A/HRC/10/11 page 12 protect the right to education for those who have been subjected to historical systematic discrimination, we must go beyond issues of physical or economic accessibility to focus on the ultimate goal of equal access to quality education and to equal achievement outcomes. Disproportionate educational outcomes along racial, ethnic or religious lines must be considered evidence of discrimination that implicates State responsibility for the promotion and protection of these rights. 31. The Durban Programme of Action urged States “to ensure equal access to education for all in law and in practice, and to refrain from any legal or any other measures leading to imposed racial segregation in any form in access to schooling”. 32. We have also learned that enforced segregated schools not only violates the rights of minorities but also robs the entire society of its best opportunity to foster social cohesion and respect for a diversity of views and experiences. 33. As required in resolution 6/15, the Forum achieved the active participation of representatives of Member States, United Nations mechanisms, bodies and specialized agencies, funds and programmes, intergovernmental organizations, regional organizations and mechanisms in the field of human rights, national human rights institutions and other relevant national bodies, academics and experts on minority issues, and NGOs. Over 370 individuals were accredited from all categories to participate in the Forum, including delegates from over 40 States, including several participants at ministerial and ambassador level. Some 90 NGOs were represented. 34. The views of experts and participants from minority communities were given a particularly high priority within the proceedings of the Forum. Several experts from each region were identified on the basis of criteria including their belonging to a minority group and their professional expertise in the field of education, particularly as it interfaces with the rights and experiences of minorities. Valuable insights were provided from such experts with professional and practical experience in working to promote equality in education and in the design and delivery of education solutions to address the needs of minorities. 35. Paragraph 6 of resolution 6/15 expresses the expectation that the Forum will contribute to the efforts of the United Nations High Commissioner for Human Rights to improve cooperation among United Nations mechanisms, bodies and specialized agencies, funds and programmes on activities related to the promotion and protection of the rights of persons belonging to minorities, including at regional level. Equally, the mandate of the independent expert requires her to cooperate closely, while avoiding duplication, with existing relevant United Nations bodies, mandates, and mechanisms. In view of these provisions, the independent expert engaged fully with such institutions early in her preparations in order to solicit their cooperation and substantive contributions. 36. She wishes to thank the following special rapporteurs and members of treaty bodies for their participation and contributions to the Forum, and welcomes their continued engagement: Mr. Vernor Munoz Villalobos, Special Rapporteur on the right to education; Mr. Prasad Kariyawasam, expert member of the Committee on Migrant Workers; Ms. Helen Keller, expert member of the Human Rights Committee; Mr. Lothar Krappmann, expert member of the Committee on the Rights of the Child; Mr. José Molintas, expert member