A/HRC/36/24 43. Training activities also addressed gender equality. In 2016, for example, the Secretariat General for Media and Communications of Greece signed a memorandum of cooperation with the Research Centre for Gender Equality to jointly promote gender equality in the media, particularly through a survey of sexist stereotypes in the Greek media, the development of a manual for media professionals addressing fair representation and the inclusion of women and men in their reporting and media content, and the delivery of training activities for related professionals in non-discrimination and equality. Another thematic area mentioned by respondents was respect for human rights in the coverage of conflict The Doha Centre for Media Freedom in Qatar trained journalists working in conflict areas and Germany supported 181 media organizations in 10 countries in reporting in a more local-sensitive manner in relation to conflicts and crises. IV. Conclusions 44. The information summarized in the present report reveals that in some countries significant efforts have taken place since 2015 in the area of human rights education and training, whether or not as part of a strategy developed in the specific context of the World Programme for Human Rights Education. 45. A number of positive developments can be identified. For instance, comprehensive sectorial strategies in human rights education in the school system were adopted where action, often in the context of educational reforms, went beyond curriculum development to address education policies, human rights training for teachers and other education personnel and the development of extracurricular activities and research. Furthermore, some human rights training efforts were implemented as part of broader strategies to tackle human rights issues in specific contexts, with some common thematic focuses (such as migration, gender and diversity) and utilizing learner-centred and participatory methodologies. Cooperation between national actors — government entities, national human rights institutions, civil society organizations and academia — and between those and regional and international organizations, appears to be a regular and promising feature. 46. Challenges that surfaced from the responses included, particularly with regard to the training of professional groups, the implementation of ad hoc training initiatives vis-à-vis overall strategies and inadequate evaluation and follow-up of training processes. In addition, human rights training of media professionals and journalists appears to be less developed in comparison with more “traditional” target audiences, such as law enforcement officials; in that regard, respondents mentioned particularly the lack of national policies and identified responsible agencies. 47. At the midterm point of the third phase of the World Programme, it is important to learn from and build on the good practices highlighted above and to continue using its plan of action (A/HRC/27/28) as methodological guidance and a benchmark to support stocktaking and further action. 14