A/HRC/26/27 assessment of basic education, with no automatic progression from primary to secondary education. This can only be verified through assessments prior to progression to secondary education, with “recognized qualification” at the end of primary education cycle. Public authorities should ensure the maintenance of quality standards throughout the cycle of basic education in a sustained manner. 91. Regarding the development of novel assessment mechanisms for skills development, the Special Rapporteur recommends that: • While recognizing the importance of national assessment mechanisms for TVET programmes, Governments should develop new and unique assessment mechanisms within a framework of institutionalized collaboration with industry for assessing competencies and skills in terms of technical qualifications that are relevant to a country’s development priorities. TVET programmes, particularly in early secondary levels, must be made complementary to the standard education curriculum and not as a separate stream. The aptitude of students should be central to those new assessment systems, offering them the possibility of pathways to higher education. 92. In relation to refining assessment mechanisms, the Special Rapporteur recommends that : • Public authorities ensure that the basic education which is provided is of good quality, as proven by an appropriate national assessment mechanism, conducted annually or on a semester system. While school examination and tests constitute necessary mechanisms for assessing the educational attainments of students, Governments should devise innovative modalities, appropriate to the capacities of the State, to evaluate the knowledge and understanding of students of all the subjects taught, including human rights values. 93. Regarding the development of the capacity of the teaching profession for the holistic assessment of basic education, the Special Rapporteur recommends that: • Recognizing that teachers play a key role in the implementation of the national curricula and in conducting assessments of the educational attainments of students, Governments should ensure that teachers are provided with the additional training and support to better understand and implement a human rights-based curriculum in an accessible fashion for their students. Novel modalities of teacher training in tandem with reforms in education should be devised to foster quality education and learning. 94. In relation to strengthening national assessment parliamentarians, the Special Rapporteur recommends that: mechanisms with • Given their leadership role, parliamentarians should take up the cause of education, leading the processes aimed at giving effect to the right to education and strengthening national assessment mechanisms to that effect. They can thus contribute to promoting the educational attainments of students. 95. In relation to encouraging and supporting civil society organizations and NGOs, the Special Rapporteur recommends that: • Governments encourage NGOs and civil society organizations in their valuable role in raising the level of the public debate on key issues and in defending a holistic approach to student assessments. As such, the public authorities should maintain a constructive dialogue with NGOs and civil society organizations. 96. In regard to the promotion of studies on national assessments, the Special Rapporteur recommends that: • As research and studies on national assessments are scant as compared to those on international or regional assessment systems, reflections and studies on 20