A/CONF.189/PC.2/22 page 35 dogma-free courses are developed. As has been rightly noted by one author talking about primary and secondary education, the necessary information relates not to human rights as such, or to their philosophical foundations, legal concepts or historical developments, but to the situations in which they come into play.133 In short, rather than instilling theory into students or filling their heads with tedious facts, it is a question of developing reflexes and attitudes of tolerance and a natural respect for differences. 120. Finally, human rights education should not only use traditional teaching methods but should also be adapted to specific factors such as the children’s age, social circumstances, ethnic and social origin, and so on. Making the messages easier to assimilate, for instance by publishing special comic strips and using lively teaching methods that involve the pupils more (role plays, audiovisual and interactive aids, etc.) and develop their critical faculties, can be very effective in combating racist stereotypes and intolerant views. Moreover, national institutions, ombudsmen and minority representatives can play a crucial role in monitoring and following up the implementation of national and international standards relating to the establishment of the educational system and the actual content of the courses. 3. Improving the intercommunity environment of the educational system (a) Strengthening intercultural dialogue inside school 121. Regularly organizing cultural and leisure activities inside and outside school is a good way to arouse pupils’ curiosity, strengthen mutual understanding and friendship and thus promote tolerance among children and adolescents from different ethnic or religious groups. (b) Seeking new partnerships in education 122. Education is not the responsibility of the State alone. The educational process is the responsibility of society as a whole, not just of one particular sector of it. Several actors contribute to shaping children’s minds: the family, the media, civil society, religious groups, the private sector, non-governmental organizations and others play a basic role in reinforcing or correcting what has been done in school in the area of non-discrimination and respect for differences. It is necessary, as suggested in article 7 of the World Declaration on Education for All (Jomtien, Thailand, 5-9 March 1990), to build new and revitalized partnerships to supplement and improve on the teaching provided in school. A code of conduct binding the various actors and containing guidelines on the role of each of them in relation to respect for the objectives of education, particularly in multi-faith or multi-ethnic societies, would be worthwhile. 123. Combating racism and intolerance in schools is also a question of belief. It is thus necessary to bring together representatives of the various religions at the national or international level, according to arrangements suited to each of them and to each country, in order to draw up a common strategy to prevent discrimination and intolerance in the education which children receive outside school. Likewise, human rights groups, whether they are from the majority or a minority, should contribute to the design and periodic review of educational policies.