A/HRC/10/11/Add.1 page 8 44. Human rights education for all should be made an integral part of the national educational experience. 45. Teaching staff should be provided with initial and ongoing training preparing them to respond to the needs of pupils from a variety of backgrounds. 46. Teacher training, including training of teachers from minority communities, should include anti-discrimination, gender sensitive and intercultural training. 47. States should strive to ensure that the school learning environment for members of minorities is welcoming and receptive to their needs and concerns. 48. Systems of recording racist or similar incidents targeting minorities and policies to eliminate such incidents should be developed in school systems. 49. Disciplinary actions taken against students should be proportionate, fair and immune from any perception of bias against minority students. Positive disciplinary practices that do not conflict with the primary goals of student retention and educational outcomes should be employed. Disciplinary actions must respect the rights of parents to be fully informed, to participate in the decision-making process and to seek outside mediation. 50. States should act to remedy situations where there is a lack of trained teachers who speak minority languages. 51. States should actively strive to recruit and train teachers from minority communities, both men and women, at all levels of education as a key aspect of a strategy to develop a multicultural ethos in schools. 52. School management and administration should actively involve representatives from minority communities. 53. States should promote and systematize active consultation and cooperation between parents of children of minorities and the school authorities, including, where appropriate, through the employment of mediators to improve parent-school communication, and interpreters where parents do not speak the language of the school administration. VI. CONTENT AND DELIVERY OF THE CURRICULUM 54. The form and substance of education, including curricula and teaching methods, must be acceptable to parents and children as relevant, culturally appropriate and of a quality equal to national standards. 55. The liberty of parents or legal guardians to choose educational institutions for their children other than those established by the authorities of the State and to ensure the religious and moral education of their children in conformity with their own convictions must be recognized. Such alternative institutions must comply, however, with the “minimum education