A/HRC/30/23 were cited a good practice. In the area of social media, in South Africa, the UNICEF Techno Girl programme, which connects more than 10,000 adolescent girls in underprivileged schools with mentors from the technological sector in order to boost their skills and job readiness, was also cited as a good practice. States were invited to heed the concluding recommendations made by the Committee on the Elimination of Discrimination against Women and to note the Committee’s upcoming general recommendation on addressing obligations in all dimensions of the right to education. 22. With regard to disasters and emergency settings, the panellists concurred that even the worst situations could offer opportunities to strengthen communities and make them more resilient and more inclusive and equal. In addition, good education in emergencies could bring both short-term protective and long-term transformative change. For example, the Plan International programmes for internally displaced persons and refugees in Mali and South Sudan had allowed many girls to attend formal and non-formal education, often for the first time. As a result, not only did more girls have access to education but were also better prepared to participate in decision-making, which had in turn led to a gradual change in community attitudes. The panellists encouraged States to take preventive measures to minimize disruptions to education during disasters, to have education sector plans based on gender-sensitive and participatory approaches in all phases of emergency responses, and to establish a funding mechanism for education in emergencies. They also recommended that States pay greater attention to the human rights of children in emergencies, including girls’ right to education, and include related issues in their engagement with the United Nations human rights system, including the treaty bodies, the universal periodic review and the special procedures. 23. The panellists also emphasized underlined that, in order to implement fully the equal enjoyment of the right to education by every girl, States had to remove structural barriers to education, such as gender bias and stereotypes from curricula and teaching and learning materials, and ensure girls’ safety in schools, including through the provision of adequate sanitary facilities and safe drinking water, as well as protection from sexual harassment, abuse and violence in the school environment. They should in addition ensure the justiciability of the right to education. The panellists encouraged States collectively to make the vision of every girl enjoying full access to education a reality. 6