university, especially in the rural areas, and consequently, the non-equal distribution of educational resources and lack of inclusion and participation in strategies related to education and school support. Panellists also examined cases where textbooks contained stereotypes of minority women and girls, as well as cases when conditions for exclusion were further cemented when schools or States pursued restrictive policies towards cultural and religious practices such as the wearing of religious symbols and clothing. This effectively forces girls to choose between culture, religion and education and disproportionately impacts women and girls from other cultures and communities. They drew links between language and gender justice in schools. Panellists noted that there are linkages between gender equality and risk of conflict, and/or stability of States, and in this regard attached high importance to participation of minority women in political and public life. They believed that truly inclusive policies are also gender mainstreamed policies. Participants noted that often the most vulnerable groups in educational context are women and girls from minority communities. They also pointed out lack of opportunities for education, harmful traditional and cultural practices and poverty as factors triggering serious obstacles for minority women and girls, particularly in rural areas, to get general and higher education. It was noted that women from minority communities often have low pass rates since they are taught in a language that is not their mother tongue, which subsequently affects their education and future employment opportunities even more because of added gender discrimination in education and employment. They stressed the importance of a national strategy for minority women and girls’ empowerment, which includes a strategy for access to education. VI. Concluding remarks The Special Rapporteur on minority issues, Fernand de Varennes thanked the participants for the information, insights and recommendations which are essential to carry out the objectives of his mandate. The Special Rapporteur attached great importance to regional forums and expressed willingness to continue the regional approach in order for the annual UN Forum to be more accessible, more reflective of the reality and different contexts around the world, and to enrich and enliven a more open dialogue and exchange for the recommendations which emanate from the regions and eventually the annual UN Forum in Geneva. The Special Rapporteur noted that he will continue analysing practices, challenges, opportunities and initiatives in addressing education in, and the teaching of, minority languages as a human rights issue, in line with the principles and rights enshrined in the UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities and other relevant international instruments. He emphasized once again that education in, and the teaching of, minority languages is about inclusion, and diversity and with human rights obligations, since learning a minority language does not exclude learning of the State official language, or any other language. The best way to ensure unity and stability is through justice and respect of this diversity. 9