or indirectly. Furthermore, it is not necessary that minorities be present in the classroom for intercultural education to be relevant and required. Whether present or not, the power dynamic still remains to be addressed. The Irish Department of Education and Science is currently developing such an Intercultural Education Strategy to inform education provision at all levels. When considering intercultural education, it is useful to refer to the White Paper on Intercultural Dialogue recently developed by the Council of Europe. This document provides a useful framework that acknowledges the power dynamic and the need to address it in order to create intercultural dialogue. Alongside an intercultural approach to education, with regard to religion, education can play an important role in teaching about different religions, an essential element to develop mutual understanding and help eliminate discrimination in this area I direct you to the guiding principles developed by the OSCE as a useful tool in this context, for minorities and majorities alike. Thirdly, when considering access to education for minorities, it is essential in my view to go beyond focussing only on access. Getting past the door is simply not enough. We need to consider and to monitor access, participation and educational outcomes for minorities including ethnic minorities. All initiatives taken and the recommendations before us need to reflect this.