Increasing available resources for education, especially in remote areas, should be coupled with advancements in education quality and with graduation strategies and productive inclusion. Young people also need an array of formal and non-formal instruction adapted to their situations, including non-discriminatory programmes that accommodate special needs (e.g. young people with disabilities, pregnant adolescents) and reduce segregation. Modules should encourage young people to stay in school or to return if they have left, and to reconcile their studies with the demands of caregiving and other roles. Linkages among the various educational and training subsystems should accommodate a suitable transition between training, technical education, vocational education and university programmes (Espejo and Espindola, 2015).