A/HRC/12/36 page 11 immigration officials. Thematically, the priority should be on ensuring human rights for people living in poverty; promoting economic and social rights such as the rights to work, food and housing; and strengthening civil and political rights. The right to privacy, preventing the misuse of personal information and eliminating inequality in access to information were also mentioned as global priorities. 38. The National Human Rights Commission of Mongolia proposed that the second phase should cover the third level of the educational system. This would give students the possibility to enhance their knowledge of human rights obtained in primary and secondary schools. It would be necessary to review and revise the curricula of educational institutions that prepare specialists providing service to the general public, such as teachers, social workers or medics. The timing for the integration of human rights education into the tertiary education system will depend on the political, economic, social and cultural circumstances of each country; most States Members of the United Nations would take appropriate measures within two to four years. 39. The New Zealand Human Rights Commission saw the need for a continuing focus on the integration of human rights education into the primary and secondary school systems. It further suggested that efforts should concentrate on government duty bearers who most directly address a country’s commitments under international instruments. A plan of action could be introduced for developing human rights as the standard for government policymaking and legislative drafting. 40. The Commission also highlighted the need to focus on lifelong human rights education and ongoing education and strategies for adult education and lifelong learning. A focus on the education of mass media and social media bodies would assist in ensuring that channels through which people consume information have a clear understanding of a human rights approach. This in turn could help them construct ways of interacting with audiences that take human rights into account. The rights of persons with disabilities and the Convention on the Rights of Persons with Disabilities should further receive priority attention. The length of the second phase could be three years followed by a review and possible extension for a further period depending upon progress made. 41. The Procuraduría para la Defensa de los Derechos Humanos de Nicaragua considered that there should be coordinated efforts between the States, civil society and national human rights institutions in order to develop human rights education and training for officials in charge of enforcing the law, e.g. national police, the army, migration and foreign offices; for implementers of the legal system such as judges or prosecutors; non-formal education for activists or community leaders at the local level; and training for persons in detention facilities. Human rights education should be offered at all levels of education. The role of national human rights institutions and the media should also be included. 42. The Uganda Human Rights Commission submitted a detailed account of its achievements during the implementation of the first phase. Additionally, the Uganda Commission proposed to focus on integrating human rights education into the Primary Teachers Colleges and National Teachers Colleges, with a view to empowering student teachers with the knowledge of human rights law and principles in order to teach human rights effectively at both primary and secondary schools. The Commission proposed integrating a human rights-based approach to development in the policies of government ministries at all levels with a view to eliminating injustice, inequality and poverty. The second phase could last for five years.