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The below answers are drawn from my experience as an academic researcher as well as my extensive participation in programmes run by non-state actors intending to integrate minorities in the educational system and enhance their school performance. In my capacity as the newly-appointed Special Secretary for Educational Planning and Intercultural Education at the Greek Ministry of Education, Lifelong Learning and Religious Affairs, my intention is to seek to overcome these obstacles where effective action can be taken at the institutional level. Thalia Dragona

Key obstacles to achieving changes in legislation, administration, resource allocation, but also attitudes, teaching methods and learning content in order to address discrimination:
• Governments until now have shown a lack of political will to take decisive action in legislation, in administration reform, in curriculum revision, etc in the face of vocal resistance to such reform from ideologically-motivated groups
• Lack of reliable data and regular & consistent monitoring mechanisms. Lack of comprehensive planning and formulation of clear objectives and indicators. Unawareness of complexity and pitfalls.
• Lack of law enforcement mechanisms where laws against discrimination exist
• Lack of reliable reporting mechanisms for discrimination cases in the school setting, no one to complain to.
• Lack of communication between schools and communities: even if the school community seeks to enforce changes, they end at the school’s doorsteps
• Failure to see discrimination in the school setting in the broader social cohesion context.
• Lack of coordination between governmental and/or non-governmental bodies with different fields of responsibility, e.g. social affairs provide services in place A, education in place B, resulting in place B children not receiving material assistance to go to school.
• Lack of investment in skills development for teachers to enable them to implement curriculum.
• Lack of preparedness of teachers to deal with diversity and with discrimination cases in class.
• Formal education emphasises on traditional subjects (language, math etc); limited focus on transversal/social skills e.g. communication, coexistence, etc.
• Not taking into consideration the immediately affected persons’/groups’ views in the decision-making processes.
• Deeply embedded mentalities and prejudice with regards to groups traditionally victims of discrimination

The international human rights framework is very strong on discrimination (Art 2 of the CRC and similar provisions). How can it be used better to translate principles into reality for the rights-holder?
• Sensitisation/awareness-raising on CRC among all stakeholders in the school community (head teacher, inspectors, counsellors, teachers, parents, pupils)
• Specific training for teachers on CRC provisions and relevant enforcement mechanisms
• Inclusion of CRC and national legislation on discrimination in the school curriculum (e.g. through civic education); development of human rights education curriculum (or similar)
• Development of well-publicized reporting mechanisms for cases of discrimination in the school setting (e.g. focal points for reporting etc.) and linkup with independent institutions dealing with such issues (e.g. ombudsman)
• Setup of school committees representative of the school community at large (teachers, parents, etc.) as well as pupils’ committees to follow-up and monitor discrimination issues.
• Recruitment of social workers (with paralegal background?) in schools, with counselling to children and families as a duty.
• Organisation of community events around children’s rights in the school setting & opening-up of schools to the community (e.g. 20 November Universal Children’s Day)