Summary The Commentary is structured in three parts: Part I Introduction - The most important part of the Introduction is section 1.4 which discusses the relevance of Articles 4, 5 and 6 of the Framework Convention in the field of minority education. The Commentary recognises thus that the Framework Convention is of relevance not only in guaranteeing the right of persons belonging to minorities to good quality, free primary education as well as general and equal access to secondary education (right to education) but also in setting standards on how such education should be shaped in terms of content as well as form (rights in education) in order to facilitate the development of the abilities and personality of the child, guarantee child safety and accommodate the linguistic, religious, philosophical aspirations of pupils and their parents. The provisions of the Framework Convention concerning education are also to be kept in mind in all planning and action in the area of intercultural education, which has the ambition to facilitate mutual understanding, contacts and interaction among different groups living within a society. 1 The effects of the multiple aims of education on minority and intercultural education as well as the importance of the strong links between the Framework Convention and other human rights instruments are also discussed in the introduction. Part II - The main part of the Commentary is devoted to Articles 12-14 of the Framework Convention. Here, the Commentary follows the structure of the provisions, so that with regard to Article 12, equal access to education comes as third issue, even though it has already been touched upon in relation to Article 4 which guarantees equality before the law and prohibits discrimination in general. The issues covered show that the relevant provisions have been given a substantive normative content that offers considerable guidance to State Parties and decision makers. Footnotes made in the Commentary with reference to specific State Reports or Advisory Committee Opinions are not exhaustive accounts of all cases where a certain issue has appeared. They function as selective illustrations of the points made. This Part concludes with guiding principles developed within different international institutions concerning the planning and implementation of educational efforts intended for persons belonging to national minorities. Part III offers the Advisory Committee’s list of core considerations influencing minority and intercultural education that State Parties can use as a reference point in the planning, implementation and evaluation of educational policies and legislation of relevance for persons belonging to national minorities. This section gives a summary of the main issues raised in the Commentary. The Appendix consists of an Inventory of Education Issues addressed by the Advisory Committee in its first cycle Opinions. In practice, the Advisory Committee started its overview in the field of minority education by developing this Inventory. It is included as an appendix since it may prove to be a useful tool as a checklist of aspects than need to be considered in discussions on minority and in intercultural education. It can also be a useful tool for non-governmental organisations that plan to write alternative reports in the field of minority education. Readers will find that the Commentary follows in principle the structure developed in the Inventory. 1 On the concept of ‘multicultural’ and ‘intercultural’ education, see below under section 2.1 on Article 12. 4