A/HRC/30/55 implemented in rural areas. The international legal framework concerning the right to education was well developed in international law; however, the United Nations Educational, Scientific and Cultural Organization and other sources had noted that rural areas often lagged behind other regions in terms of the availability and accessibility of good-quality education. The right to education, as contained in article 26 of the Universal Declaration of Human Rights and article 13 of the International Covenant on Economic, Social and Cultural Rights, required States to ensure that formal and non-formal education was available and accessible to all on the basis of equality. Measures must be taken to ensure that every level of education from early childhood education to universal primary education, secondary and vocational education, tertiary education, and continuing and nonformal education, such as literacy and livelihood programmes, were effectively available and accessible without any discrimination. 19. It was emphasized that the right to education for peasants and people working in rural areas must be respected, protected and fulfilled and that the draft declaration should more adequately reflect the general international legal framework in that respect, while also highlighting the obligation (contained in draft article 28 of the declaration) of States to adapt education to the specific needs of peasants and people living in rural areas. 20. Some panellists noted that peasants’ rights to health and a clean environment were often negatively affected by the use of chemicals. They noted that it was important that peasants had the right to control the use of pesticides and chemical products. They further noted that peasants should have the right to know what health problems could be caused by use thereof, such as cancer, diabetes and high blood pressure. One panellist highlighted the need for peasants to have a right to keep their own seed and to be able to take decisions not to use genetically modified organisms. Some panellists noted that peasants could not control market prices alone, as prices were also determined by the level of demand, and that their rights to a decent income and an adequate standard of living should be protected. 21. During the panel discussions, the Chair-Rapporteur informed the participants that, in her view, new human rights were often created and rights had been adapted, that intersectional discrimination against most vulnerable groups was common, and that a positive connotation of the word “peasant” was being led from the grass roots, as well as in the working group. The Chair-Rapporteur also noted that the incorporation of the concept of “Mother Earth” in the declaration could be included on the basis of previously accepted language. 22. In relation to a number of questions provided by the participants, panellists noted that States had the obligation to not remove peasants from their lands and to help facilitate food aid. They also had the obligation to protect them and to protect the prices of agricultural products so that peasants could access households and food. They noted that States must have the right to establish agricultural policies to further enable work with sustainable methods and sustainable development. 23. One panellist noted that the United Nations system as far back as 1948 had already declared the right to food and the right to an adequate standard of living for peasants and other people working in rural areas and that those rights had also been enshrined in the International Covenant on Economic, Social and Cultural Rights as well as in FAO instruments. Some panellists also highlighted the difference between individual and collective rights and their view that the great majority of the rights proposed were individual rights, which could only be meaningfully exercised collectively. One panellist noted that there were already examples of discrimination faced by various groups, such as indigenous peoples, persons from the Roma community and persons of African descent, and this was an opportunity to expand on what was meant by equality and nondiscrimination within the context of specific groups. Another highlighted that antidiscrimination and equality rights had both negative and positive action, and that there was 7