A/66/156 43. In addition, the State has the ability to directly invite representatives of religious or belief groups to meetings, thus taking the role of host and facilitator. This can be done at all levels of government, including at the municipal level. Indeed, reports indicate that many successful dialogue projects have actually been initiated by mayors or other municipal actors. Such invitations can have various advantages. The “neutral” framework of the State may facilitate dialogue even between groups which, owing to a history of conflicts or other negative factors, would not be likely to meet at their own initiative (see also para. 50 below). The establishment of interreligious forums facilitated by the State can provide new space for dialogue among groups of different religions, philosophical orientations and other sections of society, including indigenous and small belief communities. Another advantage of State invitations concerns the proposal of constructive agendas for interreligious dialogue projects. The presence by the State in the role of host of interreligious dialogue may also be particularly useful whenever themes of general public interest are to be discussed. 44. Finally, State institutions, such as public schools, provide a very important venue for both informal and formal interreligious communication. States have an obligation to make use of the manifold options inherent in the school system by providing appropriate teaching material, offering interreligious training for teachers and facilitating encounters among pupils. As the Special Rapporteur emphasized in his annual report to the Human Rights Council at its sixteenth session, school education has an enormous communicative potential in this regard (see A/HRC/16/53, para. 21). 17 This can include the distribution of interfaith toolkits at school or on campus, for example through students unions, with a view to increasing dialogue and mutual understanding between different religious groups. Such projects can aim to share resources, offer good practice and training to alleviate possible tensions between certain groups in schools or on university campuses and ultimately strengthen good relations in educational institutions. Moreover, schools and university campuses are seen as pivotal places where interreligious communication occurs. 45. Public museums, at national or municipal levels, can also serve as platforms for facilitating interreligious dialogue projects. For instance, projects that encourage students from both denominational and non-denominational schools to explore interreligious issues can be documented, with the materials being made accessible to the wider community. Museums can also showcase stories told and discussions held, which can further facilitate and initiate discussions with students and the local communities. Furthermore, the mandate of public service broadcasters should require them to promote intercultural understanding and to foster a better understanding of different communities and the issues they face (see principle 9.2 of the Camden Principles12). __________________ 17 16 See also Human Rights Council resolution 16/13, which underlines that educational institutions may offer unique possibilities for constructive dialogue among all parts of society, and that human rights education in particular can contribute to the elimination of negative stereotypes that often adversely affect members of religious minorities. 11-41943