A/HRC/41/24 humanitarian law that target security forces and government officials. Such programmes exist in Ecuador, Portugal and Slovenia, among many other States. In Indonesia, a human rights-based curriculum has been implemented at all levels of education of the national police and defence forces. In 2018, the Indonesian military chief issued principles according to which the rules of engagement of military personnel shall not contradict national laws and regulations, or international humanitarian and human rights law. The Romanian National Expert Network on Genocide Prevention and Multidisciplinary Research on Mass Graves provides a platform for the exchange of expertise in the fight against genocide and mass atrocities for prosecutors, criminal investigators, police and experts from the fields of forensics, criminology, pathology, anthropology and history. 48. Member States are also providing political and financial support to implement the Plan of Action for Religious Leaders and Actors to Prevent Incitement to Violence that Could Lead to Atrocity Crimes through education to promote inclusive and peaceful societies. The Plan of Action, which I launched in July 2017, was developed with the support of the Office of the Special Advisers. It includes suggestions for religious and other societal actors to address hate speech, prevent incitement to discrimination, hostility and violence and contribute to peace and stability. Given the particular influence that religious leaders have in their communities and their mobilizing capacity, I encourage Member States to provide support for the implementation of the Plan of Action and institutionalize relevant educational programmes. B. Teaching about a history of past violations 49. Education about the past is a key part of preventing atrocity crimes. This is especially important in societies that have a history of atrocity crimes or grave human rights violations, and where these have not been adequately acknowledged or addressed. Justification, biased accounts or denial of past instances of atrocity crimes may increase the risk of recurrence of violence. Teaching about a recent past of atrocity crimes is important to ensure that the crimes and their consequences are not forgotten. It is also important because lessons can be learned from the root causes of or what led to the commission of such crimes. By understanding these processes, and being able to identify early warning signs, new generations will be able to prevent the recurrence of similar violent events. In this way, education strengthens societies’ resilience to atrocity crimes (A/67/929– S/2013/399). 50. In Germany, teaching about the Holocaust is mandatory in secondary schools and the education system also places emphasis on extracurricular activities, including visits to historic locations and memorials as well as meetings with survivors. In Croatia, Poland and Romania, teaching about the Holocaust and other pasts incidents of atrocity crimes is part of formal education in order to teach future generations about the urgency of preventing genocide. 51. Incorporating instances of past atrocity crimes in educational materials shows that a State acknowledges and recognizes the suffering of victims and the groups to which they belong. Education and the teaching of a recent history of violence, war, conflict and oppression could become a tool to transform relationships between individuals from different groups, making the recurrence of violence less likely. In Rwanda, the Education Board and the Ministry of Education have integrated genocide studies in the curricula of its primary-, secondary- and higher-education institutions. The curriculum, developed in 2008, incorporated the subject of the genocide against the Tutsi in Rwanda, during which moderate Hutus and others who opposed the genocide were also killed, while emphasizing the unifying and inclusive qualities of nationality, citizenship and patriotism instead of ethnicity. In this way, focus is put on a collective identity as Rwandan rather than Hutu or Tutsi. 52. It is also important in this type of teaching to incorporate factually correct and multifaceted accounts of past atrocities in national curricula of history education. The Basic Principles and Guidelines on the Right to a Remedy and Reparation for Victims of Gross Violations of International Human Rights Law and Serious Violations of International 11