Han Chinese in the autonomous areas was, in general, better than that of the minority groups. He hoped that, in its next report, the Chinese Government would provide detailed statistics in support of that statement, giving details, for instance, of the respective incomes of the Tibetans and the Han Chinese in Tibet. He had asked about the language of education in the autonomous areas. The Chinese representative had stated that an increasing proportion of teaching in the Tibetan Autonomous Region was undertaken in the local language. He would welcome similar information for the other major autonomous areas. He had also asked about freedom of religion. The Chinese representative had said that freedom of religion was of fundamental importance to national minorities and formed part of their national identity. He would like further details about an individual's freedom to enter a monastery, both in Tibet and in other autonomous regions. What was the economic situation of the monasteries? Did an individual need permission to enter one? His final question to the Chinese representatives had concerned family planning policy, and he would like to thank those representatives for their detailed replies on that subject. Mr. YUTZIS said that the lengthy discussion of the Chinese reports had been appropriate in view of the country's importance and the sheer size of its population. Freedom of religion was one of the rights most closely connected with the development of a people's identity, and he would welcome further information on religious training, an aspect of religious freedom which seemed to be problematic in Tibet, although the information available appeared to vary according to its source. The documents of the Commission on Human Rights, for example, gave a picture rather different from that provided by the Chinese periodic reports and the oral presentation of the Chinese representatives, in 
**Analysis**
The text discusses the economic situation of the Han Chinese and minority groups in China, specifically in the autonomous areas. It also touches on topics related to education, religion, and family planning policy. These topics suggest that the category should be related to human development and social issues.

**Category**
Education, Humanitarian aid and relief, Culture