Those responsible for developing the education system should seek to combine interaction and participation of all with support for the maintenance and development of diverse identities.109 45. States should respect the right of persons belonging to minorities to be taught their language or to receive instruction in this language, as appropriate, especially in areas inhabited by them traditionally or in substantial numbers. States should complement this by developing integrated and multilingual education systems at all levels designed to provide equal access, opportunities and educational outcomes for all pupils, regardless of their majority or minority background. Such integrated education should also include teaching all pupils about the diversity in their society. Education policies should strive to find an appropriate balance between respecting the established right of persons belonging to minorities to be taught their minority language or, where conditions are met, to receive instruction in this language110 and the need to create a common educational space with equal opportunities for all to receive quality education. In this context, it is important that segregation in education, even when self-induced by minority communities, is avoided, while fully respecting the educational rights of persons belonging to minorities.111 In pursuing such a balance, integrated education policies should be based, inter alia, on the following: − Education policies at all levels, from pre-school to adult learning, should be directed towards ensuring equal opportunities for every individual to fulfil his or her potential to develop the skills, knowledge, capacities and networks necessary to become a productive and engaged member of an integrated and cohesive society; − Policies should aim to foster common integrated and inclusive educational environments that recognize, value and respond to diversity and promote a culture of respect for others within the student body and beyond; − The education system should develop and teach a general compulsory curriculum with associated learning materials that includes teaching about the 109 As put forward, inter alia, by the Hague Recommendations and the Commentary on Education. 110 FCNM, articles 12–14, and the Hague Recommendations. 111 Also see Guideline 7. Guidelines on Integration of Diverse Societies 55