Just a few more points briefly, I think we can update the language to use some of the more
current language used by UNESCO to talk about inclusive education. While also I am
bearing in mind that this is also about minorities in particular developing our own kind of
language and I think I particularly like our emphasis on outcomes, educational outcomes
as an examples including the monitoring of such outcomes. And outcomes is perfectly in
order as international standards make a distinction between obligations of result and
obligations of means and I think we can certainly look forward to certain results on the
part of the governments.
But we can’t purport to dictate the means by which these should be achieved. Whether we
talk about the presentation of statistics or the arrangement of educational services within
the state. We can only go so far in that respect.
I think there are lines to be drawn bearing in mind the particular provenance of the
instrument. The balance is difficult, and in a way the section on segregation and
de-segregation strategies was a simple compilation on international norms of rather
different provenance. And in some sense some instruments are animated by an
integrationalist philosophy and others by a slightly more separationalist approach. We do
have to be careful about utilisation segregation and de-segregation. How aggressive a
policy might be and so on. They mean some things in certain context they may mean other
things in different contexts. Integration is generally regarded as a good but for example
on history of the work on indigenous peoples integration became a rather negative
category. I think again, one has to be careful on this particular point.
Two other perhaps issues a lot of the discussion has been on the official school system
and of course education is wider notion. Involves community, involves society, it involves
the state and the locality, the media. And if actually wanted to suggest an idea for a future
forum I think the media and minorities has all kinds of implications which would be of
general interest. But I hope none of this neglects the idea of in-community-education.
The informal sector, education in tradition as well as language. In our enthusiasm to
remedy the defects of formal education systems, I think we should not forget that aspect
of life. And if we believe in education as a drawing out of human potential this is also
something that is not confined to children but is in fact a life-long process. SO perhaps we
should discuss more fully actually what is education. We have discussed what is a minority
to a certain extent and indigenous peoples. But exactly is education, what are we aiming
for.
Just two final things, sorry I keep saying final things, but last words not all specifics can all
be catted for text. I just wanted to make that clear and that sometimes the perceived
limitation in one article of the text can be compensated by articles or paragraphs
elsewhere. I would encourage a wholistic reading of the text and if something is changed
or removed in one area it may unbalance. It is a good policy to ready any treaty or