A/HRC/12/36 page 8 remain on schools and practitioners and further work needs to be undertaken at the primary and secondary education levels to establish this agenda. The United Kingdom suggested conducting a baseline assessment of the level of human rights education in schools and a review of impact. 25. The Government considered that human rights education should be expanded to include government policymakers as a target group. There may be a role for the World Programme in providing education on torture prevention to police, correction services, judiciary, armed forces, etc. Other sectors that might usefully be targeted include lawyers and teachers. As concerns themes, the United Kingdom stressed a greater focus on the interdependence and indivisibility of human rights and the importance of bringing together human rights, development and the Millennium Development Goals. NGOs should be supported in working on fair trade and employment rights in the developing world. III. RESPONSES FROM NATIONAL HUMAN RIGHTS INSTITUTIONS 26. The Afghanistan Independent Human Rights Commission suggested that before moving on to the second phase, evaluation of the first phase should be carried out by all Member States. The evaluation should focus on educational strategies and policy, programme planning, human rights curriculum development, teaching and learning materials development, pre- and in-service training of teachers and educational personnel, teaching and learning methodologies, teacher training and others. Human rights education should be included in all sectors, but particularly in grades 10-12. The proposed length for the second phase is five years. 27. The Australian Human Rights Commission offered its views on priorities in the Australian context. Human rights education is fundamental to building a human rights culture and it should be incorporated into every level of general education. A broad human rights education programme should be aimed at parliamentarians, court officials, public servants, private sector workers, students in both schools and universities and the wider community. Specific human rights education initiatives should be developed to address the needs of communities facing particular human rights issues, e.g. indigenous peoples and particular faith-based communities. The Commission deemed that a national study on the status of human rights education in the schooling sector, professional support for teachers to teach human rights content and the development of a comprehensive national implementation strategy for human rights education should remain the priorities for the second phase. 28. The federal Canadian Human Rights Commission undertook consultations with its provincial and territorial counterparts and proposed that the second phase focus on disability issues. In the Canadian context, disability is the most often cited ground of discrimination. The biggest barrier to the full social and economic integration of persons with disabilities is said not to be the lack of legal protection, but rather the attitudes of non-disabled people toward their fellow citizens. The Commission recommended that education and other related initiatives be targeted at the general population in view of education’s role in attitudinal change. Greater tolerance and improved realities for those living with physical and mental disabilities can be achieved through broad educational efforts to counter prejudices. This focus could positively impact on the elimination of barriers that now prevent the full participation in society of persons with disabilities.