A/HRC/23/35 into the domestic legal framework. However, they may also encourage governments to refer alleged legislative deficiencies to courts for advice, they can support and promote national human rights institutions and civil society actors, and they can promote public legal aid for rights-based claims. Perhaps most importantly, they can lend their democratic legitimacy to legal and quasilegal decisions on the right by promoting government action on recommendations and legal findings. In many cases, a legal decision places a requirement on governments to enact policy and legal changes to protect the rights of citizens. Support of the legislative branch provides democratic strength for these decisions, and publicizes the importance of the right to education among the population. Educating the public (m) Knowledge regarding the means by which violations of the right to education can be adjudicated is often possessed least by those who need it most. Disadvantaged and marginalized groups in society lack resources to engage legal assistance, and are often unaware of quasi-legal mechanisms, such as the individual complaint procedure of the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights. (n) Governments have the primary responsibility to disseminate such information. However, the media and civil society can play an important role in sharing information with disadvantaged groups, and should be engaged and supported where possible. The national education system should also inform students, teachers and parents of their respective rights and obligations, and how violations, when they arise, should be addressed, ranging from parent teacher interviews and school administrative complaint procedures, to national human rights mechanisms and even international mechanisms where applicable. In particular, low-cost or free mechanisms, including those available through national or regional human rights bodies, UNESCO’s complaints and communication procedure, and the Optional Protocol should be made widely known. Promoting research and studies on the justiciability and collaboration with academic institutions (o) The research community, particularly universities, may usefully promote the right to education by publishing research on the application of national and international law on national educational practices. (p) Legal educators, especially law faculties, should promote teaching, research and studies on the right to education, particularly regarding its enforcement and justiciability. These can focus on how the international legal obligations for the right to education as a fundamental right are integrated into constitutions and laws, and how national jurisdictions are endowed with effective enforcement mechanisms for protecting the right to education. The intellectual community can play an important role in promoting better understanding of substantive as well as procedural matters and avenues available for safeguarding the right to education. Collaboration between academic institutions and civil society organizations can be very useful in this respect. 83. The application of the above recommendations is aimed at strengthening the laws, institutions and procedures surrounding the justiciability of the right to education. However, it must be recognized that all such measures are for naught if the State refuses to implement the findings and recommendations of courts or quasi23