Finally, the education environment is key to ensuring equality of access to education for minorities and facilitating real and equal participation in education as well as contributing to the attainment of equal educational outcomes. It is important that an intercultural environment is reflected at every level and that all who are part of education – not just teachers but all – are involved. The development of intercultural and anti-racist capacity within education institutions should be considered as grounds for the promotion of the right to education. Training, as reflected in the draft recommendations, can play a key role in developing an inclusive, intercultural education environment. However, we need to go beyond training to also developing appropriate whole school institution policies at all levels. While supporting educators and others to develop personal and institutional intercultural capacity, policies need to be in place sending the message that this capacity is a requirement and not a choice. This environment can play a central role in enhancing opportunities for integrated education. While it is important to recognise the right of minorities to establish their own educational institutions, it is also important that we also recognise that for many members of minorities participating in segregated education, this is not a choice. Their experience of segregation may be as a direct result of an active policy by government to segregate minorities within education and from mainstream society.