ACFC/44DOC(2012)001 rev as legislation that includes additional minority languages. Special attention must be paid to the languages of numerically smaller minorities, such as those of indigenous groups, as their languages are often particularly threatened.89 States should also consider extending guarantees to geographically dispersed minorities and their languages, such as Romani.90 71. The Advisory Committee appreciates the fact that minority language teaching is often offered in response to local demand and therefore encourages the regular monitoring of such demands. A purely passive approach on the part of the authorities is therefore not an adequate response; demands for education in a minority language should actually be stimulated through awareness-raising among parents and young people, and the promotion of existing possibilities for minority language teaching. Parents belonging to national minorities must be enabled to make informed choices about the language education of their children. 72. The right to learn and to develop one’s minority language, as contained in Article 14.1 of the Framework Convention, is not only linked to the preservation of individual identity, but also forms an important basis for the development of the individual linguistic repertoire and the acquisition of additional languages.91 The possibility of being taught in a minority language can also be an important factor in ensuring equal access to education and contributing towards full and effective participation in society. Nevertheless, it is equally important, as stressed in Article 14.3, that proper knowledge of the official language(s) is acquired, as the lack thereof seriously restricts opportunities for persons belonging to national minorities to effectively participate in public life, and may inhibit their access to university education.92 There should be no mutually exclusive choice between the learning of a minority language or the official language(s) and authorities should encourage multilingual and dual medium education models, which attract children from majority and minority backgrounds and cater for children who grow up bilingually, or in ‘mixed’ families.93 Bi- or multilingual education open to students from all linguistic groups, including minorities and the majority, can, apart from having significant cognitive benefits for the individuals, contribute to intercultural comprehension and co-operation. 73. The possibilities for teaching and learning of and in minority languages vary according to the specific parameters of local situations: bi- or multilingual schools may offer minority language education in parallel to that in the official language; minority language classes may be included in the public education system; or there may be private minority language schools or ‘Sunday classes’ organised by communities, with or without support from neighbouring states or the State Party. 94 The Advisory Committee encourages the inclusion of minority languages in the public school system and in the mandatory curriculum, including languages of numerically smaller minorities. Schools should also offer education in and of Romani where appropriate.95 Special attention is drawn in this context to the Curriculum Framework for Romani developed by the Council of Europe.96 In addition, the Advisory Committee also welcomes private or community initiatives which are supported by the authorities. 74. A number of particular problems may be encountered as regards opportunities for minority language learning, including the insufficient number of teaching hours of or in a minority language or the organisation of classes outside normal school hours, high numerical thresholds for establishing minority language classes, lack of teachers and teaching or learning materials, or insufficient availability of classes due to the closure or merger of village 89 Third Opinion on the Russian Federation. Second Opinion on Spain. OSCE HCNM, The Hague Recommendations, 1996. 92 See, for instance, First Opinion on Georgia. 93 First Opinion on Serbia and Montenegro; First Opinion on Norway. 94 See also ACFC First Thematic Commentary on Education. 95 Third Opinion on Hungary; Third Opinion on Cyprus; Third Opinion on Croatia; Second Opinion on Poland. 96 A Curriculum Framework for Romani. Language Policy Division, Council of Europe, Strasbourg, 2008, prepared in cooperation with the European Roma and Travellers Forum. 90 91 23