The CRC stipulates that the education of the child shall be directed to, amongst other things, the development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilisations different from his or her own.324 Other international human rights documents contain similar provisions making it clear that the right to education encompasses respect for cultural diversity and pluralism as well as the promotion of national unity and values.325 Similarly, the UNESCO Declaration on Cultural Diversity326 establishes in article 5 that: All persons have … the right to express themselves and to create and disseminate their work in the language of their choice, and particularly in their mother tongue; all persons are entitled to quality education and training that fully respect their cultural identity; and all persons have the right to participate in the cultural life of their choice and conduct their own cultural practices, subject to respect for human rights and fundamental freedoms. A learning environment that enhances diversity and non-discrimination on the grounds of religion327 and culture promotes mutual understanding and tolerance and contributes to social cohesion and conflict prevention.328 It is a prerequisite to the promotion of religious and cultural tolerance that children are made acquainted with the tenets of religious and cultures which are different from their own. In particular, teaching on the tradition, history and values of minorities should be included in curricula.329 There are, however, ongoing debates about what is required in terms of the obligation to promote cultural diversity in education. 324 Article 29(1)(c) of the CRC. See, for example, article 13(2) of the Protocol of San Salvador, article 11(2) in particular (c) – (g) of the African Children’s Charter and article 4(4) of the United Nations Declaration on Minorities. 326 Adopted by the 31st session of the UNESCO General Conference, Paris 2 November 2001; it is also important to note that this affirmation is made on the basis of UDHR article 27 and ICESCR articles 13 and 15. 327 Jordan set a good example when reconsidering recently its Islamic teaching. After realising that schoolbooks contained passages insulting other religious, such as Judaism and Christianity, the Government set up a committee to change the curriculum to describe Islam as an open faith and to stimulate more free debate on previously forbidden questions. “Jordan Reconsiders its Islamic Teaching” (13 June 2005) at http://www.wwrn.org/article.php?idd=17313&sec=33&con=36 (last accessed 12 March 2007). 328 Children’s Committee General Comment No. 1: The Aims of Education CRC/GC/2001/1 17 April 2001 at para 11. 329 The United Nations Permanent Forum on Indigenous Issues suggests implementing these contents to promote indigenous knowledge, Report on the third session (10-21 May 2004) E/2004/43 and E/C.19/2004/23 at para 19(h). 325 115