Discrimination became an integral part of the developing personality of each E/CN.4/1990/SR.50 page 15 child, young person or adult. In 1985, the General Conference had decided to set up a permanent system of national reports on the implementation of the Recommendation. A first S3mthesis of those reports had been submitted to it in 1989. He referred also to UNESCO's activities in preparing manvials and curricula and in organizing training courses for police and military personnel and journalists; the UNESCO Prize for the Teaching of Human Rights, which had been set up in 1978; and the bulletin Нгзшап Rights Teaching, which it published. UNESCO could nevertheless do even more, for example, in collaboration with the Centre for Human Rights. With that in view, he wondered what had come of the proposals to prepare a convention on the teaching of hvunan rights and proclaim a decade for the teaching of human rights. 75. Academic freedoms were another important aspect of human rights. In 1966, UNESCO had adopted a Recommendation on the Status of Teachers, with a Recommendation on the Status of Scientific Researchers following in 1974. A number of non-governmental organizations had also concerned themselves with the issue: for example, the International Council of Scientific Unions had adopted a Charter for Scientists, and the World Federation of Scientific Workers had adopted a Declaration on the Rights of Scientific Workers in 1969. He stressed that, in addition to freedom of thought, conscience, religion and assembly, for example, academics should also enjoy freedom of research, the right to publish and the right to teach. The present climate favoured consideration of those issues, as shown by the useful contribution from the international seminar on factors and conditions conducive to academic freedoms organized by the World University Service in co-operation with UNESCO in May 1989. 
**Analysis**
The text appears to be discussing human rights, specifically the teaching and promotion of human rights, academic freedoms, and the role of UNESCO in promoting these values. It also touches on the importance of education and the need for a convention on the teaching of human rights. This suggests that the category is likely to be related to education, human rights, and cultural development.

**Category**
Education, Culture