A/HRC/23/56 13. The Special Rapporteur also recalls that the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities provides for the right of persons belonging to minorities to have adequate opportunities to learn their mother tongue or to have instruction in their mother tongue. The Declaration also calls on States to take measures to encourage knowledge of the history, traditions, language and culture of the minorities existing within their territory (art. 4, paras. 3 and 4). 14. The United Nations Declaration on the Rights of Indigenous Peoples emphasizes the rights of indigenous peoples to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning (art. 14, para. 1). Additionally, the Declaration recognizes that indigenous children, in particular, have the right to all levels and forms of education of the State without discrimination (art. 14, para. 2). IV. Equal access to quality education and challenges faced by disadvantaged and discriminated groups A. Ensuring equality in education 1. Non-discrimination, physical and economic accessibility 15. As highlighted by the Committee on Economic, Social and Cultural Rights, access to education has three overlapping dimensions: non-discrimination, physical accessibility, and economic accessibility.2 These aspects should be considered by States when undertaking measures for the realization of the right to education and in designing programmes in the field of education. 16. The Special Rapporteur emphasizes that prohibiting racial discrimination in education, as required by article 5 of the International Convention on the Elimination of All Forms of Racial Discrimination, does not exclude the resort to temporary special measures which aim to bring about equality in the access to education. In this regard, he encourages States to implement general recommendation No. 32 (2009) of the Committee on the Elimination of Racial Discrimination on the meaning and scope of special measures in the International Convention on the Elimination of All Forms of Racial Discrimination. He also shares the view expressed in the recommendations of the Forum on Minority Issues that, when the relevant conditions for the application of temporary special measures are satisfied, their introduction should be used as a means to recognize the existence of discrimination and to eliminate it (A/HRC/10/11/Add.1, para. 12). 17. Physical accessibility implies that educational establishments, services and facilities be designed in a way that ensures that they are accessible to all without discrimination throughout the national territory. This entails, when necessary, the provision of distancelearning methods to certain groups, and support by the State for the use of media, such as radio broadcasts and other technical solutions, including promoting access to new technologies, as well as the establishment of mobile schools for those vulnerable groups with nomadic traditions.3 Physical accessibility also entails a school cycle which takes into account and is sensitive to the cultural practices that exist within certain groups, including 2 3 See Committee on Economic, Social and Cultural Rights, general comment No. 13 (1999) on the right to education, para. 6 (b). See Committee on the Rights of the Child, general comment No. 11 (2009) on indigenous children and their rights under the Convention, para. 61. 5