A/HRC/37/73 participate in the design of such curricula, in order to include accurate portrayals of different communities’ history, traditions, language and culture, as well as the various beliefs or religious practices of those minorities living in the country. Additionally, education should be delivered by a corps of teachers and professors that is itself representative of the diversity of society at the local and national levels. 38. States should combat racial discrimination and xenophobia in and through school education. They should refrain from adopting policies or education strategies aimed at segregating students into different educational institutions or classes based on their minority status; minority and majority youth should ideally be taught together in one class to ensure diversity of views and experiences. Support for minority-led educational initiatives 39. States should allow, recognize and, where possible, facilitate the establishment and operation of private schools and educational services using minority languages as a medium of instruction, provided that they operate in conformity with national educational standards. This may in certain cases be the most appropriate way to better promote knowledge of minority students’ own language and culture. States should refrain from imposing unduly burdensome legal and administrative requirements regulating the establishment and management of such institutions. 40. Minority youth should be able to choose whether to attend a regular school or a licensed minority school. The choice should not be imposed on them either by the State or by the minority community. 41. In time of conflict, States and international organizations should ensure that minority youth who are displaced or living in conflict zones are able to receive education, including in their own language. Informal education 42. Human rights, including minority rights and fundamental rights such as the principle of non-discrimination, should be taught to young people through formal and informal education programmes. 43. States should undertake efforts to educate majority and minority youth on human rights, minority rights and civic engagement through digital media, including by offering free online courses accessible to all. 44. States should ensure that the education system provides information in accessible language to youth, and in particular minority youth, about the importance of active citizenship and how youth can participate in public life. States should also support non-governmental organizations and other stakeholders that provide youth with non-formal education in active citizenship. 45. Special education and community development measures should be adopted to encourage strong and positive self-identification and self-esteem of young members of minorities. IV. Recommendations to promote the participation of minority youth in public life A. Discussion 46. The session on participation of minority youth in public life was introduced by Anina Ciuciu, a national of France and Romania of Roma background, law student and cofounder of the “May 16 Movement” (France); Jessica Reeves, Chief Operating Officer at Voto Latino (United States of America); and Mina Thabet, co-founder of the Egyptian Commission for Rights and Freedoms and of the Maspero Youth Union (Egypt). They stressed the importance of addressing the issue of underrepresentation of minority youth in 8