A/RES/50/81 Page 11 of cultural differences in their own societies and given opportunities to learn about different cultures as well as tolerance and mutual respect for cultural and religious diversity. Governments and educational institutions should formulate and implement educational programmes which promote and strengthen respect for all human rights and fundamental freedoms and enhance the values of peace, solidarity, tolerance, responsibility and respect for the diversity and rights of others. 4. Vocational and professional training 28. Governments and educational institutions, in cooperation with regional and international organizations, could establish or enhance vocational and technical training relevant to current and prospective employment conditions. Youth must be given the opportunity to access vocational and professional training and apprenticeship programmes that help them acquire entry-level jobs with growth opportunities and the ability to adjust to changes in labour demand. 5. Promoting human rights education 29. Governments should ensure that the United Nations Decade for Human Rights Education, which began in 1995, is adequately observed in schools and educational institutions. In order to make youth aware of their civil, cultural, economic, political and social rights, as well their societal responsibilities, and in order to develop harmonious inter-community relations, mutual tolerance and respect, equality between women and men, and tolerance for diversity, Governments should develop human rights education strategies targeted at youth, taking particular account of the human rights of women. 6. Training for enterprise programmes 30. Governments, in cooperation with regional and international organizations, should formulate model training programmes for youth in individual and cooperative enterprises. They are encouraged to establish self-contained enterprise centres where young people may plan and test their enterprise venture concepts. 7. Infrastructure for training youth workers and youth leaders 31. Governments should assess the adequacy of facilities and programmes to train youth workers and youth leaders, including the adequacy of curricula and staff resources. On the basis of such assessments, Governments should plan and implement relevant training programmes. Non-governmental youth organizations should be encouraged and assisted in formulating and disseminating model training courses for use by member organizations. 32. Interested organizations should investigate possibilities of strengthening international youth worker and youth leadership training, with priority given to accepting participants from developing countries. In cooperation with concerned organizations that provide training opportunities for youth, including internships and volunteer programmes, establishment of an inventory of such programmes could also be explored. /...