learn [their] mother tongue, the right to know the minority’s history, and the opportunities to know the society as a whole, and the right to participate in progress. Reflecting on its spirit, how do we explain the lack of equality for young men and women belonging to minorities in regards to opportunities for education in their countries and the obstacles put in the way of their progress? How do we explain the suffering of girls and women in attaining equal opportunities in education and the high illiteracy rate among them? How can we eliminate the violence, exclusion and discrimination, which sons and daughters of minorities face among study colleagues as it is the case, for example, with the Al-Akhdam in Yemen and the Haratines in Mauritania, and so on? How can schools be an attractive force for empty stomachs? As education has become one of the foundations of modern life, it teaches respect for minority rights as they are considered citizens equal in all rights in regards to civil society and its organizations. In fact, we can take advantage of the experiences of a few countries, in which most citizens live in an accepted and lasting harmony with a certain minority or more. Perhaps Jordan is the best example regarding the right to education. The eight minorities [living] in it were granted many of the rights endorsed by the international community and called for by the United Nations’ declaration on minority rights. This, realistically and concretely, embodies the right of the minorities to have and enjoy [their] culture, as well as the freedom to establish schools and houses of worship, to enjoy the culture and the language specific to the minorities, and to establish educational and cultural institutions and organizations. Based on what young men and women belonging to minorities report seeing, all countries should translate the articles of the UN declaration on minorities in a genuine and tangible way, and on a large scale in the following manner: 1. Call on governments to put human rights [as a topic] among study activities and programs and to introduce educational topics to address psychological conditions of students belonging to minorities and breaking the psychological barrier between them and their peers at school. 2. Call on governments to cooperate with civil society with the aim to take possible steps to build connections to the minorities as a reference and source for organizing awareness campaigns on human rights and inform them in their own language and culture.