A/HRC/43/63 to access the labour market. Delegations reported positive developments in national education policies, such as elimination of barriers to quality education, elimination of corruption for university entry, or universal national school enrolment programmes. These policies guaranteed all citizens the right, irrespective of their origin, residence or financial situation, to obtain quality education and progress in society. Many participants focused on education for youth and referenced the Lisbon+21 Declaration on Youth Policies and Programmes. Youth should learn critical thinking and problem-solving skills, and creativity to collaborate, network, innovate and participate in decision-making. Businesses and potential employers should value the global power of education. Panellists were asked about measures for participation, about opportunities and greater responsibilities for youth when entering the workforce, about reallocation of resources due to economic stagnation, and about increasing access to free, quality public education, including through taxation or redistribution of existing resources. 46. In response, Mr. Soobrayan highlighted prioritizing secondary education and making it universally accessible, especially in developing, lower- and middle-income countries. Ms. Martínez focused on public education systems as the only way to tackle inequality. States’ international obligation was to provide quality public education and ensure that laws, policies and systems were strong. With regard to funding education during austerity, some developing countries had committed to prioritizing public education and had mobilized resources through progressive taxation and by addressing corruption. Mr. Wilcox noted that working with technology stimulated children’s creativity and taught them to approach the world in a proactive problem-solving manner, but technology could not be the only tool. Mr. Katayama emphasized that the policy advice of UNESCO encouraged financial mobilization of the private sector, considering the country context. Mr. Mburu encouraged States to find innovative budgetary measures to prioritize free, quality public education. G. Education as empowerment for children and youth 47. Jillian Dempster, Ambassador and Permanent Representative of New Zealand to the United Nations Office and other international organizations in Geneva, argued for a rightsbased approach to education in line with Sustainable Development Goal 4. She drew on the Committee on Economic, Cultural and Social Rights general comment No. 13 (1999) on the right to education, emphasizing education as an empowerment right, through which economically and socially marginalized adults and children could lift themselves out of poverty. She also underlined the importance of a well-educated, enlightened and active mind, and stressed that education opened doors, unlocked opportunities and led to change and empowerment. Education was central to peace, environmental protection, making informed health choices, and enabling one to stand up for human rights. Inequitable access to education could, and did, have multi-generational impacts. 48. The Director of the Geneva office of the United Nations Population Fund (UNFPA), Monica Ferro, addressed the importance of sexual education in school curricula as a tool to empower youth. Incorrect or confusing information about sexuality and gender led to serious risks to health, well-being and dignity. Comprehensive sexual education promoted evidence-based and age-appropriate knowledge on sexuality and sexual and reproductive health issues. It contributed to creating a fair and compassionate society, by empowering individuals and communities. It also promoted critical thinking skills and young people’s citizenship, sense of responsibility, respect and tolerance. Parents, families and community leaders should be engaged to positively contribute to sexual education. School-based sexual education should be complemented by out-of-school programmes for the most vulnerable. Sexual education prevented HIV/AIDS and reduced adolescent pregnancy, allowing more young people to complete education. Sexual education that addressed gender and power issues led to better health outcomes. School-based programmes should be combined with non-discriminatory youth-friendly sexual and reproductive health services, including access to modern contraception. Implementation should include national policy reports, monitoring and evaluation, and the provision of support to teachers. 49. Kristeena Monteith, a Young Leader for the Sustainable Development Goals, focused on youth empowerment, including through education. Education systems must be 13