UNITED NATIONS • Forum on Minority Issues 42. Programmes of adult education or “second chance” schools should be encouraged and increased for members of minorities who have not completed primary education levels. V. LEARNING ENVIRONMENT 43. Education should work actively towards the elimination of prejudices among population groups and the promotion of mutual respect, understanding and tolerance among all persons residing in the State, whatever their ethnic, religious or cultural background or sex. 44. Human rights education for all should be made an integral part of the national educational experience. 45. Teaching staff should be provided with initial and on-going training preparing them to respond to the needs of pupils from a variety of backgrounds. 46. Teacher training, including training of teachers from minority communities, should include anti-discrimination, gender sensitive and intercultural training. 47. States should strive to ensure that the school learning environment for members of minorities is welcoming and receptive to their needs and concerns. 48. Systems of recording racist or similar incidents targeting minorities and policies to eliminate such incidents should be developed in school systems. 49. Disciplinary actions taken against students should be proportionate, fair and immune from any perception of bias against minority students. Positive disciplinary practices that do not conflict with the primary goals of student retention and educational outcomes should be employed. Disciplinary actions must respect the rights of parents to be fully informed, to participate in the decision-making process and to seek outside mediation. 50. States should act to remedy situations where there is a lack of trained teachers who speak minority languages. 51. States should actively strive to recruit and train teachers from minority communities, both men and women, at all levels of education as a key aspect of a strategy to develop a multicultural ethos in schools. 52. School management and administration representatives from minority communities. should actively involve 53. States should promote and systematize active consultation and cooperation between parents of children of minorities and the school authorities, including, where appropriate, through the employment of mediators to improve parent-school communication, and interpreters where parents do not speak the language of the school administration. 10 Compilation of Recommendations of the First Four Sessions 2008 to 2011