A/HRC/25/49/Add.1 Bosnian and Croat curriculum, including, for example, mathematics. In general, pupils from west Mostar choose the Croat curriculum, while pupils from the east select the Bosnian curriculum. According to interlocutors, nothing more can be done by the city and school, since cantonal and pedagogical decisions regarding curriculum content must be followed. A common curriculum simply does not exist, including in the said integrated schools. Hence, further efforts are completely blocked owing to the operative political and administrative environment. 49. Nevertheless, joint extracurricular activities such as sports have started, and administrative bodies, such as teachers’, parents’ and students’ councils, have been integrated, easing interaction and the organization of joint activities like competitions. Still, pupils reported a lack of connectedness across communities and expressed their desire for enhanced joint activities. Teachers organize theatre clubs separately, without sharing information with students from other communities on how to join. In addition, organizational arrangements obstruct interaction: there is no cafeteria, so shared meals are not possible. Pupils from the primary school attend in the morning, while pupils in the secondary attend in the afternoon. It is interesting to note, in contrast, that students themselves have organized initiatives outside of the school to interact, for example bridgebuilding events outside their school premises and on the Mostar bridge. The Special Rapporteur recommends that they receive robust support for such activities. 50. The system put in place in Brčko is often presented as a good model of integrated schools, where the pupils from different communities attend school together and mainly receive instruction in their own languages in the same classroom. According to the Education Law of Brčko District, “the Bosnian, Croatian and Serbian languages, and the Latin and Cyrillic alphabets, shall be used in equal terms in the realization of curricula and facultative activities in primary and secondary schools” (art. 9). The law stipulates that students have the freedom to express themselves in their own language, and that school documents are to be issued in the language and alphabet requested by a student or parent. In class, only the blackboard is divided, enabling teachers to use both the Latin and Cyrillic scripts and to show the differences existing between the various languages. B. Common core curriculum 51. Separated classes facilitate, and are seemingly aimed at, teaching a non-harmonized curriculum and various narratives, in particular related to ”national groups of subjects” – language and literature, nature and society, religious instruction, geography and history. 52. For more than a decade, many steps, supported by the international community, have been taken to develop a common core curriculum to reduce differences of perspectives among students and to promote mutual knowledge and understanding. In 2003, the State Framework Law on Primary and Secondary Education provided for the development of a common core curriculum for all public and private schools, consisting of “the curricula and syllabi of all subjects of primary and general secondary education in Bosnia and Herzegovina that have as broad an agreed common core as possible” (art. 42). All Ministers for Education pledged to introduce the common core curriculum under their jurisdiction in the 2003/04 school year. 53. Unfortunately, an assessment widely shared in the country is that the reform did not bring about significant progress. The main curricula currently used in Bosnia and 12