ownership of the rights and freedoms contained in the Charter are implemented through educational activities, specialized training and awareness-raising in communities. 302. Act No. 96/AN/00/4th L of 10 July 2000 on the education system in Djibouti lays down the essential roles of the School (Article 9) which should "educate on health and family welfare; educate on environmental protection and conservation; educate citizens on the principles of democracy, patriotism, national unity, African unity, Arab-Islamic unity and on the values of universal civilization; develop a spirit of solidarity, justice, tolerance and peace in each individual, and develop a sense of autonomy and responsibility”. 303. These missions entrusted to schools in Djibouti will progressively help to shape and push forward human rights education. 304. Prior to the enactment of the law, promotion of the culture of human rights was confined to the primary education and professional sectors and its objective was to ensure that students embrace principles and concepts relating to the rights of the child. 305. This stage has been transcended with the introduction of humanitarian rights in history and geography programmes of middle schools, training of teachers in this area and introduction of related concepts in textbooks. This initiative is an effective anchor for humanitarian learning in the education system and will help students learn more about issues relating to international humanitarian law and challenges of humanitarian action for the benefit of human dignity. It is also an essential addition to the promotion of human rights and allows students to reflect on human rights in times of war. 306. Finally, implementation of the Programme on Education for a Culture of Peace (ECP) incorporated into several subjects (History, Geography, French and Arabic), is evidence of the State's determination to fulfil its obligations in respect of national, regional and international commitments by ensuring effective promotion of civic and human rights education. The various teaching aids prepared for teachers should help them educate students on the foundations of good citizenship, on individual, collective and universal human rights, on the principles of the Republic and the rule of law and develop their critical thinking skills based on legal and historical texts. This process is spread over a period of eleven years, from basic to secondary education. 307. The higher education sub-sector whose numbers are on the rise is still on the sidelines of this movement in favour of human rights promotion. Regardless of the type of commitment, its involvement in the protection of human rights would represent an investment in the future and would give new impetus to the promotion of human rights in the country. 308. Specialized training sessions in human rights were also organized by ministerial departments in collaboration with the CNDH and development partners to strengthen the capacities of civil servants. 309. The purpose of these training programmes is to help civil servants gain a better understanding of new legislation and/or of newly-established institutions. Police officers have thus been trained on the Family Code to enhance their knowledge on issues relating to the rights of the child and women and further 57