A/HRC/12/36 page 16 64. Ius Primi Viri recommended continuing the target sectors of the first phase as in its view more serious commitment by all Governments was required. It recommended that courses should be held to train trainers, i.e. teachers, police, civil servants, military officers, lawyers, magistrates, doctors, nurses and health workers, using a methodology enabling them to develop a human rights conscience to analyse personal and interpersonal conflicts between couples, families, ethnic groups and nations. The second phase should last for at least three years from its initiation. 65. According to the Population and Community Development Association, the second phase could make use of its HIV/AIDS education programmes combining education and entertainment as a tool in human rights education. Children, youth and adults should be targeted, utilizing games or comic books for different age groups. Additionally, a media campaign could broadcast radio or TV spots and cartoons. Ethical business behaviour and corporate social responsibility training could be encouraged for companies. The length of the second phase should be five years. 66. Soka Gakkai International identified human rights education in higher education and academic institutions as well as other research institutions related to human rights as the proposed focus of the next phase. A sector or a theme should not be too specific in order to avoid the World Programme becoming a concern only to a limited number of countries or groups of individuals rather than being applicable to all countries of the world. Drawing on experience from the first phase, it highlighted the need for a generation of teachers trained in human rights. Focusing on human rights education in higher education and academic institutions would enable future teachers to acquire the knowledge, skills, attitudes and ideas for initiatives to take toward building respect for human rights. Higher education institutions could contribute to the development of innovative methodologies and tools for human rights education as well as capacity-building of teachers and other professionals. Directly involving academic and research institutions could also contribute to the development of monitoring or evaluation machinery for the implementation of the World Programme. It proposed a three-year period; four years if the launch of the phase and drafting of a plan of action were delayed. 67. Solidarity for Social Equality (Human Rights Centre) proposed a focus on religious leaders to eliminate religious-based violence, and on scientists, especially those engaged in biotechnology and nuclear energy, to raise their consciousness of the right to life and to a healthy environment. 68. The Worldwide Organization for Women commented broadly on the importance of human rights education for every child and considered that it would be ideal to invest in human rights education for all educators. It emphasized the importance of programmes that build awareness in children and teach them about their fundamental rights and of investing in education of the girl child which could lead to achieving the highest increase in development. 69. Contributions from three individuals from Jordan, Kenya and Turkey highlighted the following target sectors and themes: impact of armed conflict on children; empowering and networking human rights education providers, teacher and leadership training institutions; and education for refugee and vulnerable children.