text: were nentioned, And the eighth periodic report of Bulgaria (CERD/C,/flg,/Add.f?)stated thal its school curricula were inbued with the ideas of internaeionalism andwith respect for the history and culture of all peoples. 69. China al-so reported that deliberate progranmes had been developed todiscourage chauvinism among its minori.ty popurations and especiarly to discouraqechauvinisn in lhe majoriCy Han population (see eERD/C/lOt /A<1d.2 and 3). '10. fn its seventh periodic report (CERD/C/LO7 /Add .Zl, Iraq stressed that itseducat.ionar lork aqainst racism was based on the uNEsco convention aqainstDiscrirnination in Education and the progranne of Accion of the second liorrdconference to combat Racism and Racial Discrinination. Accordinqry. subjects suchas civics, history and geography lrere taught. in such a ',ay as Eo exclude any racialdiscrimination or prejudice so as to forn a qeneration unrnarked by colonialisn andracism' rraq also reported that the Ministry of culture and Tnfornation includedamonq igs objectives! to revive tbe rslanic heritage and foster knowledge of theva1ues and achievements of Arab civilization and to assess it,s i.nfluence on other human civilization. '7I. The educational approach contai.ned in the constitution of Haiti also reflectsits o,,n reqional ideas as nell as uni.uersal ideai. The fifth periodic report ofHaiti stated that freedom and eouality were its essential foundations and theseconcepts vere incompatible 'rith discrirnination. It also stated that theIeqi-slature r,as arare in draftinq the constitution, lhat hatred and intolerancerepresented tbe most harnful consequences of racial discrinination and thaE Ehedeeelopment of the ideal of national unity, pa n-A,ner ican i sm and universality l^'erevieued as lhe most effective maans of counteractinq racial discrininalion.
analysis: The text discusses the educational systems of various countries, highlighting their approaches to combating racism and promoting internationalism, respect for history and culture, and national unity. The emphasis on education, curricula, and cultural heritage suggests that the main focus is on the development of social and cultural aspects rather than economic or environmental ones.