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The article presents an interpretation of the final document of the International Consultative Conference on School Education in relation to Freedom of Religion and Belief, Tolerance and Non-Discrimination. Beginning by an analysis of the UN Declaration on the Elimination of All Forms of Intolerance and of Discrimination based on Religion and Belief and showing the internal and external difficulties that the International Conference had, the article finish tackling the last development on religious freedom that have been approved after the Conference,

Since the provisions in the Declaration on the elimination of all forms of intolerance and discrimination based on religion or belief of 1981, the Special Rapporteur on the question of Freedom of Religion and Belief has been monitoring the situation in the field of freedom of religion and belief and has been alerting the international community. In the past, his daily activities have been mainly focused on the manifestations of intolerance and discrimination around the world. Nowadays, he proposes to the Commission on Human Rights and the General

The Spanish Constitution recognizes parents right to have their children receive a religious education according to their beliefs. The Religious Freedom Act (LOLR) includes the right to religious teaching as an integral part of the right to religious freedom. Nevertheless, the Educational System Act (LOGSE) limits religious teaching in school only to Confessions that have signed Cooperation Agreements with the State according with their terms (Catholic Church, and the Protestant, Jew and Muslim Federations). The designations of the teachers, the

The subject treated is the development of the regulation of the teaching of religion since the approval of the Constitution (1978). At present, schools must offer religious instruction, although it is not compulsory for pupils to attend. Those who do not attend must take part in alternative activities, which are not assessed. This leads to an unsatisfactory situation. After a discussion of different proposals presently considered in an effort to arrive at a new regulation, requirements are examined for a new formula to be accepted as satisfactory

The thoughtful and personal knowledge of religion is only acquired through the experience of the free and lucid obligation to the transcendent and infinite Being. Children and young men and women need an essential education so that they can live and grow up with an open vision of life, thus learning different ways of meeting new people and therefore discovering which are the values, virtues and ideals of life. This personal maturity provides children and young people with an aptitude to find out that the religious commitment, far from alienating

This article points out the current situation of depersonalisation, which, together with the hedonism and relativism, has displaced the Gospel from being the main subject of the educational program in several catholic schools. This means that in these schools the catholic matter has turned out to be something symbolically insignificant. Todays Christian education should teach to fast -living in a situation of poverty-, to study -having a theological education-, and to pray, main condition for a real conversion. The teacher of catholic religion shall

Nowadays, the teaching of the Religion introduces several problems at a legislative level, in the academic area and due to the social situation in which it is involved. This type of teaching demands a huge vocational strength from the teacher, a deep Christian feeling and special attention to the dialogue faith-culture, everything in an atmosphere of freedom. That freedom, the right motivation, a strong base belief and a well-elaborated programming are the pillars of the Religion teaching in the school. In order to reach the academic excellence,

Nowadays religious education in the United Kingdom is reduced to explain the different religions in the world and it does not go into religious sensibility" in any depth. Thus, in many schools it is often said that an atheist can be a very good teacher of religious education. However, only a person who is aware of religious sensibility and who knows how to explain it can be a good teacher of religious education. Only then we could understand that it has both a material and spiritual dimension, a specific and a universal connotation and that it is