national level They also attached high importance to close cooperation with relevant international and regional human rights monitoring mechanisms in order to ensure these rights. Participants also noted that discrimination, persecution and marginalization of minorities have hindered their right to learn and use their language. Participants stated that using one’s own language is a fundamental human right central to the protection of one’s identity and culture. Item III. Public policy objectives for education in, and the teaching of, minority languages The session considered how public policies should facilitate the effective implementation of the human rights of persons belonging to minorities in the use of their languages in education. The session also addressed ways to effectively implement Sustainable Development Goal 4, aimed at ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The relationship of minority language education to social development and cohesion, and the strengthening of inclusive and tolerant societies was also discussed. The session addressed the importance of recognizing and promoting the educational needs of minorities as a crucial component for the promotion of society’s diversity, and thus as an important factor in reducing inter-ethnic tensions and preventing conflicts. The efficient and non-discriminatory use and management of resources, including by members of minority communities themselves was also considered. The panel was moderated by Anna-Mária Bíró, Director of the Tom Lantos Institute, and presentations on the topic were made by Shivani Nag, Assistant Professor in School of Education Studies; Ambedkar University; Kathleen Heugh; Associate Professor at University of South Australia; and Juan de Dios Simón; Program Manager at Educo Foundation in Guatemala. It was noted that government policy-makers often find it difficult to implement bilingual or multilingual education policy to ensure equitable, inclusive and quality education for minority communities for various reasons, among which is the fact that educational policy change and sustainable implementation is a long-lasting project that requires institutional memory and continuity, and highly qualified policy advisors that have worked with minority communities. The panellists drew upon the discussions of the regional forums organized in 2019 by the Special Rapporteur, where it was mentioned that majority of languages of linguistically diverse communities continue to remain excluded from the classroom. It was mentioned that many of these exclusions are not just problems related to difficulties in implementation but also in relation to intent, such as, for example, for those communities to whom political participation is sought to be denied. The panellists underlined the cognitive, educational, socio-cultural, economic, and political benefits of multilingualism. The panellists highlighted the State responsibility in ensuring minority language education. It was noted that educational public policies are carried out in schools and they can either promote psychosocial development of children or harm their self-esteem by disrespecting their language and culture. Panellists attached high importance to the budgetary resources allocated by the State to the teaching of languages. The positive role of Sustainable Development Goals in supporting education, language and the rights of minorities was highlighted. 6