A/HRC/10/11/Add.1 page 6 26. States should recognize that the adequate recruitment, training and incentivization of teachers to work in areas inhabited predominantly by members of minorities are factors of utmost importance in the delivery of adequate educational services, and should arrange teacher training programmes accordingly. 27. State or local policies or practices that, de jure or de facto, result in separate classes or schools for minority pupils, or schools or classes with grossly disproportionately high numbers of minority pupils, on a discriminatory basis, are prohibited, except in limited and exceptional circumstances. In particular, the misuse of psychological or learning ability tests for enrolment of children in primary schools must be subjected to close scrutiny with respect to their potential to engender discriminatory outcomes. The creation and development of classes and schools providing education in minority languages should not be considered impermissible segregation, if the assignment to such classes and schools is of a voluntary nature. However, where separate educational institutions are established for minorities for linguistic, religious or cultural reasons, no barriers should be erected to prevent members of minority groups from studying at general educational institutions, should they or their families so wish. 28. Education should be available at all levels for minorities, from preschool to tertiary education, as should technical and vocational education, on a basis of equality with other learners. IV. EQUAL ACCESS TO QUALITY EDUCATION FOR MINORITIES 29. The principle of non-discrimination is a key to securing equal access to education, and ensuring ongoing participation and completion of quality education for members of disadvantaged and minority groups. 30. Members of minorities must have realistic and effective access to quality educational services, without discrimination, within the jurisdiction of the State. Accessibility has three overlapping dimensions: non-discrimination on prohibited grounds; physical accessibility; and economic accessibility. 31. Barriers to accessibility may be the result of single or multiple factors, whether physical or social, financial or pedagogical. States should address all such factors in order to promote effective access, especially in cases where barriers to access are compounded, as in the case of girl pupils, resulting in a vicious circle leading to severe educational exclusion. The existence of local customs that restrict the free movement of girls and women does not relieve the State of its responsibility to guarantee access to education for minority girls. 32. Special attention to education is called for in the context of emergencies, armed conflicts and natural disasters when children of minorities or vulnerable populations do not have access to social protection and essential services, including education. Measures should be taken to avoid discrimination and favouritism during these periods and during periods of recovery and rehabilitation. 33. Authorities should remove direct and indirect institutional barriers to education for minorities, and address cultural, gender and linguistic barriers that may have equivalent access-denying effects.