A/HRC/12/36 page 17 VI. CONCLUSIONS 70. A diversity of suggestions and approaches reflecting specific national contexts received in the course of the consultation allow only general conclusions and broad trends and patterns, which are outlined in the following paragraphs. 71. It should be emphasized at the outset that 16 respondents, including 2 Governments and 6 national human rights institutions, observed that efforts to introduce human rights education in primary and secondary school systems should continue. Some remarked explicitly that despite its extension for a total of five years, the first phase had not yet been fully implemented, especially as concerns the development of national implementation strategies for human rights education. In their view, States needed more time to advance sufficiently with integrating human rights education into primary and secondary school systems. 72. Related to this was the view, voiced by seven respondents, including one Government, that a thorough evaluation of the national implementation by Member States of the World Programme’s first phase was essential in order to ascertain the results and impact of this first phase. 73. Nineteen respondents emphasized the need to train civil servants such as public sector law- and policymakers, government and ministry officials, parliamentarians, judges, law enforcement and military officers and health workers in order to reinforce their knowledge of universal human rights principles, nurture good governance and equip them with skills and attitudes needed to enable them to protect and promote human rights on behalf of the State. 74. Teachers, educators, trainers, leaders and staff of education institutions also featured prominently in the replies, and their adequate preparation through teacher training in human rights was seen as a general prerequisite to effective and sustainable human rights education efforts. Twenty-two respondents pointed to the urgent need to provide professional support for teachers and several cited inadequate teacher training as one of the obstacles hampering effective implementation of the first phase. Training officials who develop school textbooks were also mentioned. 75. Fifteen respondents identified the university or tertiary education sector as the next proposed target area, building logically upon the current focus on the primary and secondary education sectors. Several recommended the establishment of graduate human rights programmes and human rights education programmes at universities. Respondents also pointed to the important role of research in contributing to the development of innovative methodologies and tools for human rights education and of monitoring or evaluation machinery for the World Programme’s implementation. One respondent suggested focusing on preschool education, while others emphasized reaching every level of general education. 76. Five respondents called for an extension of human rights education beyond the formal education system, i.e. to non-formal education, in order to reach those outside of the