Such forms of education, however, do not obviate the need for promotion of intercultural dialogue and contact - within and outside educational environments - as prescribed in Articles 6, 12 (1) and 14 (3) of the Convention.29 The choice of school structures, teaching methods and educational content should be guided by a broad assessment taking into considerations, inter alia: The aims of education in a specific region and cultural and political context. In particular in countries that have experienced conflict or are experiencing interethnic tension or aggressive nationalism, the need to ensure contact, dialogue and integration is a compelling priority; The collection and availability of gender sensitive data concerning the number, needs, demands and expectations and preferences of minority pupils and teachers; The level of language proficiency of children in the minority language as well as in the majority language. In some cases the language proficiency of minority students in their native language is not sufficiently high to enable them to follow education solely in the minority languages. It was noted in some State Reports that the role of the educational system in preserving and developing minority cultures has increased in recent years because parents are unable to pass over to their children the language and traditions of the minority; The demographic profile of a certain location or region. Is it possible to have shared schools or classes or streams of study while accommodating specific needs e.g. in teaching of languages? Is it possible to have bilingual schools? Are separate schools the only available method? The availability of appropriate textbooks produced in the country concerned or, if appropriate, in kin-states; Financial and other resources. Some States provide details about the funding of minority education. The State Report of Poland indicates that local authorities running schools for national minorities receive additional (as compared to non-minority education) state subsidies (20% supplement per pupil in larger schools and 50% in smaller schools).30 In Hungary, a local government operating minority educational institutions receives extra subsidies.31 The State Reports received so far provide no information on the participation of minorities in budgetary decision making with regard to education at central, local or school level. The choice of a particular method and structure for the needs of a particular groups and situation generally is often not discussed or reflected upon in State Reports. Teacher training, access to textbooks and multicultural contacts The training of teachers and access to textbooks of good quality are essential preconditions for ensuring good quality education for all pupils and students. Only some countries report under Article 12 on indicators of quality of education such as the pupil/teacher ratio or the maximum number of pupils in a classroom.32 In its Opinion on Hungary, the Advisory Committee points out that “in its contacts with national minority self-governments, it has 29 See similarly on education for Sorbians in the Advisory Committee Opinion on Germany ACFC/INF/OP/I(2002)008. 30 State Report of Poland ACFC/SR(2002)2. 31 State Report of Hungary ACFC/SR(99)10. 32 See e.g. State Reports of Albania ACFC/SR(2001)5 and Germany ACFC/SR(2000)1 (with regard to Roma). 18