Participants stressed that education plays a crucial role in people’s lives. They deemed it essential to use one’s own language to communicate with the world, express their identity and to defend their rights. Participants drew attention to the issue that language rights are not limited to a right to education, but are essential for accessing other rights, such as effective participation in public and political affairs, which cannot be fulfilled when minorities in many countries around the world do not understand the language in which the education is provided Participants noted that discrimination and non-inclusive school systems were among the reasons depriving minority children of the right to education. They underlined the vital role of educational institutions in language revitalization and teaching. The participants believed that education in minority languages is not just a way to preserve a community's identity but also to guarantee that minorities better understand the content of education in, and the teaching of, majority language. Item IV. Effective practices for education in, and the teaching of, minority languages The session focused on the pedagogical value and significance of teaching in minority languages, and the impact it may have on learning outcomes for minority children, as well as on their interaction with other members of society. It addressed the various types of educational institutions accommodating education in, and the teaching of, minority languages. The session discussed effective practices relating to the inclusion of minority languages in national curricula, as well as involvement of minorities in the design and implementation of educational programmes. The relationship between education in, and the teaching of, a minority language and the learning of a majority, State or official language was also considered. The panel discussion was moderated by Benyam Mezmur, Member of the Committee of the Rights of the Child, and presentations were made by Tamás Kiss, Researcher at Romanian Institute for Research on National Minorities; Linda Tsung, Associate Dean and Associate Professor, University of Sydney; and Salih Akin, Associate Professor at Rouen University, France. The panellists stated that research demonstrates that the most effective model for educating minority groups is by using their mother tongue as the medium of instruction in the early years from primary to secondary. They further noted that the research into best practices shows that quality multilingual education must address the following five factors: learning, teaching, curriculum, assessment, and the resources. The linkages between one’s identity and mother tongue learning were highlighted. The panellists also stressed that multilingualism reduces the dropout rate and encourages gender parity, mitigating associate costs and improving continued enrolments in secondary and higher education. Participants pointed out ethnic tensions and conflicts as obstacles for minority teachers to teach in their language. The solutions for such tensions and conflicts were considered essential for education in, and the teaching of, minority languages. 7