A/67/310 enable them to enrich practical experience; and (f) provision of incentives (including tax incentives) to enterprises which contribute to the development of this education and training. X. Technical and vocational education and training and the post-2015 education agenda 77. The EFA agenda, with its thrust for meeting basic learning needs, is inextricably linked to the promotion of technical and vocational education. However, such education has not received the attention proportional to its importance for the achievement of the EFA objectives. The Special Rapporteur has been encouraging reflections on the post-2015 education agenda, particularly focusing on ensuring quality in education; the promotion of technical and vocational education and training should be a central concern in this regard. He is a proponent of the view that the future agenda for education should build upon and consolidate developments in many countries, modernizing national legislation and providing for basic education of longer duration, namely, nine years, including general secondary education. These developments should include technical and vocational education and training-based quality learning in order to meet the critical challenges of an increasingly globalized economy. 78. The Special Rapporteur has also been advocating the need for according a higher place to education on the international development agenda. In that perspective, too, technical and vocational education and training must receive especial consideration in the process of renewed engagement for the Millennium Development Goals, recognizing the leverage it provides in accelerating progress towards those goals, in particular its contribution to poverty reduction strategies. During the recent 2010 review process, States have recognized that investing in vocational training is instrumental in promoting full and productive employment and decent work for all. States have also committed to give “greater focus to the transition from primary education and access to secondary education, vocational training and non-formal education and entry into the labour market” (resolution 65/1, para. 71 (i)). XI. Conclusions and recommendations 79. International human rights instruments clearly establish technical and vocational education and training as part of both the right to education and the right to work. Transmission of knowledge, skills and competences through technical and vocational education and training, empowering its beneficiaries to play their roles in social development as active citizens, is a collective responsibility, falling primarily to States. 80. An emerging consensus on the importance of technical and vocational education and training is confirmed by numerous initiatives taken in all regions of the world to introduce reforms in technical and vocational education and training systems while responding to quality imperatives in education. Such initiatives are thus propelled by a variety of skill requirements in rapidly changing of economies of the twenty-first century. 22 12-46486