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. 11. Difficult issues such as public and private education are touched upon in the text but are susceptible to further elaboration. 12. Language is not the only substantive question covered in the text but it remains key for many groups and deserves adequate representation. Item III - Essential Requirements for an Effective Education Strategy Several Experts addressed the Recommendations under Item III4. Issues for presentation and discussion included the following: budgetary allocations for education services to minorities; legislation to implement education rights and to eliminate discrimination; the recruitment of teachers to work in minority schools and unlawful policies and practices of segregation. The floor was then opened to all participants. Mr. Renato Ferreira, Coordinator, Program on Policies of Color in Brazilian Education, Center for Public Policies at the University of Rio de Janeiro, Brazil, spoke about the principles of non-discrimination, equality and the participation of civil society in policy development and on the basic conditions enabling public policies. Mr. Yusuf Sayed Senior Researcher, University of Sussex, UK and Human Sciences Research Council, South Africa, proffered suggestions for the improvement of several of the draft recommendations and spoke on the topics of the legislative framework, international assistance and cooperation, financing, and the recruitment, training and incentivization of teachers to work in areas inhabited predominantly by members of minorities. In particular, Mr. Sayed’s called for an explicit recommendation regarding the collection and reporting on education data and indicators relating to the position of minorities. Otherwise it will be difficult to hold state parties and other role players such as international agencies accountable for progress. He highlighted the need for greater alignment and coherence between the recommendations on minorities discussed during these two days and existing instruments and processes. Such a list (which is by no means exhaustive) could include instruments such as CEDAW, UDHR, CRC, ICESCR, OCHCR and processes such as the EFA Working Group and the Education High Level Group (HLG). He also underlined that it is important in a document of this kind to clarify 4 The full text of the Experts’ presentations is available on the forum’s web site at: http://www2.ohchr.org/english/bodies/hrcouncil/minority/oral_statements_forum_minority_2008.htm 6