A/HRC/43/27 the public and private media to increase the participation of persons with disabilities, in consultation with them. For example, in the United Kingdom of Great Britain and Northern Ireland, the Doubling Disability initiative 20 aims at doubling the percentage of persons with disabilities working in off-screen broadcasting production and creative talent roles by 2020. C. Public campaigns 62. Awareness-raising campaigns, particularly massive campaigns, have had little effect in changing attitudes. Research, although limited in scope and regional distribution, indicates that it is a valid tool in providing information about rights. These campaigns should be focused in scope, portray persons with disabilities in their diversity and avoid engaging in complex issues that could be challenging for being counterintuitive or for potentially having unexpected adverse results. Slovenia and El Salvador implemented public campaigns, involving the media, to educate the public about the rights of persons with disabilities and the legal regulations regarding discrimination and the enjoyment of these rights. Both States reported good outcomes. D. Training and education 63. Training and other face-to-face strategies are better suited to promote changes in attitudes and to address complex and systemic reforms. In order to improve effectiveness, training and other education strategies should create an environment in which participants can feel free to express their views without being judged and in which they can converse with persons with disabilities to deconstruct their learned perceptions of normalcy throughout the process. Training should be directed at persons both with and without impairments as the existing stigmatization and stereotyping of other persons with disabilities also exist among them. Training can benefit from inclusive strategies that combine multiple means of communication and address the broadest ways of accessing information, through visual, audio and written tools. Ecuador implemented an online training initiative on providing services to persons with disabilities in the tourism sector and the judicial system and their accessibility thereto. More than 20,000 people took part. 64. Formal education provides the necessary tools and structure to build understanding, according to a human rights-based perspective, of disability, including in complex areas related to the Convention on the Rights of Persons with Disabilities, and ensures interaction between persons with disabilities and others on a regular basis. In order to foster an attitude of respect for the rights of persons with disabilities, curricula at primary, secondary and tertiary levels of education should include disability-inclusive human rights and gender equality education, education for sustainable development and sustainable lifestyles, and global citizenship education and an appreciation of the cultural diversity among others, as included in the Sustainable Development Goals. For example, Colombia created a university network to promote the rights of persons with disabilities among students at law schools, “Tejiendo Justicia”, which includes 106 law schools that provide legal aid services. E. Participation 65. The participation of persons with disabilities is key in better defining the scope of awareness-raising campaigns and changing attitudes through training. This involvement should reflect the diversity of persons with disabilities and their lived experiences of their impairments, and the multiple and intersecting identities related to sex, age, gender, ethnic origin, migration status, cultural background and social status. The richer the diversity of those involved in the design and implementation of awareness-raising programmes, the better the chances of achieving good results. 20 The Creative Diversity Network leads this initiative and is backed by the BBC, Channel 4, ITV, Sky, Channel 5/Viacom, ITN, Pact and the Department for Work and Pensions. 13