remarks about the lack of capacity to address climate change, which affects minorities. She hoped that the Forum can build on the work already done, through the SDGs and through the women, peace and security initiative which she found particularly relevant in this regard. Item II. Human rights and minority language education The session addressed education in, and the teaching of, minority languages- an essential issue for many minorities around the world, from a human rights perspective. The session explored the interrelation between minority language education and the promotion and protection of the rights of persons belonging to minorities. Discussions highlighted the empowering effect of education in, and the teaching of, minority languages, particularly with regard to the effective participation in public life by persons belonging to minorities. The session addressed the specific needs and preferences of minorities with regard to education in, and the teaching of, minority languages. The discussion was moderated by Vincent Defourny, Director of UNESCO Liaison Office in Geneva. Presentations on the topic under discussion were made by Tove Skutnabb-Kangas, Emerita, Associate Professor at Åbo Akademi University, Finland; Aleksandr Kuzmin, Board Member of Latvian Human Rights Committee and Victoria Manning, Board Member of World Federation of the Deaf. The panellists underlined the human rights benefits and other gains of teaching the mother tongue. They mentioned that when minorities cannot be educated in their own languages, it may constitute or lead to human rights violations, such as denial of equality and nondiscrimination, identity and culture. On the contrary, providing education in, and the teaching of, minority languages can lead to a well-educated multilingual people, with drive, initiative, creativity, cognitive flexibility, high self-confidence, fewer identity challenges, economic mobility, willingness and capacity to integrate and participate in public life. The panellists noted a few challenges and obstacles for education in, and the teaching of, minority languages, including segregation of linguistic minorities and discrimination against them, alleged self-sufficiency of minority languages as obstacle to integration, “one-size-fits-all” regulations and the absolute requirement for official language skills. Panellists considered deaf people as a linguistic minority. They noted that deaf children often do not have access to language both in school and at home. They suggested that instead of being placed in special schools and receiving lower quality education than their peers, deaf children should be seen as linguistic minorities and taught in bilingual education settings. They emphasized that deaf children have the right to access equal education opportunities as majority language users, and they have the right to be taught sign language. Participants attached high importance to languages in the promotion and protection of human rights and an environment in which diversity is valued and where people can express themselves freely in their own language. Participants noted that the rights of individuals to freely use, learn and transmit their languages are well established in international law. They valued the process of dialogue on measures to protect and promote minority languages at the 5