A/HRC/43/62 43. States should train teachers to plan lessons for different subjects around the needs of minority language learners. States are encouraged to recruit teachers who speak minority languages. 44. States should develop and finance programmes for the development and training of minority language teachers in schools and universities and promote such programmes among minority communities. 45. States should take steps to ensure that children from minority communities living in remote or rural areas have access to education in minority languages, inter alia, through improving infrastructure and providing transportation where necessary. 46. States should engage minorities in curriculum design and the creation of linguistically and culturally relevant materials for their communities and schools. Decision-making regarding minority language education should involve minority parents and children. 47. Monitoring and evaluation and reporting systems should be developed in order to ensure that minority language educational programmes deliver on the specific needs of minority language students. 48. States should ensure that minority students have the opportunity to be tested in the language that has been their main language of instruction. 49. Where minority students have mainly received instruction in their own languages in public schools, any higher education admission test should be conducted in their own language, or another mechanism for admission should be in place so as not to exclude them unreasonably from accessing higher education. VI. Recommendations on addressing education, language and the empowerment of minority women and girls 50. States should ratify or accede to the Convention on the Elimination of All Forms of Discrimination against Women and ensure its implementation for minority women and girls, in particular, articles 10 and 16 (e) thereof. 51. States should take all necessary legislative and administrative measures ensure access to minority language education and teaching for women and girls minority communities, considering the multiple and intersecting forms marginalization, discrimination and exclusion they are often subjected to because their gender and minority status. to of of of 52. States should introduce the measures necessary to support the right to education for women and girls of minority backgrounds, by: (a) Gathering gender-specific education statistics, to raise awareness among the minority communities about the importance of education rights of girls in their mother tongue; (b) Recruiting and training teachers who are sensitive to gender equality and the rights of the child; (c) Taking special measures in education to reach the most disadvantaged minority girls. 53. States should include minority women and girls in the implementation strategies of Goal 5 of the Sustainable Development Goals, aiming at ensuring gender equality and empowering all women and girls. They should recognize the empowering role of language and education in the mother tongue and provide such education with a view to empowering minority women and girls. 54. States should ensure that educational curricula do not include materials that stereotype minorities, including minority women and girls on the basis of both their ethnicity and their gender. They should promote educational materials that are age and gender sensitive. 6