A/HRC/40/64/Add.2 rights legislative framework. There are therefore gaps, uncertainties and even contradictions in the protection and promotion of human rights in general that could best be addressed through a dedicated Bill of Rights. 79. In addition, the Special Rapporteur urges the Government to ensure that any future human rights mandate of the Office of the Ombudsman or national human rights institute complies with the Paris Principles, and invites the Government of Botswana to continue its positive engagement and efforts in that regard, including by seeking technical assistance from the United Nations and through consultations with national human rights institutions from other countries. C. Education and minorities 80. The Special Rapporteur recommends that the practice that amounts to the institutionalization of children from remote areas, and particularly children of the Basarwa, in hostels to receive an education be reviewed and alternative approaches studied so as to minimize the separation of young children from their parents, at least at the primary levels. He suggests exploring measures such as increasing the number of two-teacher classrooms, reducing the period spent by children away from their homes and introducing the use of radio or other forms of remote teaching, all of which should be considered in a national strategy to ensure equal access to quality education for all, and particularly for minority children who are disproportionally affected. 81. The Special Rapporteur invites the ministries of education and of local government and rural development to review their educational and other policies that operate to exclude the teaching of minority languages and their use as a medium of instruction in both public and private schools, in order to achieve a truly inclusive and equal opportunity nation. He particularly urges the Government to adopt new educational policies to allow the teaching of minority languages and their use as a medium of instruction in private schools. 82. He further recommends the development of policies for public schools to teach and use minority languages as the medium of instruction where this is reasonably possible and where numbers warrant, to the degree appropriate and applying the principle of proportionality. This will require the development of pedagogical tools, teacher training and other measures. The Government is encouraged to refer to the practical guidelines issued under the mandate of the Special Rapporteur on minority issues in this regard. D. Political and public participation and the kgotla and chieftaincy system 83. The Special Rapporteur commends the Government for constitutional and legislative reforms that increase the participation of underrepresented, non-Tswana minorities in the Ntlo ya Dikgosi and for its acknowledgement in its Vision 2036 that all ethnic groups will have equal recognition and representation in the Ntlo ya Dikgosi. He urges the Government to make such changes as openly and expeditiously as possible, following national public consultations, to ensure that practices and procedures that have already been deemed discriminatory by the High Court of Botswana come to an end. 84. The Special Rapporteur recommends a further review of the kgotla and chieftaincy system, with direct public participation and consultation at the local level, focusing on the adjudication system based on the kgosi, to consider changes to address and redress grievances related to the imposition of Tswana customary law on minority tribes in civil matters. The review should also consider the kgotla and chieftaincy system in order to determine how to achieve equal recognition and representation of all ethnic groups and women in the Ntlo ya Dikgosi as a matter of priority. 85. Furthermore, he urges the Government to directly address complaints made by non-Tswana minorities about their subordination to other tribes and not being able to 16