bear including tuition fees, cost, etc. Thus there need to be a clearer statement that costs cannot be a deterrent for minorities to access good quality education. It is also important to clarify what is meant by ‘international assistance and cooperation’. It should state precisely that international aid should include education financing that support the rights of minorities. 2. Voice and participation: the recommendation on voice and participation could be strengthened as it should be more than just being heard. It should be about control over decisions and about the obligation on state to consult meaningfully with minorities. In other words, minority participation should be more than advisory. Thus the recommendation on voice should include clear reference to decision making powers and should specify the mechanisms and structures through which participation is elicited. It should also make consultation with minorities by state parties on education matters mandatory. 3. Teachers: There is a need| to clarify that there are important principles which relate to the role of teachers in promoting the rights of minorities to, in, and through education. First, it is clear, as the recommendations state, that adequate financial and other incentives need to be put in place to attract teachers to work in areas where minorities are located. Second, the principle of teachers should, also consider creating incentives to attract more teacher from minorities into the teaching profession and overcoming current obstacles and barriers. Third, it is important that the initial (and ongoing) teacher education training and support should more adequately prepare teachers for working with minorities in a positive and affirming manner. Fourth, in ensuring that minority groups are well served, it is important that attention is paid to instruction in home language and that teachers are competent to do so. While the above has focused mainly on the recommendations relating to this session, I would like to end by making three general remarks which I consider important in the discussion over the two days 1. It is important that there is an explicit recommendation regarding the collection and reporting on education data and indicators relating to the position of minorities. I note that this is stated as a core principle but I think there should be a specific recommendation on this. Otherwise it will be difficult to hold state parties and other role players such as international agencies accountable for progress. The recommendation on reporting should be based on the discussions that emerge during these two days. 2. Greater alignment and coherence is needed between the recommendations on minorities that is being discussed during these two days and existing instruments and processes. Such a list (which is by no means exhaustive) include instruments such as CEDAW, UDHR, CRC, ICESCR, OCHCR and processes such as the EFA Working Group and the Education High Level Group (HLG). 3. It is important in a document of this kind to clarify what the definition of minority is. Such a definition will enable a much sharper and focused discussion about whose rights are being discussed.