The 1989 OSCE Vienna Concluding Document provides protection for religious education in any language, along with the right for parents to ensure religious education of their children in line with their own convictions. Paragraph 16 declares participating States will "respect the right of everyone to give and receive religious education in the language of his choice, whether individually or in association with others," and will respect "the liberty of parents to ensure the religious and moral education of their children in conformity with their own convictions." The wisdom of the Vienna Document lies in the right of the individual to pursue religious education – the State does not have such a recognized role.

The United States clearly has an open and healthy debate about this issue in our own country. It is not an easy issue. In the United States, the separation of church and state has resulted in placing the responsibility of religious education in the hands of the individual and the parents, not the State.

Problems often arise in countries where a particular religious community represents the majority of citizens, and where governments have mandated the teaching of the majority communities’ beliefs, while denying that possibility to minority religious groups, whether in primary and secondary schools or in higher education such as theological seminaries.

By not allowing parents to exempt their children from religion classes in public schools, States can be in violation of international commitments that no one can be coerced to have or to adopt a religion or belief. The banning of students wishing to wear religious clothing, such as the traditional Muslim head scarves, the hijab, deprive them of their right to an education and their right to express their religious beliefs. Banning students for displaying a belief is obviously counterproductive.

Intolerance, rather than tolerance, is fostered in situations where the teachings of the majority religion, or the State’s interpretation of such teachings, do not respect the right of individuals to freely choose and practice their own religions. Of particular concern is the inclusion in textbooks of the list of religious groups deemed by the State to be "heresies".

In closing, allowing the free marketplace of ideas to operate freely is a key element in promoting tolerance through education. The inclusion of all religious communities wishing to participate in public debate is one mark of a healthy and growing society. Attempts to forcibly indoctrinate students entirely on secular values or entirely on a religious persuasion is inherently problematic. Allowing the use of indigenous languages in religious education, as well as allowing parents to determine how best to educate their children, are commitments OSCE participating States must uphold. When governments deny or infringe on these commitments, minority religious communities are subjugated further, forcing them closer to the fringe of society. By making education systems inclusive, all students will benefit.