A/HRC/28/36 also created the Royal Institute for Moroccan History and Research and established a research study centre on modern history, along with a specific master's degree in that area. Finally, Morocco had established three museums of regional history aimed at the promotion of the country’s regional and linguistic diversity. Various memory-related projects had also been set up, and certain detention centres, known for being former places of torture and execution, had been converted into memorial sites. 53. Algeria stated that it was commemorating, through a multi-dimensional process, its resistance to colonization and the war of national liberation. Museums had been built, monuments had been erected and streets, towns and buildings had been named after martyrs and national heroes. Gatherings also continued to be organized to commemorate major events from that period of Algerian history. A similar approach had been adopted and was being concretized to honour the victims of terrorism and the courageous choice of the Algerian people for national reconciliation. 54. Estonia stressed that the multi-perspective approach was a leading philosophy in history education and stressed the highly valued role played by associations in that regard, such as the Estonian History and Civic Teachers Association, the European Association of History Educators and the History Network for Young Europeans. It mentioned some international initiatives, such as the Memory of the World Register of the United Nations Educational, Scientific and Cultural Organization (UNESCO), to which in 2009 was inscribed the Baltic Way, or Chain, a landmark protest that took place for the first time in 1989 to mark the fiftieth anniversary of the Molotov-Ribbentrop Pact between the Soviet Union and Nazi Germany. The delegation also referred to the establishment of the Museum of Occupations in Estonia, the aim of which was to organize exhibitions and carry out studies on Estonia’s recent and complex history. In addition, Estonian students were made aware of various memorial sites, including those geographically close to their schools, throughout the history curriculum. 55. China indicated that it had introduced a memorial day to remember the victims of the Nanjing massacre and added that the historical archives in relation to the massacre had been sent to the UNESCO Memory of the World Register. 56. Colombia reported that its Law on Victims and Land Restitution of 2011 established a duty for the State to undertake memory reconstruction with the participation of a wide range of actors, as a means to fulfilling the right to truth. Colombia’s National Centre for Historical Memory was created to reconstruct past events and establish the truth by carrying out studies and issuing publications. The Centre was also in charge of public policy regarding archives on violations of international humanitarian and human rights law, of carrying out symbolic reparation actions and of running the National Memory Museum. 57. Lithuania referred to the network of tolerance education centres, which was created at the initiative of the International Historical Commission and engaged students, teachers, non-governmental organizations and others to discuss and reflect upon political and social reasons for historical events and on the consequences of human rights violations. The Lithuanian delegation added that such initiatives could contribute to the multi-voice narrative of history teaching, and thereby promote tolerance in society. 58. Sierra Leone explained that there was a societal culture of silence in the country about the civil war, but that the Government was committed to promoting measures to ensure a full and lasting peace. Of particular note, the delegation stressed that the premises of the Special Court for Sierra Leone had been converted into a peace museum in 2012, with exhibition rooms containing historical documentation and objects as well as archives and a memorial garden that had yet to be developed. 12