E/CN.4/1998/6 page 8 always continued to cooperate with the Special Rapporteur, specifically through several rounds of consultations in Geneva. The Special Rapporteur would like this cooperation to be even more specific. Cooperation with India with regard to visit follow-up also seems to be on a firm footing, although its formal reply has not yet been received. 30. The Special Rapporteur noted with interest Commission on Human Rights resolution 1997/37, entitled “Human rights and thematic procedures”, in particular: “The Commission on Human Rights, ... “1. Commends those Governments that have invited the thematic special rapporteurs ... to visit their countries ... ; “2. Encourages all Governments to: ... (c) Consider follow-up visits designed to assist them with effective implementation of recommendations of the thematic special rapporteurs and working groups; “3. Invites the Governments concerned to study carefully the recommendations addressed to them under thematic procedures and to keep the relevant mechanisms informed promptly on the progress made towards their implementation”. 31. The Special Rapporteur hopes that adequate financial resources will be made available for the mandate so as to permit not only the traditional in situ visits but also follow-up visits. IV. DEVELOPMENT OF A CULTURE OF TOLERANCE 32. In accordance with his mandate and pursuant to paragraph 14 of resolution 1994/18, in which the Commission on Human Rights encouraged the Special Rapporteur to examine the contribution that education could make to the more effective promotion of religious tolerance (a provision annually reiterated by the General Assembly and the Commission on Human Rights), the Special Rapporteur began by undertaking a number of consultations and tasks which enabled him to confirm his initial conclusions as to the role of education as an essential and priority means of combating intolerance and discrimination. 33. Education can be decisive in inculcating values predicated on human rights and fostering tolerant, non-discriminatory attitudes and behaviour in individuals and groups, thus helping to spread the human rights culture. The school, as an essential element in the educational system, may constitute a fertile and highly suitable terrain for lasting progress in the area of tolerance and non-discrimination in matters of religion or belief.