education should be in the language of children in order to be truly inclusive. The Rapporteur drew the attention of the participants to the mandate’s 2017 Practical Guide on Language Rights of Linguistic Minorities, which stipulates that where there is a sufficiently high numerical demand, public education services must be provided in a minority language to the appropriate degree, broadly following a proportional approach, and that all children must have an opportunity to learn the official languages. He further noted that the four panels of the UN Forum will explore some of the most significant areas of concern in relation to the place of minority languages in education. The Special Rapporteur expressed hope that the UN Forum would generate better understanding of these issues and perhaps approaches and opportunities in these trying times for many minorities around the world. The Co-Chair of the twelfth session of the Forum on Minority Issues Astrid Thors noted that article 4.2 of the Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities urges States to take measures to create favourable conditions to enable persons belonging to minorities to develop their culture, language, traditions. She noted that this cannot be achieved without the same persons having the linguistic skills which make such a development possible, and such linguistic skills are developed through education. Astrid Thors referred to the Goal 4 of Sustainable Development Goals that aims to provide inclusive and quality education and to promote lifelong learning opportunities for all. In this context, she emphasized the importance of inclusion of minorities in formal and non-formal education, if citizens are to cope in a more and more digitalised world. She also stressed the need for such education to be in the mother tongue of minorities, so that minority populations do not suffer even more under the digital divide. She drew the attention of participants to the negative effect of lack of resources and teacher training for minority language education. She noted that educational practices which create more tolerance and understanding between different linguistic and ethnic groups, between minorities and majorities, should be developed. She emphasized the need to ensure that the education provided is an education that will provide young people with the best learning outcomes, the best ways of achieving his or her potential, and to give the tools that are necessary for an active citizenship. The Co-Chair of the twelfth session of the Forum on Minority Issues Anastasia Crickley noted that as underlined in the 1992 Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities, the promotion and the protection of these rights contribute to the political and social stability of States, as well as, she added, contribute to political and social stability globally and internationally. She emphasized that the Declaration also reminds us of the role of everyone, including NGOs, States, UN institutions in this ongoing work. Anastasia Crickley warned against the global toxic discourse, which feeds marginalization of minorities, and the challenge it poses for everyone concerned with human rights. She also noted that racism is also a key barrier to rights, in particular with regards to linguistic issues. She stated that in addressing these, there is a need to be conscious, that there are no hierarchies of oppression. Thirdly, she attached high importance to acknowledging the intersectionality between various dimensions, such as the oppression of women in this regard. Anastasia Crickley emphasized the resilience of minorities and the organizations that represent them, which led to progress that is being made by some States. Anastasia Crickley made 4