A/HRC/23/35 regarding violations of the right to education. These can be a very powerf ul tool because they broaden understanding of the level and depth of human rights violations. 82 For claims based on systemic or collective discrimination, i ndicators can show the inequality among groups, for example, dropout rates between girls and boys, indicating gender discrimination in education. 73. A recent publication by the Office of the High Commissioner for Human Rights has pointed out that courts do use statistical information in adjudicating cases of rights violations. 83 Structural, process as well as outcome indicators are useful to determine what type of violation has occurred, and can enhance the justiciability of the right to education by providing evidence to judicial and quasi-judicial bodies of instances where States have violated their obligations in respect of education rights. XI. Challenges facing justiciability 74. The role of courts and adjudicatory mechanisms in further defining and adjudicating the right to education is clear. However, significant challenges remain, particularly for disadvantaged groups, to bring allegations of violations to court. A. Awareness of the right 75. It is often difficult or impossible for disadvantaged groups to address claims of non-discrimination, in part because they lack the knowledge and financial resources to pursue legal remedies. Few people in any country are fully aware of the protections they are entitled to under the right to education. Worse still, they are unaware of what mechanisms exist for them to attempt to realize their rights. Without reforms of the education system, and a public awareness campaign, violations are most likely to occur against disadvantaged groups, which may result in their continued marginalization without challenge. B. Legal barriers 76. Where States have failed to include the right to education in their national legislation, even those who can afford legal advice may not be able to find a lawyer conversant in regional and international legal options and State obligations. C. Cultural barriers 77. People from disadvantaged groups in particular may be reluctant to take violations of their rights to quasi-judicial or judicial mechanisms, due to poor language skills, fear of reprisals from offenders or State authorities, or due to cultural constraints restricting the right of women to represent themselves in such proceedings. 82 83 For a detailed analysis, see Sital Kalantry, et al., “Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR”, 32 Human Rights Quarterly, pp. 253-310 (2010). Human Rights Indicators, A Guide to Measurement and Implementation, 2012, p. 3, available at http://www.ohchr.org/EN/Issues/Indicators/Pages/HRIndicatorsIndex.aspx. 19