educational institution acting according to Article 34 in the network of additional (out-of-school) institution. In the Resolution ResCMN(2003)4 adopted by the Committee of Ministers on the implementation of the Framework Convention by Moldova on 15 January 2003, the Committee of Ministers noted: In the field of education, it is essential to consult representatives of the various national minorities, with a view to providing a balanced response to their specific needs and ensuring their equitable access to the resources available. Special attention should be paid to numerically smaller minorities and to those that are not in a position to enjoy the support of a kin-state. With regard to the importance of pre-school education, the Advisory Committee noted, in the Opinion on Slovakia, that “a key to reaching this aim is to secure that the education system reflects and also fully takes into account the language and culture of the minority concerned […] Such an approach would also help to increase mutual understanding between Roma parents and schools. In this connection, experiences gained by minorities at pre-school level are often of central importance. Considering that the proportion of Roma children attending kindergartens has dropped drastically in recent years in Slovakia, the Advisory Committee welcomes the initiatives aimed at improving opportunities for Roma in kindergartens and expresses the hope that they will have a positive impact on the relevant practice at local level”.17 The issue of pre-school education is also explicitly addressed in the Explanatory Report the Framework Convention in respect of Article 14(2) (see below). While there is relatively rich information with regard to primary education in the Reports of most State Parties (including also pre-school education) there is much less detail as regards access of minorities to higher education and of availability of higher education in minority languages, history, culture etc.18 States report on various institutions conducting minorityrelated research, but give few accounts of the level of involvement of minorities themselves in such research and education. While primary education must be free-of-charge and compulsory, the exact extent of obligations of State Parties with regard to higher education have not been spelled out in international legal documents beyond the principle of equal access as found in Article 12(3) of the Framework Convention.19 The importance of adult education is highlighted in many State Reports and States seem to be aware of its role.20 The role of modern technology in education and its specific advantages and potential disadvantages for persons belonging to national minorities have not been fully assessed in many State Parties. In its report, Norway stated that ‘internet-based instruction 17 See the Advisory Committee Opinion on Slovakia ACFC/INF/OP/I(2001) 001, paragraph 40. See for instance State Reports of Croatia ACFC/SR(2003)001 and Lithuania ACFC/SR(2001)7 and Opinions on Albania ACFC/INF/OP/I(2003)004, Estonia ACFC/INF/OP/I(2002)5, and the United Kingdom ACFC/INF/OP/I(2002)6. 19 In its Opinion on Romania ACFC/INF/OP/I(2002)6, the Advisory Committee welcomed the existence of multicultural institutions of higher education allowing for the use of different languages in university teaching. It also noted that the Babes-Bolayi University now offers instruction in Romanian, Hungarian and German and urged the Romanian authorities to pursue its dialogue with the groups concerned. 20 See for instance the State Report of Estonia ACFC/SR(99)16 reporting on the budget of language training of adults and children and on legislation for adult education. Rich information on adult education can be found in the State Reports of Germany ACFC/SR(2000)1, Italy ACFC/SR(1999)007 and Sweden ACFC/SR(2001)3. It is to be noted that already during the preparatory work for the Framework Convention, the issue of adult education was emphasized, CDCC-BU(94) Rev. 7 (1994). 18 14