A/HRC/30/24 action. In Switzerland, the Swiss Centre of Expertise in Human Rights has been charged with making an inventory of human rights education initiatives across the country, while Slovenia identified a number of gaps in the process and was proceeding with the identification of possible measures to close those gaps and the preparation of guidelines for improving human rights education in the focus areas of the second phase. Honduras adopted a national programme in 2012 and since then, has developed content and methodology. Bosnia and Herzegovina regretted that it did not have the resources to fully implement the recommendations of the workshop that it had convened in 2012. All of those reports indicate that time is needed to advance and consolidate what has been achieved during the second phase. 52. While the foregoing overview highlights the institutionalization of human rights training for the targeted professional groups in a solid core of countries, there are many other countries in which such training remains ad hoc and dependent on external initiatives, which ultimately raises the question of sustainability. But the responses also indicate that the tools and resources for improvement in the area of human rights education and training are becoming more and more available. 53. What is interesting is that the overview also indicates that there is increased attention to the use of appropriate training methodologies that are practical and relevant to the learners and their work context. One recurrent aspect was the importance of peer-to-peer training for the targeted professional groups and the active involvement of senior management at all stages of training, in particular in the conception of training programmes. In addition, the expertise being built with the development of pools of trainers in some States, as well as practice-based curricula and materials, will help to secure quality and sustainability of the programmes developed. 54. The extent of cooperation among government departments, as well as among Governments, academia, national human rights institutions and NGOs in any given country appears particularly significant. Cooperation has also blossomed between States and serves to encourage progress, ensure greater coherence and secure support for States with fewer resources. As financial budgets diminish, synergies and alliances are essential. 55. The information provided by States and the supplementary sources reveal a wealth of opportunities for technical cooperation in human rights education and training by United Nations entities, ICRC, regional organizations, as well as individual Governments and NGOs. Similarly, there seem to be an increasing number of regional initiatives, which States can both contribute to and benefit from, thereby fostering a valuable exchange of experiences and cross-fertilization of ideas. Examples mentioned include the Inter-American Institute of Human Rights, the European Union, the Organization for Security and Cooperation in Europe, the Council of Europe and the Secretariat of the Pacific Community. 56. Finally, and although word-limit constraints preclude details, the majority of reports indicated that the work begun with the first phase of the World Programme, in relation to primary and secondary schools, was continued and, in some cases, institutionalized, thanks to the curricula developed, the number of teachers trained and the materials available. 57. While considerable progress has been made in some countries, all States should take full advantage of the third phase of the World Programme for Human Rights Education to strengthen implementation of the first and second phases, with specific attention to the second phase targeting higher education and training for teachers and educators, civil servants, law enforcement officials and military personnel. 15