and participation in securing lives and futures. These themes are reflected in the draft recommendations. The draft before you is an attempt to elaborate and structure the relevant norms, build on good practice and suggest modalities of implementation in a clarifying manner: a practical programme. The recommendations are presented as congruent with international norms, bearing in mind the wide variety of minority and ethnic groups to which they may apply, and the variety of national situations. Of course many alternative permutations are possible but we have attempted to grasp the essence of the relevant standards and group them in a coherent form. Key points in the draft recommendations are as follows: 1. Education is a human right and must be implemented in a human rights-friendly manner. The point is made that education can also be employed with negative impact upon minorities, and such impacts must be avoided. 2. Education is of systemic importance for the enjoyment of other human rights. 3. Equality and non-discrimination are governing principles in the context of minorities and indigenous peoples. 4. Participation rights are underscored with repetitive emphasis. 5. The need for data on minorities is highlighted. Formulae are difficult in view of widespread sensitivities about data collection in the ethnic field. 6. The recommendations are not far off in substance from the ‘4A formulation’ (Availability, Accessibility, Acceptability and Adaptability) employed by the Special Rapporteur on Education and the Committee on Economic, Social and Cultural Rights. They do not reproduce that formula mechanically, bearing in mind the specific range of texts quarried for the draft. 7. Particular points are made on special classes and special schools, in light of the D.H. case before the European Court of Human Rights, and analogous examples. 8. A point is also made on levels of education: minorities need their intellectuals as much as other groups. 9. Access to education is a more complex issue than may appear at first sight and this is reflected in the text. The key question is whether education is a genuine possibility for minorities. 10. The sections are not set in stone, and it is clear for example that elements relating to language education could be transposed to another section. This may also apply to other areas of the recommendations.