instruments and are described in paragraphs 31 to 35 below. 31. That technical and vocational education and training forms an integral element of all levels of education is clearly emphasized in the UNESCO Convention on Technical and Vocational Education. Technical and vocational education and training ranges from lower and upper secondary to post-secondary education, extending to tertiary-level education. It also cuts across educational sectors (formal or school-based, non-formal or enterprise-based, and informal or traditional apprenticeship). The UNESCO Revised Recommendation concerning Technical and Vocational Education underscores, in paragraph 2 (a), technical and vocational education as: “an integral part of general education”. 32. The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that “States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process”; and that “States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education”. Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to “promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment”. 33. The importance of technical and vocational education and training for lifelong learning is also well recognized. According to paragraph 2 (c) of the UNESCO Revised Recommendation concerning Technical and Vocational Education, technical education should be understood as “an aspect of lifelong learning and a preparation for responsible citizenship”. The Recommendation further stipulates, in paragraph 6, that “technical and vocational education should exist as part of a system of lifelong learning adapted to the needs of each particular country and to worldwide technological development”. Likewise, ILO Recommendation No. 195 stipulates, in article 3 (a), that States should “facilitate lifelong learning and employability as part of a range of policy measures designed to create decent jobs, as well as to achieve sustainable economic and social development”. According to article 4 (b) of the Recommendation, “the realization of lifelong learning should be based on the explicit commitment: by governments by investing and creating the conditions to enhance education and training at all levels; by enterprises in training their employees; and by individuals in developing their competencies and careers”. 34. Based on experience and impact analysis, instruments may need to be reviewed and eventually adjusted so as to keep pace with evolving requirements of __________________ 34 12-46486 ILO, General Survey concerning employment instruments (Geneva, 2010), para. 111. 11