1. The document needs to reassure that these recommendations are based on UN documents agreed by governments and indicators and methodologies already used at the UN system [ as the Structural, process and outcome indicators and the Four-As framework as recommended by the Rapporteurs on Right to Health and the Right to Education. It is important to cite the documents at least in endnote. For instance General Comment 13 is very important guideline to obligations related to right to obligation and needs to be mentioned. 2. “The case of special measures or affirmative action should not…” . I suggest using positive language. Special measure or affirmative action should be used for instance as means for governments to recognize the existence of structural discrimination, and combat it. I would also like to advice against the use of the term “positive discrimination” [sometimes used in both French and Portuguese.] The use of the term is not productive and brings the wrong connotation to the discussion. III. Essential requirements for an effective education strategy 1. The Draft Recommendations are an important opportunity to strengthen the framework and indicators being used within the UN human rights system. Such methodologies are not only important, they are really necessary to measure state responsiveness and compliance with treaty obligations. The FOUR-A FRAMEWORK developed by former UN Special Rapporteur on the Right to Education, Katarina Tomasevski provides a methodology to articulate a states’ obligations in regards to the right to education. It is used in some examples, but should be articulated as the framework to be used. IV. Equal Access to Quality Education for Minorities “Authorities should remove direct institutional barriers to educational access for minorities, and address cultural and linguistic barriers that may have equivalent access-denying effects.” 1. At this section it is important to articulate how it can be done, through some concrete examples. Thus, I would suggest the need to add language referring to migrants and displaced persons in need of additional protections or proactive measures due to their especially vulnerable and marginalized positions “Difficulties in school enrolment for displaced persons, [ Add: migrant workers and their children ] or members of nomadic or semi-nomadic groups should be addressed in an active and constructive manner.” [It is very important to add that: Lack of documentation should not prevent school enrolment and accomplishment/conclusion.