− − − − − − − − 112 113 114 115 116 56 histories, religions, cultures, traditions and contributions of both minority and majority groups within the State, while reflecting different perspectives. Respect for diversity and pluralism should be mainstreamed into all subject areas covered by the curriculum;112 In multilingual societies, a balanced and inclusive education system should combine tuition in the State and official language(s) with adequate opportunities for pupils to learn their minority language or receive instruction in this language.113 Multilingual education adds value for pupils of all communities and society at large and should be encouraged for minorities and majorities alike;114 Adequate provision should be made to train, recruit and provide on-going support to suitably qualified staff, while ensuring that staff reflect the diversity of the society and are properly prepared to teach in a diverse classroom environment; Where appropriate, specific bilateral agreements regarding teaching materials and the exchange of teachers might be concluded with other relevant countries;115 Additional support for members of disadvantaged minority communities should be provided, as required, to ensure that they can function in the classroom, in future employment and in other socio-economic contexts on an equal footing with other members of society; To ensure full participation of all key stakeholders and a sense of ownership, education practices should aim to foster the engagement and participation of all students, parents and communities at the local and school levels; States should respect minorities’ right to establish or maintain separate education institutions (public or private) for linguistic or religious reasons that provide education in keeping with the wishes of the pupil’s parents or legal guardians.116 Participation in such systems and attendance at such institutions should be optional and the education provided should conform to national standards established by the competent authorities; Where institutions are established on the basis of culture, language or religion, arrangements for promoting understanding and regular interaction between students attending different institutions or classes should be promoted. Steps for ensuring some diversity of intake should be considered and combined with measures to ensure an environment conducive to retaining this qualified diversity; If students from certain communities are disproportionally assigned to special schools or separate buildings or classes without an objective and reasonable Also see Convention on the Rights of the Child, article 29(d). FCNM, article 14, and the Hague Recommendations. Guideline 43. Bolzano/Bozen Recommendations, Recommendation 18 Convention on the Rights of the Child, article 18. Guidelines on Integration of Diverse Societies