A/CONF.189/PC.1/7 page 38 relevant international instruments throughout the school population (by organizing special courses on tolerance and non-discrimination, encouraging the formation of human rights clubs and promoting the activities of NGOs in this area). 146. The realization of these aims requires specific measures to be adopted as a matter of urgency, in coordination with UNESCO; one of these might be a survey of the content of school textbooks and manuals, in particular in those countries with large numbers of ethnic and religious minorities (see chap. II, sect. A.2, para. 111ff). Such a study could expose any shortcomings and highlight and take advantage of good practice in information dissemination and training. The results of the study “could help to shape an international educational strategy, centred on the definition and implementation of a common minimum curriculum of tolerance and non-discrimination” (E/CN.4/1997/91, para. 65). The United Nations, UNESCO and UNICEF could well cooperate in such a project. This strategy should form part of the educational training curriculum of primary and secondary school teachers and indeed of all who are involved on a daily basis with the educational scene. It could be extended to include other professionals who, as we saw in chapter II (Factual Aspects), may be concerned by the problem of aggravated discrimination. The programme of advisory services and technical assistance of the Office of the United Nations High Commissioner for Human Rights could make a valuable contribution in this regard. 147. Generally speaking, what States need to do is ensure that, whatever the ethnic and religious make-up of the society, their educational system is capable of observing the following principles, which form the basis of a policy striking at the roots of aggravated discrimination: (a) Schools in particular should be free of all dogmatism and encourage social integration and progress through education and teaching. The State should ensure that public-sector education, at least, does not practise discrimination, for example through a policy of segregating classes according to membership of different ethnic and religious minorities, but promotes dialogue and positive understanding of others; (b) Complete freedom of expression must be guaranteed within educational establishments and young people must be led to respect others and renounce racism; (c) States should develop curricula that follow the principles that should govern human rights education, in particular the culture of non-discrimination; (d) Text book production is of the utmost importance and special attention should be paid to this point so that, in forming young minds, a balance is struck between pride in their own various identities (nationality, religion, ethnicity, etc.) and respect for the groups others belong to. 2. Information and communication 148. In many countries, the media in general and the popular press in particular frequently purvey prejudices and stereotypes that may foment racial and religious discrimination.147 Information plays a vital role in improving the dissemination of the principles contained in United Nations instruments. Prevention is essential if the majority is to get to know the