Millennium Development Goals. Children in these schools experience a fixed model of education which is irrelevant to their lives, in a language which they do not understand. This approach to expanding primary education deprives children of their rights to home and family life; threatens their rights to protection from abuse and exploitation; cuts them off from their culture and language; and often poses serious risks to their health and nutrition. What can be done to challenge fixed and discriminatory ways of offering education access to minority children? First, there is a need to establish internationally that such models are inappropriate and undermine minorities’ rights to education. This Forum should promote monitoring mechanisms which hold decision makers accountable to providing flexible approaches to education delivery, which respond to and value the diverse cultures, identities and contexts present in the population. It will also be important for the international community to demonstrate that it is more effective to deliver education through such flexible, diversity-friendly approaches, and that inflexible and discriminatory approaches to education will ultimately undermine aims of national unity, cohesion and economic and social development. With these points in mind we propose that Section IV includes a recommendation that states adopt flexible and participatory modes of education delivery which respond to the diverse situations of children and communities, recognising in policy the key importance of flexibility and participation in ensuring access to quality education for all without discrimination. Section IV should also recommend that, while expanding access to primary education for minority children should be undertaken as a priority, states should undertake not to do this in ways which pose risks to children’s protection, which diminish their access to family life, or which undermine the maintenance and development of their culture and languages.