A/HRC/37/73 23. All States, international organizations and civil society and other entities working with youth should exert maximum efforts to collect disaggregated data to inform policymaking and ensure that minority youth are not excluded, directly or indirectly, from any effort to secure the realization of human rights for all. 24. States should adapt their legal frameworks and implement representative policies to prioritize the needs of minority youth and facilitate their participation in decision-making in all areas that concern them, in order to facilitate their effective inclusion (without assimilation) in society. 25. United Nations entities should explicitly refer to minority youth when developing resolutions, policies, guidelines and other tools addressing the situation of young people. 26. States and international organizations should create an enabling environment for young human rights activists belonging to minorities so that they can monitor the implementation of States’ obligations towards young people under international human rights law, and to facilitate dialogue between young people belonging to minorities and their own Governments, national human rights institutions, regional organizations and the United Nations. III. Recommendations to empower minority youth through inclusive education A. Discussion 27. The discussion was introduced by Nouha Grine, President of the Amazigh Culture Club and Youth Programme Officer at the Ministry of Youth and Sport (Tunisia): Elżbieta Kuzborska, of the Association of Polish Academics in Lithuania (Poland): and Wooki ParkKim, of the Human Rights Association for Korean Residents in Japan (Japan). In their presentations they addressed issues of discrimination and diversity within formal education systems as well as within wider youth-led awareness-raising initiatives. They focused on the benefits of teaching minority youth in their mother tongue, which would increase the chances for academic success and in turn foster their effective participation in society. They spoke of the role of schools in preserving the identities of minorities by increasing the knowledge of the younger generations with regard to the language, culture and history of their communities. Other issues discussed included discrimination, financial hurdles confronting minority youth in accessing mainstream education and lack of recognition of diplomas awarded by schools whose students are primarily from minority groups. 28. The subsequent plenary discussion was moderated by the Special Adviser to the Envoy of the Secretary-General on Youth, Saskia Schellekens. Participants discussed the role of formal and informal education of young people in bringing cultures together and teaching tolerance and the value of diversity. It was important to adapt curricula, courses and institutions to enable minority youth to realize their full potential. 29. The right to be taught in one’s mother tongue at school and at university was a recurring topic raised by a number of participants and characterized as fundamental for minorities to preserve their identity. Participants also highlighted that the exercise of that right should not be perceived as a sign of deliberate isolation by minorities within society, and that their access to education in their mother tongue should not prevent them from learning other languages, including the official State language. At the same time, other participants warned that minority children and youth often had access only to poor-quality education, due to lack of adequate support in terms of infrastructure and teaching staff. 30. A number of participants suggested that, in some cases, the minority language could be the language of instruction in preschool and primary school, while the majority language could be taught as a separate subject. In the secondary- and tertiary-level curricula, minority languages should be used in a manner that adequately reflects the number of speakers of a particular language. Participants argued that such an approach had proven cost-effective in 6