A/HRC/8/52 page 131 identification is challenging for the authorities. The Ministry of the Interior was responsible for assisting victims of trafficking in human beings. Various services and support measures were organised for the victims and coordinated by asylum-seekers’ reception centres in Joutseno or Oulu. In addition to taking care of accommodation and means of support, these measures may also include emergency aid, health services, legal advice and interpretation. Victims of trafficking in human beings were also given guidance in practical matters. In organizing services, attention was paid to the victims’ individual needs and safety. For reasons of safety, information relating to victims of trafficking in human beings was kept confidential. Authorities responsible for assisting victims, along with other parties involved, were bound to professional secrecy. 324. In reply to the question on action taken by the Government to prosecute racially motivated crimes it was explained that one of the aims in the Prosecution Service in 2008 was to raise awareness to see whether a crime under prosecution was racially motivated. The Office of the Prosecutor General has ordered (order No. 2008:1) the prosecutors to report to the Office on all crimes which might have a racist motive. 325. Finland was asked whether it would consider integrating issues such as the resolution of the existing human rights problems, like racism and intolerance, into Finnish human rights education programmes. In reply it stated that in the core national curriculum for preschool education, basic education and upper secondary schools, the basic values were human rights, equality and democracy. Education against racism was also part of the core values in all the curricula. Basic education promoted tolerance and multicultural understanding. Human rights, tolerance and democracy were also incorporated in the core curriculum for adult education, both in the basic and upper secondary education for adults. 326. Special features in the education of different language groups and cultural groups have also been observed in the new core curriculum for basic education. The national languages of the Sami as an indigenous people and the national minorities have to be taken into consideration in education. The curriculum also emphasized the versatility the immigrant students from various different countries bring to the Finnish culture. 327. The Ministry of Education had, together with the Ministry for Foreign Affairs, the National Board of Education and civic organizations, prepared a national programme on internationalization. Education in human rights, tolerance, multiculturalism and minorities was part of this programme. One goal was to continue to strengthen the practical internationalization in schools and to evaluate the need for the development of school materials. 328. In 2005 the Equality Act was amended to include measures to be taken to promote equality in educational institutions. In general education, this meant the upper secondary schools. According to the amendment, the schools were required to make an equality plan once a year, together with the staff and student body representatives. The plan had to include the equality situation in the educational institution and the promotion of equality in schools. Special attention had to be paid to the student selections. 329. Information was also provided on how Finns and others can follow up on visits by the special procedures and on the recommendations of treaty bodies, which is also contained in paragraphs 86 and 87 of the national report (A/HRC/WG.6/1/FIN/1). It was explained that concluding observations were translated into the two national languages, Finnish and Swedish,