A/HRC/43/62 IV. Recommendations to design and implement public policy objectives for education in, and the teaching of, minority languages 30. States should include an education policy and implementation plan that safeguards the right to receive education in the mother tongue at all levels where practicable. Such a policy should include minimum standards for the use of minority languages in public education, and a built-in monitoring and evaluation system. 31. States should include minority language education in the implementation strategies of Goal 4 of the Sustainable Development Goals, aimed at ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. 32. States should not interpret the requirement of practicality for the use of minority languages in public education, such as sufficient demand with respect to education in, and the teaching of, minority languages, in a restrictive way, but rather apply it as a proactive approach to the needs of linguistic minorities, interpreted as favourably as possible for the use of the mother tongue as the medium of instruction. 33. When financial resources or other forms of support are provided to private educational establishments, such funding or support must also be provided, in accordance with the principle of non-discrimination, to private educational establishments teaching in minority languages or to linguistic minorities. 34. States should recognize, promote and prioritize the medium to long-term advantages of incorporating a multilingual public policy approach for all. 35. States should allocate the resources necessary to promote and ensure access to education in, and the teaching of, minority languages. 36. States should make available administrative, legal and health services in minority languages with the aim of making them accessible for minority communities. 37. States should encourage all linguistic communities to engage positively and openly with other language communities in order to promote mutual respect, tolerance and understanding, with the aim of preventing possible tensions and conflicts. 38. Members of linguistic majorities should also have opportunities to learn minority languages. The benefits of multilingualism should target both minority and majority communities, and not be restricted to learning global or so-called “prestige” languages. 39. States should use education in, and the teaching of, minority languages as a tool for creating social inclusion and equality for all, and combat any perception that they are a threat to social cohesion and the unity of the State. 40. The importance of civil society in ensuring progress towards revitalizing and normalizing minority languages should be recognized, and States should institutionalize and financially support good practices in minority language education developed by civil society organizations. V. Recommendations to promote effective practices for education in, and the teaching of, minority languages 41. States should undertake steps to provide appropriate and proportionate resources and support in order to achieve inclusive and equitable quality education in schools teaching in minority languages. They should introduce measures to guarantee such financing for sustainable implementation of minority language education programmes, including funding for minority language textbooks and schools using minority languages. 42. States should put in place legislative and administrative measures to support education in minority languages that is pedagogically effective and takes into account the competencies of minority students. 5