Unfortunately, it is also those countries which most need educated people to participate in the democratic development of civil society which lack resources for education.
Future plans for education programmes and commitments on the part of the donors to the developing world will have to take this into consideration.
Not only is the entire female population denied access to education, but women are not allowed to take up independent work.
High-quality vocational education and training must both respond to the demands of the labour market and create the conditions for workforce mobility.
Ongoing, well-structured dialogue between universities, research centres and businesses can enable a real link to be established between employers' requirements and the skills acquired during education and training cycles.
The distinction between education and training, apart from their context in the workplace, will become even less clear in the future.
Vocational education and training should create the conditions conducive to labour mobility, both during initial studies and as part of the lifelong learning process.
There are other key aspects such as access to education, the overturning of social stereotypes, the issues and difficulties facing women in rural communities, which we cannot ignore.
Although women obtain better results than men in the field of education, there is still a pay inequality between genders in the labour market.
Culture and education cannot abide bureaucracy.
