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