A/HRC/19/77 83. Mr. Dy stated that Governments should allocate an adequate budget to the abovementioned, and highlighted the role of non-governmental organizations in the field of genocide education. Dr. Gasanabo encouraged the revision of history textbooks on the basis of objective research. In the discussion that followed the presentations, delegates stressed the importance of history teaching, including genocide education, in combating racism, racial discrimination, xenophobia and related intolerance and in the prevention of conflict. 84. The Head of the Department of the Committee for External Relations of the City of Saint Petersburg, Ms. Sakharova, recalled that the Russian Federation was a country where most nations had largely preserved their traditions, languages and religion in a context of political and cultural unity within the State. To prevent dissemination of xenophobia and racism ideas in the multi-ethnic community of Saint Petersburg, the city had implemented a policy of harmonization of inter-ethnic, intercultural and inter-confessional relations. In this framework, she pointed out the tolerance programme, which aimed at sensitizing people to the importance of mutual ethno-cultural respect based on the values of the multinational Russian society. In addition, the government of Saint Petersburg had launched a programme to train specialists in the area of intercultural interactions, such as teachers. She also referred to, inter alia, specialized educational programmes for high-school pupils, the use of the Internet to promote tolerance and the teaching of Russian to migrants. 85. The representative of the European Union enquired about the possibility of implementing the tolerance programme at the national level and about cultural projects launched for very young children, and also asked whether such programmes promoting tolerance had been implemented in other cities of the Russian Federation. 86. The representative of the European Union reported on the activities promoted by the European Union to combat racism throughout education, recalling that it had adopted the principle of “non-discrimination mainstreaming” in all its policies and activities, including the strategic framework for European cooperation in education and training known as “ET 2020”, adopted in 2009 to support Member States in the promotion of equity, social cohesion and active citizenship. The framework had been launched because the European Union had recognized that education helped to bring key competences to support integration. The representative then referred to several European programmes to reach these goals, including the More Inclusion Less Exclusion (MILE) project to ensure that migrant children receive an appropriate education to be integrated in their host country; the Europe for Citizens Programme, adopted in 2006 to enhance tolerance and mutual understanding between European citizens; and the European Social Fund, created in 1951 to promote economic and social cohesion. VIII. Presentation and adoption of the report on the ninth session 87. On 10 January 2012, the draft report was adopted ad referendum, and the Working Group decided to entrust the Chairperson-Rapporteur with its finalization. IX. Final statements 88. The delegate of the European Union congratulated the Chairperson, other Working Group representatives, especially South Africa, and OHCHR for the good outcome of the session, and stated that it was her understanding that the conclusions and recommendations would be implemented within existing resources. 89. The delegate of Italy recalled the commitment of his Government to the fight against racism and all other forms of intolerance and discrimination. Italy regarded international cooperation in this field as one of the main tools to enhance protection and promotion of 14