A/HRC/14/25 cause” of migration, helping Governments to realize the right to development becomes imperative.74 83. The Special Rapporteur perceives a crucial need for States, donors, international agencies and civil society to work collaboratively together, as substantial movement and migration across national borders will continue to define our globalized world. Their joint aim should be to build and sustain cohesive and resilient communities able to adapt in response to change.75 To this end, the Special Rapporteur recommends that exchange of good practice is increased and, at a minimum, all should look to: • Foster the view in all learning settings, both formal and non-formal, that cultural and linguistic diversity is a resource from which individuals and groups can build strong and supportive sustainable communities. • Develop educational strategies which strengthen the capabilities of marginalized communities as a whole, while addressing the specific educational needs of migrants, refugees and asylum-seekers. Such strategies should look to embedded and coordinated mainstream lifelong learning which prioritizes early integration and the recognition of prior learning. • Pay increased attention to quality linguistic and culturally appropriate early childhood, primary, post-primary and tertiary education that is responsive to the developmental needs of a region and the value of regional understanding and tolerance. • Integrate the human rights framework (protection issues including teachers’ code of conduct)76 into curricula and the learning environment. • Establish individual curricula or tutoring programmes that support majority language acquisition and, if necessary, other subject areas, so that majority language learning and subject matters can be learned at the same time. These should be offered in mainstream schools and without creating segregated adaptation groups and classes. • Make available and promote information/materials on education (and welfare) systems with respect to rights, opportunities and responsibilities in migrant languages and in accordance with migrant, refugee and asylum-seeker population needs. • Improve (national) monitoring systems regarding access to and learning outcomes of migrants and refugees, including data on gender parity and disability. This should include information on the language used in the home and/or the language of instruction of previously completed education institutions in order to monitor language development and language-related drop out. • Prompt development of regional and international qualification systems, incorporating mutual, reciprocal and automatic recognition of informal and formal learning achievements. This should be accompanied by increased research on potential and viable solutions to issues of equivalency in the learning environment and the workplace. 74 75 76 20 B.S. Chimni, “Development and migration”, in Migration and international legal norms, pp. 255– 268. See “Migration, Communities and Lifelong Learning”, p. 7. See INEE Minimum Standards, Section “Teachers and other Education Personnel”, pp. 65–72. GE.10-12879