A/HRC/32/37 Governments to make tertiary education progressively free, in line with existing international agreements. 46. In the Convention on the Rights of the Child, in particular article 28, States parties recognized the need to achieve the right to education progressively and on the basis of equal opportunity. Specifically, they committed to promoting and encouraging international cooperation in matters relating to education, in particular with a view to facilitating access to scientific and technical knowledge and modern teaching methods. In article 24 of the Convention on the Rights of Persons with Disabilities, States parties recognized the right of persons with disabilities to education and committed to ensuring an inclusive education system at all levels. They also committed to taking appropriate measures to train professionals in disability awareness and the use of augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities. 47. States parties to the Convention on the Rights of Persons with Disabilities further committed to taking appropriate measures to promote access for persons with disabilities to new information and communications technologies and systems, including the Internet, and to promoting the design, development, production and distribution of information and communications technologies accessible to persons with disabilities. VI. Challenges to quality and issues relating to the recognition of degrees and diplomas 48. The use of digital technologies poses multiple challenges regarding quality in education. The Special Rapporteur would like to outline some critical concerns in need of a policy response. 49. One of the main challenges for higher education today is how it can respond to the massive global demand for professional qualifications while maintaining its key role in research. This must be seen in the context of the online provision of education. 50. There is no real or conclusive evidence that online learning leads to better learning outcomes for students.19A recent study by the Organization for Economic Cooperation and Development (OECD) has found that over the past 10 years there has been no appreciable improvement in student achievement in reading, mathematics or science in countries that have invested heavily in information and communications technologies for education. 20 These findings must worry policymakers and Governments that hope to find salvation in expensive technological purchases. 51. Serious questions are being raised regarding the quality of education provided through online courses, particularly massive open online courses. Most participating students already have a university degree, raising the question of whether such programmes are increasing access or equity in education. A 2013 survey found that as few as 7.5 per cent of students were completing courses.21 The quality of massive open online courses, which essentially involve self-study and lack the structure of other online courses, is particularly worrying. Teaching methods have been criticized as outdated because most of 19 20 21 10 John Morgan, “Universities challenged”, p. 12. OECD, Students, Computers and Learning: Making the Connection ( Paris, 2015). Available from www.oecd.org/publications/students-computersand-learning-9789264239555-en.htm. Steve Kolowich, “The professors who make the MOOCs”, The Chronicle of Higher Education (18 March 2013). Available from http://chronicle.com/article/The-Professors-Behind-theMOOC/137905/#id=overview.