A/HRC/10/8 page 6 non-discriminatory opt-out rights should be granted for parents and pupils in case these programmes are not sufficiently objective. On the central issue of school curricula, the Toledo Guiding Principles provide that curricula should be developed in accordance with recognized professional standards in order to ensure a balanced approach to study about religions and beliefs. The preparation and implementation of these curricula should be inclusive so as to give different stakeholders the opportunity to offer comments and advice. Moreover, attention should be given to key historic and contemporary developments pertaining to religion or belief, and curricula should reflect global and local issues. In addition, care should be taken to avoid inaccurate or prejudicial educational material, particularly when this reinforces negative stereotypes. Teachers have a prominent role to play implementing these curricula. They should first have a commitment to religious freedom that contributes to a school environment and practices which foster protection of the rights of others in a spirit of mutual respect and understanding among members of the school community. Furthermore, in accordance with the Toledo Guiding Principles, those who teach about religions or beliefs should be adequately educated to do so, in terms of both subject-matter competence and pedagogical skills, and they should also receive ongoing training for using the curricula. 9. On the basis of the assumption that there is a positive value in teaching that emphasizes respect for everyone’s right to freedom of religion and belief and that teaching about religions and beliefs can reduce harmful misunderstandings and stereotypes, the Toledo Guiding Principles were drafted in order to deepen commitment to human rights standards. The aim of these guiding principles is neither to propose a curriculum for teaching about religions and beliefs, nor to promote any particular approach to the teaching about religions and beliefs. Rather, they seek to assist all relevant actors in the field of education - teachers, educators, legislators and officials in education ministries as well as administrators and teachers in private and religious schools - to ensure that teaching about different religions and beliefs is carried out in a non-biased and balanced manner. 10. At the regional level, the Special Rapporteur was also invited to address the European Parliament in the framework of the European Year of Intercultural Dialogue (2008). In her speech of 18 June 2008, she emphasized the importance of interreligious and intra-religious dialogue in order to promote the right to freedom of religion or belief through preventive efforts. The Special Rapporteur emphasized that the rule of law and the functioning of democratic institutions were essential prerequisites for the establishment of a favourable climate conducive to real dialogue and understanding. People need to have trust in State institutions and representatives, and diversity within these institutions may contribute to creating such an environment. State policies should provide enough space for a variety of religions and beliefs and therefore create natural opportunities for interaction and understanding. 11. At the international level, the Special Rapporteur participated in a joint contribution with 13 other special procedures mandate-holders (A/CONF.211/PC/WG.1/5) in order to provide substantive input to the review process of the Durban Declaration and Programme of Action. She also addressed the Preparatory Committee of the Durban Review Conference at its second substantive session on 6 October 2008. In the joint written contribution, the Special Rapporteur provided responses to six questions relating to the Durban Declaration and Programme of Action adopted in 2001 by the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance. In doing so, she focused on issues and themes relevant to her mandate.