and economic support structures required that education should be extended to all peoples; it should aim at developing each individual's capacities and should include experience in consultation so that individuals would be prepared to contribute fully to the welfare of society. In that respect, the Baha'i International Community saw a strong connection between the work of the Sub-Commission and the need for universal education. It therefore urged Governments to be mindful of the educational needs of minorities within their borders during 1990 -the International Literacy Year -and throughout the coming campaign to provide education for all by the year 2000. 40. Mr. RAIANI (International Organization for the Elimination of All Forms of Racial Discrimination) said that in Turkey discriminatory legislation against non-Turkish peoples mainly affected the 10 million Kurds, who represented approximately one third of the population. Despite successive deportations, the majority of the Kurdish people still lived in Kurdistan. 41. According to the Preamble of the 1982 Constitution, currently in force, no idea or opinion contrary to Turkish national interests, the indivisibility of the Turkish State and territory, Turkish historical values, and the ideas inherent in the nationalism, principles, and reforms of Ataturk could be granted protection. 42. Current Turkish legislation, based on that of Mussolini's Italy, contained numerous discriminatory articles reflecting that nationalistic ideology. For example, article 26 of the Constitution, safeguarding freedom of expression, provided that no language prohibited by law could be used in the expression and dissemination of op1n1ons. Article 28, safeguarding the freedom of the press, provided that no one might publish in a language E/CN.4/Sub.2/1990/SR.l0 page 9 prohibited by law. Act No. 2392 of 1983 specified that the mother tongue of Turkish citizens was Turkish, that it was forbidden to use languages other than Turkish as a mother tongue or to carry out any activity designed to 
**Analysis**
The text discusses the importance of education and the need for governments to provide education to all people, including minorities. It also highlights discriminatory legislation in Turkey against non-Turkish peoples, specifically the Kurdish population. The text does not mention economic development, natural resources, or industry, but it does touch on education and culture.

**Category**
Education, Humanitarian aid and relief