A/HRC/10/11/Add.1 page 5 into causes of poor school enrolment and drop-out rates where applicable. Disaggregation of the data according to sex will expose the barriers that prevent girls and women from accessing education and learning. All data should be made accessible to the public on a regular basis. 18. Data-gathering exercises concerning minorities should take place in a culturally sensitive manner, on a voluntary basis, with full respect for the privacy and anonymity of the individuals concerned, and on the basis of their self-identification as members of groups concerned. III. ESSENTIAL REQUIREMENTS FOR AN EFFECTIVE EDUCATION STRATEGY 19. States should approach the education of minorities in a positive spirit. Measures should be taken by States to implement education rights actively to the maximum of their available resources, individually and through international assistance and cooperation. 20. States should review, enact and amend their legislation where necessary to affirm the right to education for all, eliminate discrimination and guarantee quality education for all members of minorities. 21. States should create conditions enabling institutions that are representative of minorities to participate in a meaningful way in the development and implementation of policies and programmes relating to education for minorities. 22. Budgetary policies are crucial to a State’s implementation of its obligations to respect, protect and fulfil the educational rights of minorities. In the drafting of budgets for education in the case of minorities, clear criteria that are tailored to the special needs of the minority group are required. The costing and financing of education policies should be based on a holistic appraisal of minority needs and on the basis of the State’s immediate and non-derogable obligation to guarantee that the right to education will be exercised without discrimination and on the basis of the principle of equal treatment. The principle of equal treatment entails the allocation of extra resources and efforts to advance the right to education among minority groups that have been victims of historical injustices or discrimination in realizing their right to education. 23. Budgetary allocations for education should be transparent and amenable to external scrutiny. Budgets should be presented in a form that allows assessment of the allocations disaggregated according to minority status and sex, rendering transparent the targeting of special measures for minority girls and minority boys. 24. Programmes for the education of minorities, as well as teachers and appropriate teaching and reading materials, including books, must be made available in the mother tongues of the minorities. 25. Educational services should be arranged in order that they reach minority communities throughout the national territory, and should be adequate to address the needs of such communities. States must ensure that educational services for minorities are delivered at a quality that is comparable with national standards.