E/CN.4/1995/91/Add.1 page 79 The attainment of this objective has been supported by various core programmes, to be implemented under the coordination of the Ministry of Religious Affairs. These programmes are: 1. The Programme for the Enhancement of the Structure of Religious Life; 2. The Programme for Information and Guidance in Religious Life; 3. The Programme for the Enhancement of the Services of the Haj Pilgrims; 4. The Programme for the Management of Religious Education in the Primary and Secondary Schools; 5. The Programme for the Management of Religious Teaching in Higher Education; 6. The Programme of Education and Training for Religious Staff; 7. The Programme on the Role of Women; 8. The Programme on Religious Research. In addition, the Government, through the Ministry of Education, has stipulated that the national education system must include compulsory courses on religion from primary school right through to university level. While private institutions are given ample opportunity to establish schools associated with a certain religion, they are prohibited from barring students of other religious denominations from studying in such schools. It is noteworthy that the core programmes emphasize the role of education as an important element in the comprehensive measures aimed at achieving the objective set by the Guidelines of State Policy. In this regard, education, whether from the strict point of view of the academic curriculum or in the broader context of nation-building, constitutes the most effective means of enlightening people, especially the young generation, on the importance of full respect for, and tolerance of, other religions and their respective disciples, as a part of the cultural heritage of the Indonesian people. In this connection, the Government of the Republic of Indonesia strongly supports the conclusions of the report of the Special Rapporteur to the Commission on Human Rights at its fiftieth session. ’Education could be the key instrument for combating discrimination and intolerance. It could contribute decisively towards instilling the values that focus on human rights and on the emergence, both among individuals and groups, of attitudes and behaviour exhibiting tolerance and non-discrimination and thus participate in disseminating the culture of human rights. The school has a vital place in the educational system. Therefore,