A/HRC/25/58 (see A/HRC/25/58/Add.2). In addition, there seems to be an improved climate of interreligious communication and cooperation in Cyprus, which the Special Rapporteur witnessed during the ground-breaking interreligious round tables held in Nicosia in September 2013.11 45. Under freedom of religion or belief, States have an obligation to promote interreligious communication and take active measures in this area. One should not underestimate the possible symbolic impact of interreligious communication being publicly acknowledged and promoted by State representatives. Governments can support interreligious dialogue in a number of ways, for example by providing financial support for existing projects or for the creation of new forums. In addition, Governments have the possibility to directly invite religious or belief groups to meetings. The “neutral” space provided by State institutions can help facilitate dialogue even between groups which, perhaps due to a history of conflicts or other negative factors, would not be likely to meet on their own initiative. For example, when visiting the Republic of Moldova (in 2011), the Special Rapporteur attended a meeting of representatives of different religious leaders convened by the Ministry of Justice. It was evident from the uneasy atmosphere between participants of different communities that a culture of interreligious communication still needs to be further developed in that country and that this is unlikely to happen, unless the State undertakes more proactive initiatives in this field (see A/HRC/19/60/Add.2). 46. As pointed out in the Special Rapporteur’s thematic report on the role of the State in this area (A/66/156, paras. 21–69), State activities should cover both formal and informal interreligious communication, that is, dialogue projects undertaken explicitly under the auspices of religious differences as well as forms of communication in which people meet without necessarily displaying their respective religious identities. State commitment in the field of interreligious communication should always take into account the existing and emerging diversity, including intrareligious differences, while also ensuring the substantive participation of women (who continue to be largely discriminated against in many dialogue projects). Moreover, school education also deserves special attention in this context, since the school is arguably the most influential institution in which interreligious communication (both formal and informal) can be experienced on a daily basis, during the formative years of young people and with the prospects of promoting sustained open-mindedness within the younger generation.12 Fair information and real experiences with religious or belief pluralism, as part of normal public and private life, are among the most important preconditions for developing societal resilience against manifestations of collective religious hatred. (b) Early warning and outreach by the State towards religious communities 47. While interreligious communication can build trust between communities, outreach activities by the State should also aim to establish trustful relations between representatives of the State administration and representatives or members of various religious 11 12 12 On 22 October 2013 the Special Rapporteur hailed a key breakthrough in interfaith communication reached by a cross section of religious leaders in Cyprus. The agreement allowed Muslim and Greek Orthodox religious leaders to cross the Green Line dividing the island. The Special Rapporteur praised the religious leaders, and encouraged them to create an inclusive institutional framework to promote ongoing communication, such as an interreligious council for peace in Cyprus. The breakthrough became possible after the first interreligious round table held in Cyprus on 12 September 2013, organized by the Office of the Religious Track of the Cyprus Peace Process, under the auspices of the Embassy of Sweden, and in cooperation with OHCHR. See A/HRC/16/53, paras. 20–62. See also the Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools.