ethnic aroups had broken doen nany divi,si.ons as had the educational work of the National Revolutionary itovenent for Developnent- 76, According to the fifth periodic report of the uniled Republic of Tanzanla (CEPo/C/'?s/Add.10). the schooL curriculurn in that country covered civic sublects includinq the bistory of the struggles against colonialism and racism and racial discrimination' rn iEs sixth periodic report (cERD/c/Lo6/Add'4'' ' Argeria stressed li,beracion struggles and the cultural concext to enhance Peoplers understanding of their or,n history. Accordinq to its National Charter one of the tasks of the Algerian cultural revolution wj.th regard !o education and culture $as rrto conbat prejudices based on race, class, sex. or occupation' as oell as anti-social violence, chauvinism and sectarian ideas". 77. According co the seventh periodic rePor! of Tunisia (CE?E/C/gL/Add.28), the concept of international brotherhood is promoted in Tunisia lhrough cultural evenfs such as international festivals and through educational grants and other assistance to Iess-developed African countries. In Morocco, ethich regards itselt as a brldge between Europe and Africa, great importance is atcached to black African culEure and spiritual values, as stated in that countryrs sixth periodic report (CERD/C,/90./Add.6). In the tiftb periodic report of Burkina Faso (cqPa/c/ ]'os/Add, 5 ) . it lras staced that history textbooks were written under the direction of the Af ri.can Pedagog ical Institute in order to present an Afrlcan and a humanist view of history which highlighted lhe contri.bution of African civilization to tbe civilization of mankind. 78. Conparable objectiqes exist in Latin Anerican countries. According to the fifth perioalic report of Mexico (CERE/C/I15/Adal.1) , efforts are nade to ceach pupils to absorb. enrich and transmit their culture, while sinultaneously respectinq manifestations of olher cullures; to combat ignorance and injustice of all types, dogmat.j.sm and preiudicei and to develop a feeling of national and A/40/694/Add. I Eng I ish Page 22
**Analysis**
The text appears to be discussing the educational systems and cultural values of various African countries, highlighting their efforts to promote diversity, equality, and cultural understanding. It seems that the main focus is on the ways in which these countries are trying to shape their citizens' perspectives on their own history, culture, and identity, as well as their relationships with other cultures and societies.

**Category**
Education, Culture