instruments. He explained that the FCNM reflects the 1992 UN Declaration and ensures minorities can express their identity, access resources equally, and engage in intercultural dialogue. Articles 12 and 14 specifically address education, promoting equal opportunities, minority language learning, and fostering mutual respect, whilst emphasizing effective minority participation in educational policy. Prof. Smith introduced the 2024 update of the Advisory Committee’s Thematic Commentary No.1 on Education, stressing that the right to education should be understood as the right to high-quality and inclusive education. The revisions respond to societal changes, particularly increased diversity due to migration and persistent biases in curricula. He concluded by urging states to integrate minority histories and languages into mainstream education to build cohesive societies based on respect and diversity. Mr. Ignasi Grau Callizo emphasized that the primary aim of education, as recognized in human rights treaties, is the full development of the human personality, which requires both knowing who we are and participating in a shared societal conversation. He noted that, for minorities, education must respect cultural and moral dimensions to foster identity, critical thinking, and intercultural dialogue. Neutrality alone is insufficient, as it often reflects a hegemonic culture that marginalizes minority perspectives and leads to discrimination. Ensuring educational pluralism allows families to pass on their cultural heritage. Mr. Grau Callizo recommended three measures: involving parents in the educational process, providing public funding for minority-led schools, and ensuring that curricula do not conflict with minority values. Interactive Dialogue In the interactive dialogue, participants raised numerous concerns related to minority issues and presented various initiatives. The issues raised included, inter alia, the exclusion and segregation of persons belonging to minorities from the education and cultural systems, and the existence of assimilation policies which leads to the erosion of the cultural heritage of minorities and distorts the children’s understanding of their own culture. These issues are reinforced for minority children facing intersectional discrimination such as minority children with disability. They also addressed the lack of anti-discrimination law preventing to address discrimination against minority students in educational settings, harassment and bullying, and the high rates of school drop out of minority students. Furthermore, they noted that, in some instances, the lack of identity documents prevent minority children to have access to education. The participants also addressed issues related to education and language rights such as the prohibition to use and teach minority languages in school. They underlined that such policies result in discrimination and the marginalisation of persons belonging to linguistic minorities. The participants presented initiatives promoting linguistic pluralism in schools, the development of inclusive educational programs to ensure that minority communities have 8