16 education level as a subject, preferably by bilingual teachers who have a good understanding of the children's cultural and linguistic background. 3. Secondary, tertiary and vocational education shall be taught mainly or through a substantial part of the curriculum through the medium of the minority language based on a sliding-scale model. Where persons belonging to a national or ethnic, religious or belief and linguistic minority are present in a locality or region and represent a substantial part or majority of the population, their numerical strength may justify a proportional response requiring state secondary, tertiary and vocational institutions teaching and functioning in the minority language, with the State or official language taught as a subject on a regular basis. 4. States Parties shall in relation to admission exams, entrance or similar requirements to public universities and other tertiary or vocational educational institutions take account of the use of minority languages as a medium of instruction in the educational system. States Parties shall have in place exams, entrance or similar requirements in minority languages or, when this is not feasible, some other arrangement to accommodate minorities so that they are not unreasonably disadvantaged or excluded disproportionately from access to higher education on the basis of language. 5. States Parties shall ensure appropriate curriculum development and teacher training responsive to minority needs and interests. These include: (a) Curriculum development which includes pedagogical material in minority languages for use in classrooms for all levels of teaching and subject matters to be taught in these languages. This material should be culturally appropriate and reflect the positive cultural and historical contributions of minorities. (b) Teacher training and employment should be directed towards recruitment of native minority language-speaking teachers, with fluency in the minority language to be used in education a consideration in teaching assignments, in order to achieve the objectives of a teacher workforce reflecting the diversity of a State. 6. State Parties shall develop national curriculum in consultation with minority communities to ensure that historical and other narratives are accurate, and that any prejudicial or discriminatory content against a group is removed and histories, cultures and traditions of minorities are mainstreamed. 7. States Parties shall ensure the support, development and distribution of teaching materials, such as textbooks and similar sorts of materials for teaching in minority languages. 8. Consistently with each State’s existing system of religious or belief instruction, every person belonging to a religious or belief minority has the right to receive information and acquire knowledge about the religion or belief associated with that minority, as well as other religions or beliefs. Conversely, persons from the religious or belief majority in a country have the right to receive information about the religions or beliefs held by minorities. Article 53 1. Persons belonging to a minority shall have the right to establish and manage their own, including faith-based, private schools, educational and training establishments. This includes all levels of education, from pre-school, kindergarten, technical and professional colleges and tertiary institutions. States Parties may not hinder the enjoyment of this right by imposing unduly burdensome legal and administrative requirements regulating the establishment and