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• Addressing discrimination requires changes in legislation, administration, resource allocation, but also attitudes, teaching methods and learning content. In your experience, what are the key obstacles to achieving these changes?
In my country, education is provided to all, although there would be children from uneducated families or poor families or broken families would not encourage their children to go to school. There is a legislation rendering basic education (till the age of 16) compulsory but it does not ensure the implementation of same (although there are sanctions against violations to this legislation). The educational system would tend to be an elitist one and some children would not be able to complete their secondary education because they would fail exams repeatedly.
Changing attitudes and mentalities are some of the key obstacles.. This applies to the persons bringing the changes in legislation, administration… but also to the children or adults who need to be “educated”… very often these children would come from broken families and would not have “role models” who are educated in their immediate surrounding. They would not be encouraged to pursue even basic education by their parents who do drugs, indulge in prostitution... This is like an unending vicious circle.
There is also no formal system of education or teaching facilities for illiterate adults.

• The international human rights framework is very strong on non-discrimination (Art 2 of the CRC and of other treaties). How can it be used better to translate principles into reality for the rights-holder?
Ensuring that dualist countries incorporate these rights in their internal legal system preferably, in their constitutions.
Providing recourse mechanisms enabling individuals or human rights’ NGOs to have recourse to this mechanism when they are discriminated against.