Supreme Court had accepted that religious minorities had the right to set up their own educational institutions and that the State could not interfere with the governing bodies of those institutions or how the groups treated their teachers. 20. Admission to schools in India was normally based on merit; minorities had however insisted on their right to select pupils on the basis of their own principles. The Supreme Court had upheld that position. In one case the State had accepted the exceptions required by minorities but had refused funds on the grounds that the Constitution guaranteed only the right to establish institutions. Again, the Supreme Court had upheld the minority right to the provision of funds by the State. 21. In paragraph 19 of his report, Mr. Eide had argued that a meaningful application of article 27 of the International Covenant on Civil and Political Rights was the right of members of a minority to have contact across borders with the same or similar ethnic, language or religious groups. In his own view, cross-border movement was a separate issue and it was questionable whether it fell within the rights of minorities in different States. The granting to minorities of one ethnic origin living in different States of the right to cross-border movement could imply interference with the sovereignty and borders of States and could give rise to serious problems in, for example, Cyprus and potentially in the Soviet Union on the border between Azerbaijan and Iran. 22. In paragraph 21 of his report Mr. Eide had mentioned the right to be consulted, including the right to control natural resources in regions in which the minority lived. It was his view that such a claim went too far as it suggested that minorities would have a veto power which could create 
**Analysis**
The text appears to be discussing the rights of religious minorities in India and their interactions with the government, as well as their relationships with other minority groups across borders. The focus is on education, freedom of religion, and the rights of minorities, which suggests that the category should be related to human rights or social issues.

**Category**
Education, Humanitarian aid and relief