ACFC/56DOC(2016)001 interpretation of the Framework Convention in an evolving society.85 It is the goal of the Framework Convention to affirm differences in cohesive and integrated societies. Striving for de facto equality in the context of the Framework Convention requires adequate and effective strategies to support different identities, including the effective protection from discrimination that is based on any of these differences. In addition, the right to be effectively protected from discriminatory threats or violence contained in Article 6(2) plays an important role in complementing the enjoyment of a number of rights contained in the Framework Convention, in particular those related to political freedoms, such as the freedom of expression, by obliging states parties effectively to sanction any undue interferences or attempts at its limitation. 2. Education and the media as tools for integration – Articles 6(1) and 12 59. Article 6(1) explicitly refers to education, culture and the media as particular fields of importance to the objective of promoting tolerance and intercultural dialogue. In addition, the special significance of education for the integration of society and for the promotion of respect for diversity is reflected in Article 12 of the Framework Convention. Article 12(1) provides that education and research should foster knowledge of the history, cultures, languages and religions of the minorities and of the majority, thereby clearly addressing society as a whole.86 In addition, Article 12(2) calls for the development of intercultural exchanges and competencies through the facilitation of “contacts among students and teachers of different communities”. Adequate information on the composition of society, including national and other minorities, must form part of the public curriculum and of textbooks and education materials used in all schools throughout the territories of states parties, not only to promote intercultural understanding and respect among all students, but also to raise the prestige and self-awareness of persons belonging to numerically smaller or disadvantaged groups. 60. Education materials featuring content on minorities must further be prepared in close consultation with representatives of the respective groups and must not be limited to stereotyped images. Moreover, adequate professional development opportunities and training must therefore be available to all teachers to prepare them for the handling of linguistically and culturally diverse environments.87 With respect to the teaching of history throughout states parties, critical thinking and the accommodation of multiple perspectives must be promoted in all efforts. 61. The work of the Advisory Committee is based on the recognition and appreciation of the benefits of intercultural dialogue and multilingualism to promote tolerance and respect for diversity in societies. Language and cultural policies must therefore ensure that all languages and cultures that exist in society are visibly and audibly present in the public domain, so that everybody is aware of the diverse character of society and recognises himself or herself as an integral part of it. 85. See in particular in this context ECRI General Policy Recommendation (GPR) No. 15 on Combating Hate Speech, adopted on 8 December 2015. This GPR builds on the findings and recommendations published by ECRI during its fifth monitoring cycle, providing additional guidance to member states. 86. A similar provision is also contained in Article 7(3) of the ECRML, calling on states to promote, by appropriate measures, mutual understanding between all the linguistic groups of the country. 87. See, inter alia, Third Opinion on Estonia, Second Opinion on Georgia, Third Opinion on Kosovo and Fourth Opinion on the Slovak Republic. 23