A/HRC/26/27 national assessments of the educational attainments of students in education faculties and among professional bodies should be promoted, so as to make existing national assessment mechanisms and country-level experience better known. That would also benefit policymaking authorities in improving assessment mechanisms; • States continue to champion the cause of quality education in the formulation of the post-2015 development agenda. Enhancing educational attainments for the benefit of both the individual and society should be a central concern in any future agenda, with a reinforced commitment by the international community in appreciation of the pivotal role of the right to education for human development. B. Engaging Governments more responsively through the work of the human rights treaty bodies and the United Nations agencies 97. The Special Rapporteur would like to make the following recommendations to United Nations and intergovernmental bodies: • Within the scope of their respective mandates, when considering the right to education in their dialogue with States, the human rights treaty bodies should accord importance to ensuring that the educational attainments of students are assessed from a broader, human-rights-based approach; • Within their respective institutional missions, UNESCO and UNICEF should accord the foremost importance to a human rights-based approach to national student assessments in order to prepare children for the “responsibilities of freedom”. They should accordingly encourage and support Governments in their endeavours to that effect, providing the necessary technical assistance and advisory services; • Similarly, ILO and the United Nations Industrial Development Organization have special roles and responsibilities in the area of skills development, and should reinforce their activities in technical assistance for assessment of new areas of technical knowledge and competencies, while improving linkages between informal apprenticeship and formal vocational education and training. Recognition of the qualifications of students who have undertaken technical and vocational education and training should include graduate apprentices in rural economies and the informal sector; • The United Nations agencies should take a coordinated interest in assisting in the development of educational assessment systems that meet international human rights standards and which are also conducive to skills development as part of quality imperatives. 21