3 C’est aussi, pour être clair, probablement la meilleure façon d’assurer un enseignement de qualité égal pour tous.] If we really want quality education for everyone, if we truly believe no one should be left behind, then as much as possible education should be in the language of children in order to be truly inclusive, and give them the skills in their own language but also the majority language as we’ll be hearing. Even the World Bank acknowledges this, indicating in one of its reports: “The largest single predicator of exclusion from education is when instruction is not in the language of children” If we truly believe that we not only tolerate other languages, but respect, embrace and be inclusive, then minority and other languages must be use in education, but also in other areas of public life and for effective access to services and other areas. It is also a human rights issue, which the 2017 practical guide of the United Nations on the Language rights of linguistic minorities also makes clear I believe. For those who may not be aware of this document, it is available in the 6 languages of the United Nations on the website of the mandate of Special Rapporteur. In terms of the implementation of human rights standards, it makes the following general conclusion: Where there is a sufficiently high numerical demand, public education services must be provided in a minority language to the appropriate degree, broadly following a proportional approach. This includes all levels of public education from kindergarten to university. If demand, the concentration of speakers or other factors make this not feasible, state authorities should as far as practicable at least ensure availability of minority language teaching. In addition, all children must have an opportunity to learn the official language(s). The 4 panels of the Forum will explore some of the most significant areas of concern in relation to the place of minority languages in education. Each of these will be further explored after this session, but I would like to repeat that respectfully accommodating linguistic diversity is a hallmark of an inclusive society, and one of the keys to countering intolerance and racism. Inclusive education is also intimately connected to human rights obligations in that it involves equal learning opportunities for all, including speakers of minority languages, without any discrimination.