E/CN.4/1989/44 paqe 21 "The more formal programme of instruction for national schools was replaced by the new curriculum in 1971 which allows a wide measure of freedom to the individual school and the individual teacher. The curriculum which is child centred rather than subject centred is essentially a flexible inteqrated entity ... Teachers are encouraqed to select the programme most suitable for each school and it is emphasized that the child's own environment is a relevant consideration when this selection is beinq made ... "... The decision to construct an integrated curriculum was based on the theses, inter alia, that the separation of reliqious and secular instruction into differentiated subject compartments serves only to throw the whole educational function out of focus, and that although curricular subjects differ, some, because of their nature, defy all barriers to contain them. "... An integrated approach means that, while there is still some specific time spent each day on the teaching of religion, there is a cross-reference in various aspects of the curriculum to topics already dealt with. In dealing specifically with religion, parents have the right to withdraw their children from class and the Rule specifying that no child receives religious instruction of which his/her parents disapprove stands and is strictly enforced ..., the differing religious beliefs of any class member would be taken into account and the appropriate adjustments to the approach adopted. ii "It should be pointed out that there is provision under the Rules for the establishment of a new national school where the numbers of a particular denomination in the area are sufficient to warrant its establishment and continuance. There is also provision for the setting up of multi-denominational schools and a number of such schools are in operation and receive State funds on the same basis as denominational schools. "The employment of practising Catholics "In accordance with an agreed set of procedures and rules, school boards of management, representative of parents, teachers and the patron, appoint the teachers and principals of schools. The Department has no function in the matter other than to sanction such appointments in compliance with the Rules. "... While the Rules do not lay down reliqious qualifications as such for teachinq appointments, they recoqnize the riqht of manaqement to refuse to accept a particular teacher on qrounds of faith and morals. "... The concern of school authorities with reqard to the reliqious standinq of the teachers and principals they appoint clearly derives from the denominational nature of the schools and the fact that, as well as teachinq secular subjects, the teachers are also teachers of reliqion which is a fundamental part of the school course. However, the criteria