I- Through Educational and Didactic programmes A) Primary Education and Secondary Education 593. The promotion of the culture of human rights is indispensable for living the real sense of the word citizen: co-sovereign in a city, that means a free State. Only the school which holds the key to the future and which only operates in the universal and modernist contexts is qualified to provide the hard core of this training. 594. Article 8 of the orientation law n° 2002-80 of 23rd July 2002, relative to the education and school teaching stipulates that « the School ensures, within the context of its educational role, in collaboration with the family and in complimentarity with it, the education of the youth in the respect for accepted standards of behaviour and the rules of good behaviour, and in the sense of responsibility and of initiative. On this basis it is called upon to: − Develop the civic sense of the youth, educate them in the values of citizenship; consolidate in them the awareness of the indivisibility of freedom and responsibility, prepare them to participate in the consolidation of an interdependent society founded on justice, equity, the equality of citizens in rights and responsibilities; - Develop the personality of the individual in all its moral, emotional, mental and physical dimensions; refine his talents and faculties and guarantee him the right to build his individuality in a manner which sharpens his sense of criticism and will so that he can develop a sense of perspicacious judgement, self confidence, a sense of initiative and creativity. − Raise the youth with a liking for effort and love of work considered as moral values and as a decisive factor in the development of autonomy and builidng of the personality; and provoke in them the aspiration for excellence, -Educate the pupil in the respect for common values and on the rules of communal living ». 595. The promotion of the culture of human rights consists in allowing the civic pupils-students to intellectually take ownership of the most complex tools which contribute to the formation of a civic mind and conduct. It is a question of ensuring that the civic pupils-students are convinced of the need to fulfil their responsibilities, towards the national community, conscious of their rights and responsibilities, ready to stand in solidarity with the national community, convinced of the need for democratic behabiour, imbued with humanitarian values (freedom of conscience and of expression, respect for others, openness, tolerance, solidarity). These objectives are at the basis of a jurisdictionally-constitutional citizenship and of an active citizenship, of involvement, through conscious commitment in the mechanism of public activities. They therefore correspond to an extension of the societal links, of organic solidarity. In other words, the democratic culture can only stimulate citizenship and promote the democratic transition to a better society. 596. It is in this manner that we find ourselves on the terrain of a certain conception of democracy, not as a given talent or preserved heritage, but as a daily living practice, since the notions of freedom and democracy are 124