A/HRC/43/63 Programme for Human Rights Education and the 2030 Agenda for Sustainable Development. Participants mentioned challenges to realizing education in specific contexts, including in African countries, small island developing States, low-income countries, and countries affected by conflict, foreign occupation, terrorism, forced displacement, natural disasters and unilateral coercive measures. Vulnerable groups included persons with disabilities, persons with HIV/AIDS and other communicable diseases, Roma and other minorities. Violations of human rights pertaining to education related to discriminatory laws, restrictions on the use of one’s mother tongue, privatization of education, child marriage, pregnancy and poverty. Participants presented solutions to these challenges, including universal and free access to quality education from the preschool to the tertiary level, hiring teaching assistants for inclusive classes, active civil society participation, policies to support families as primary educators and policies to support students in financial need. States were encouraged to ratify human rights instruments, engage in international cooperation, exchange good practices and dedicate official development assistance to promoting education. The principles mentioned included equity and efficiency, and the availability, accessibility, acceptability and adaptability of education. Participants stated that education should promote the common good, respect, solidarity, tolerance, transitional justice, employability, and skills for decent work, citizenship and critical thinking. Adolescents present asked what the main challenges to accessing education were and how youth could contribute to promoting access to education in the face of inequalities. B. Reaching those being left behind and defending the right to education 15. Ann Skelton, a member of the Committee on the Rights of the Child and the incumbent of the UNESCO Chair in Education Law in Africa, lamented that 262 million children were out of school, particularly girls, children affected by poverty and children with disabilities. She emphasized, as particular problems, the commodification and ineffectiveness of education. All children should have access to effective education systems, from the pre-primary level, and should remain in school for as long as possible. Worldwide, enhanced political commitment was key for equal access to quality education and for the accelerated action necessary to meet the Sustainable Development Goals. 16. The Executive Director of the Forum for African Women Educationalists, Martha Muhwezi, focused on women’s and girls’ access to education. The Forum’s mission was to promote gender equality and equity in education in Africa by fostering positive policies and addressing barriers preventing girls or women from pursuing their education or career. The Forum advocated for the education of those from disadvantaged backgrounds by creating partnerships and networking opportunities. In order to address inequalities, the Forum used the gender-responsive pedagogy model, promoted technical and vocational education, and offered comprehensive scholarships to girls who would otherwise be left behind. It focused on girls in vulnerable situations, such as those out of school due to armed conflict, teenage pregnancy or menstruation stigma. It supported sexual and reproductive health programmes in schools, and encouraged girls to study science, technical education, art, design and mathematics. The Forum worked closely with the African Union, specifically on developing a gender equality strategy. 17. The Advocacy and Research Manager of the Consortium for Street Children, Lizet Vlamings, relayed the experiences of street children in accessing education. Official data on school attendance are usually collected through household surveys, which exclude children in street situations. This undermines planning of adequate responses and ensuring inclusive and quality education for everyone. Children in street situations testified, by video, about the importance of education and the difficulties they faced in accessing education and learning materials. They faced stigma, discrimination, exclusion and lack of birth registration. Ms. Vlamings noted that the Consortium for Street Children was a global network developing innovative education solutions that took into account the unique needs and realities of children in street situations. These included mobile schools used by social workers to help children to learn in a safe environment, art mentoring programmes, schools near places of work, and vocational training programmes and apprenticeships for older 5