A/HRC/23/56 3. Collection of ethnically disaggregated data 22. The lack of ethnically disaggregated data and statistics remains a significant challenge in assessing adequately the effective access to quality education by all individuals, including ethnic groups. The Special Rapporteur is aware that in some countries, for historical reasons, it is legally prohibited to collect official ethnic data and statistics, and that a number of States do not collect or keep such data. Consequently, it remains difficult to monitor and assess progress. 23. The Special Rapporteur is of the view that the lack of such data leaves many incidents of discrimination unrecorded. This further reinforces the cycles of racial discrimination and exclusion of vulnerable groups. In addition, even where States have made good progress, the lack of relevant data means that such progress is not adequately reported. 4. Teacher training, awareness-raising and early education to human rights 24. Teachers bear the responsibility of shaping the learning experience for young learners. The Special Rapporteur recommends that teachers at all levels of education and both in public, private and non-formal education regularly participate in training aimed at promoting respect for human rights and the fight against racism. 25. Issues related to racial prejudice should form an integral part of the curricula for teacher training and racist and discriminatory behaviours by teaching staff should also be addressed. Sensitizing teachers to the history of the various vulnerable groups in the country and acquainting them with the socioeconomic constraints and structural disadvantages and discrimination faced by those individuals and groups on the basis of their ethnic origin significantly contributes to raising teachers‟ awareness of the sometimes covert prejudices faced by such groups and providing them with efficient tools to tackle such behaviours head-on. Teachers should also be made familiar with international norms prohibiting racial discrimination and their applicability under domestic law. Training should not be a one-off event, but regularly repeated, and should include the sensitization of teaching staff, in order to ensure that their actions are based on and promote the principles of non-discrimination, mutual respect and tolerance. 26. A well-balanced and inclusive mainstream school curriculum, which reflects the diversity of the country and takes into account the contributions of all groups of society, accompanied by an adequate human rights-specific education, may have even more impact if it is also accompanied by targeted and ongoing awareness-raising and media campaigns at the national and local levels. Such campaigns may target specific groups or sectors of society, or indeed certain areas of life, such as schools or sports, to highlight problems related to racism, racial discrimination, xenophobia and intolerance. The Durban Programme of Action, for instance, calls upon States to promote education on the human rights of migrants and to carry out public information and awareness-raising campaigns in order to ensure that the general public receives accurate information regarding migrants and migration issues, including the positive contribution of migrants to the host society; and to inform the public of the vulnerable situation of migrants, in particular those who are in an irregular situation (para. 27). Cultural programmes, art projects, exhibitions and theatre performances aimed at promoting tolerance and the diversity of experiences of different groups of society also have an important effect in countering racism and racial discrimination. 27. Children enter the education system at an impressionable age and the ideas, values and attitudes to which they are exposed through the education system shape the kind of adults and citizens they become significantly. Age-appropriate and targeted human rights education should therefore start early on, preferably at preschool levels, in order to sensitize 7