A/HRC/12/36 page 9 29. In addition to the input from the Canadian federal level, the Saskatchewan Human Rights Commission, in a separate submission, recommended that the World Programme continue its focus on the primary and secondary school systems, as they provide the greatest opportunity to inform individuals of their human rights and responsibilities and create broad cultural change. Although the World Programme has made significant advances during the first phase, it is clear from its reports on national initiatives that many nations, including Canada, have not yet responded adequately to the World Programme Plan of Action. The Commission further suggested extending the World Programme to the post-secondary educational sector, particularly with regard to teacher training. The non-formal sector, often the primary provider of human rights education, should be given financial support. The second phase should focus on the activities of duty bearers including police officers and government officials, and could combine a general thematic emphasis on ways of integrating a human rights perspective into all public education, services and actions, with a focus on pressing issues such as the situation of vulnerable and impoverished children. The second phase could be undertaken for a period of 5 to 10 years. 30. The Comisión Nacional de los Derechos Humanos of Mexico suggested focusing on the university sector. In Mexico the study of human rights is not a priority theme in the majority of university degrees at present. However, university students should know their rights and responsibilities as an important element of democratic society. Teachers should constantly be educated in human rights and an interdisciplinary human rights education programme should be established. Certain topics should be privileged in human rights education, namely education for peace, education for development and education for multiculturalism. 31. The Commission consultative des droits de l’homme of Luxembourg identified non-formal education as a possible target sector. Teaching staff need to be motivated or obliged to follow specific training on didactic principles that lead children to become conscious of social phenomena and daily events linked to fundamental rights. Initial and continuing education of teaching staff could be more accessible, for example through e-learning. Such non-formal education would affect less-gifted young people, those refused by schools, members of minorities, and groups of different age and origin. Human rights education should be of a philosophical nature, less academic and more pragmatic, and should also be provided to police, administrators, enterprises and other audiences. 32. Human rights education should sensitize people to social integration and should make people aware of fundamental rights and responsibilities of minority groups. The current global crisis, high housing prices, job insecurity, the employment crisis and excessive debt justify reflection on socio-economic rights. Furthermore, child rights should not lose their priority status as increasing poverty is also hampering the effective protection of children from physical and psychological violations. Human rights training activities should sensitize to the rights and needs of the elderly. 33. The detailed reflection from the Irish Human Rights Commission on the progress on human rights education globally and in Ireland concluded that there was much yet to be done to build on initiatives developed during the United Nations Decade for Human Rights Education and the World Programme and to secure increased support at national level for their continued sustainability. It reported that by July 2008 only a small number of countries had completed stage two of the World Programme Plan of Action and developed national action plans/strategies