A/HRC/30/24 facilitated the preservation of indigenous cultures and supported the development of indigenous communities. 15. Teaching methods were described as participatory in nature and little reference was made to formal courses of lectures without active engagement on the part of students. Honduras described how inter-institutional groups were formed to design and implement programmes, including the curriculum framework, methodology, approach, evaluation and profile of participants, with course modules developed by national and international experts. 16. Turkey reported that 31 universities had graduate degree programmes and research and application centres that conducted studies aimed at improving respect for human rights. In Bosnia and Herzegovina, the Human Rights Centre at the University of Sarajevo played a key role in providing documentation, issuing publications, teaching, expert advice, research and reporting on human rights. Switzerland and the Russian Federation, among others, had international master’s degree programmes in human rights, supported by interinstitutional resource centres. A variety of specialized master’s courses were offered in a number of universities, for example, on women and migration (Morocco) and on child rights in public policy development (Honduras). Algeria, Germany and Morocco referred to the United Nations Educational, Scientific and Cultural Organization network of Human Rights Chairs in universities, which helps to promote programmes of this kind. 17. It was clear from the responses that many universities currently provided a rich resource for teaching not only their regular students, but others as well. In Switzerland, the Swiss Centre of Expertise in Human Rights, a network of universities supported by the Federal Government, functions as a service centre on issues relating to migration, police and justice, gender and other aspects of human rights. It offers human rights training and produces pedagogical tools for various groups, including the authorities. The Faculty of Political Science of the University of Belgrade is one example of a higher education institution offering specialist studies for State employees (see section B below). 18. Several States (including the Bahamas, Hungary, Seychelles, Slovenia and Switzerland) reported that human rights currently constituted a basic element in teacher training, both prior to qualification and in service. In Sweden, the Education Act and the national curriculum stipulate that everyone working in schools is obliged to promote respect for human rights. In Togo, human rights training is necessary to obtain a professional qualification to teach in all schools, however, such training is not mandatory for promotion. In Slovenia, candidates for school principal must have attended courses on human rights, while in the Republic of Korea, human rights are included in the training required to qualify as head teacher, deputy head and teacher. Japan includes human rights in the training of librarians. Honduras reported that, in 2013, it had launched a course aimed at helping teachers to detect human rights violations in the educational context, to identify those in situations of vulnerability and to apply appropriate methodologies to teach human rights in the public education system. Since 2012, Georgia has paid special attention to the rights of persons with special education needs and persons with disabilities in programmes for teachers and staff engaged in vocational training. 19. Insofar as in-service teacher training is concerned, Bosnia and Herzegovina noted that the European Charter on Education for Democratic Citizenship and Human Rights, adopted by the member states of the Council of Europe, obliged States to train all educational workers in teaching and educating for democratic citizenship and human rights so that they acquire thorough knowledge and understanding of the matter and the use of appropriate teaching and learning methods. In Estonia, human rights are a priority in inservice teacher training. In the Republic of Moldova, distance-learning courses for teachers were being developed on a number of issues. In Guinea, several teachers had enrolled in the country’s only human rights master’s programme (at University of Sonfonya), although it 6