A/HRC/12/36 page 6 part of in-service training for schoolteachers); jurists (human rights integrated in legal studies and vocational training); police and other security officers working with vulnerable groups such as migrants, asylum-seekers and prisoners (human rights education being part of their basic training as well as in-service training). Thematically, human rights education could be focused on protection against discrimination and teaching non-discriminatory social behaviour; the right to freedom of religion; personal data protection and freedom of information. The second phase could last four years. 13. The Government of Italy stated that the second phase should build upon the experience and outcome of the first phase. A specific focus was needed in the area of training courses for government officials, particularly from the following sectors: Ministry of Justice, the judiciary, Ministry of the Interior, law enforcement officials (civil and/or military), Ministry of Foreign Affairs, Ministry of Education and Ministry of Defence. Italy offered some suggestions on a possible length and structure of such training programmes. Raising awareness of the whole spectrum of human rights at all levels, as well as elaborating the most effective instruments for different environments and beneficiaries, remain the most important challenges of the World Programme. Italy singled out the issue of religious freedom as being of particular importance. 14. In the view of the Government of Japan, the target sector for the second phase should be general. The protection of the human rights of foreigners would be a meaningful theme, following the agenda of the 2009 Durban Review Conference. The possible length of the second phase could be five years. 15. The Government of Montenegro proposed that parents, adults, professors, schools of foreign languages, teachers and NGOs could be possible target groups involved in human rights education. 16. The Government of Morocco recommended focusing efforts on preschool education, higher education and the media. Socialization with the human rights theme can begin as from preschool age, which would allow for better integration of the individual in his/her environment. Teaching in higher education institutions would also allow scientific research with a view to adapting policies and programmes to objective data on the social reality. In terms of specific human rights themes, Morocco suggested notably the fight against all forms of violence and all forms of incivility. Five years would allow the elaboration of necessary analyses and implementation of plans of action. 17. The Government of the Republic of Moldova provided eight possible thematic areas and corresponding target sectors (in brackets): domestic violence and victim protection (general public); prevention and combating of torture (institutions providing detention of persons); freedom of assembly (general public); child rights and protection (educational institutions); juvenile justice (law enforcement); promoting human rights in the penitentiary system (prison employees and inmates); strengthening the knowledge of human rights (penitentiary system employees); and human rights education and training (detainees). 18. The Government of Romania proposed to focus on teacher training on migrants and, in terms of themes, on the human rights of migrants, concentrating on the rights of migrant children.