A/HRC/30/50 56. One example of the promotion of social inclusion and the concept of fair play and respect for opponents, especially among children and adolescents, is the “get ahead” programme in Colombia, which contributes to having a complete education and improving the quality of life of children and young people of ages 7-17 years, both in and out of school. The programme is supported by an incentives package for students and athletes, teachers and coaches, as well as educational institutions, municipalities and departments. 57. Greece seeks to use sport as a tool to instil the Olympic values in the young generation, to help them gradually build a culture of peace. It also supports the development of innovative educational programmes that help to reach the young generation and educate them on how to uphold the Olympic ideal and respect for human rights in their everyday lives. The “imagine peace” educational programme, implemented from 2011 to 2013, aimed at teaching children basic Olympic values. In 2014, the “respecting diversity” educational programme aimed at educating students, through the history and ideals of the Olympic Truce, on how to respect diversity and to address such issues, with Olympians sharing their experience of participating in the Olympic Games. The International Olympic Truce Centre organized an “imagine peace” youth camp in Olympia, Greece, in which participants from all over the world were brought together for a week-long camp to learn the principles and ideals of Olympism. Finally, Greece has endorsed a joint project between UNICEF and the Truce Centre that promotes the values of peace, tolerance and solidarity. 58. In Guatemala, the “90-0” programme — meaning 90 minutes with zero violence — focuses on promoting peace culture and aims at preventing vandalism and violence during football matches. Another programme, the “Friday 24-0” — meaning 24 hours with zero violent deaths — covering 3,791 educational centres aims to coordinate sport and arts projects with a view conducive to an environment of peaceful coexistence within a human rights framework. Guatemala also uses sport as a tool for social mobilization in support for a variety of causes, for example, cancer, autism, peace and non-violence, HIV/AIDS and to help persons with disabilities. Through these programmes, sport also plays a role as an alternative to harmful or high-risk activities. 59. In Brazil, “caravan sport” is a social action initiative in which athletes train children in 10 poor municipalities; and “segundo tempo” is a programme that provides primary and secondary school children with a safe environment after school hours for learning activities that seek to link sport and recreation with hygiene, life skills training and HIV prevention. 60. In China, the 1995 National Health Plan integrated sport and sporting events with national development and national education policies. The Plan lists goals and targets, such as building 1,200,000 nationwide sport fields — thereby increasing to 1.5 square metres the area of sport fields per capita — and stipulates that all children should engage in physical exercise for at least one hour daily while at school. China has 250 million students at school, with the benefits of the plan being self-evident. It contains policies for women, children and young people, the elderly, persons with disabilities and national minorities. The plan also calls for strengthening research into and development of sport for persons with disabilities, and the organization of cultural, physical and recreational activities specifically for children, with free access to public sporting facilities. 61. The Russian Federation promotes the establishment and development of national and international systems of Olympic education, and puts forward its model as a best practice to follow, with 20 years of successful partnership between government and nongovernment stakeholders. 62. France has a policy of prevention and combating behaviour that fails to respect human rights and sporting values. The policy aims to promote athletes’ awareness of the values of the Olympic ideal, to prevent behaviour that would violate human rights. It also 14