A/78/195 experience of those who are stateless or were formerly stateless, 3 no indication exists that there will be any greater effort to focus on the main sources of statelessness and the need to respect the right to equality without discrimination in matters of citizenship, or to prevent millions of minorities from being denied citizenship. There are already signs of conducting “business as usual” by trying to “end” statelessness without addressing the real root causes of most cases. First, the recommendation to end statelessness found in Our Common Agenda, which is to form the basis for the new initiative and presumably a new campaign, contains no mention of minorities and statelessness, though it does contain references to migrants and refugees, even though minorities – and not migrants or refugees – are the main victims of statelessness globally. 4 In addition, private discussions with a United Nations official about the form that a new campaign to end statelessness might take from 2024 suggest that there is no desire or appetite to focus on minorities, as the subject is too “sensitive”, and that there is thus an unwillingness or inability to address the main causes of statelessness. B. Education, language and human rights 17. The Special Rapporteur’s priority theme of education and minority languages remained a continuing focus throughout his mandate. As with statelessness, he raised the issue in all country visits and participated in a large number of activities and conferences on the same. While for members of linguistic minorities education is central to the maintenance and respect of their identity, this is one area of international human rights where the international community has not been the most responsive or accepting. 18. In the handbook issued in 2017 by the then Special Rapporteur on minor ity issues, entitled “Language rights of linguistic minorities: a practical guide for implementation”, it is clearly stated that, where there is a sufficiently high numerical demand, public education services must be provided in a minority language to the appropriate degree, broadly following a proportional approach. This includes all levels of public education from kindergarten to university. If demand , the concentration of speakers or other factors make this not feasible, State authorities should, as far as practicable, at least ensure the availability of minority language teaching. In addition, all children must have an opportunity to learn the official language or languages. 5 19. In his 2020 thematic report to the Human Rights Council, the Special Rapporteur similarly emphasized that inclusive and quality education for members of linguistic minorities meant, as far as was practicable, education in their own language (A/HRC/43/47, para. 48) and that it would be discriminatory to not provide for the proportional use of a minority language as a medium of instruction in public schools where reasonable and justified. Generally speaking, a minority language should be used in education as much as possible, at the highest level possible. For pedagogical and other reasons, a mother tongue should be the language of instruction, where practical, and in cases where this is not really feasible should at the very least be taught as a subject (ibid., para. 59). Not to do so would constitute a breach of the prohibition of discrimination in international law. Similarly, in recommendations emanating from the twelfth session of the Forum on Minority Issues, held in 2019, __________________ 3 4 5 6/21 See www.unhcr.org/ibelong/the-new-global-alliance-to-end-statelessness/. A/75/982. See commitment 4: abide by international law and ensure justice, and the following related key action: legal identity for all, end to statelessness and protection of internally displaced persons, refugees and migrants. OHCHR, “Language rights of linguistic minorities: a practical guide for implementation”, March 2017. 23-15818