A/HRC/30/24 worldwide and that that was encouraged in a variety of ways. Recent national reports submitted under the universal periodic review further attested to that. A survey carried out in Chile found that 48.2 per cent of higher education institutions in that country included the development of human rights as a subject in their strategic corporate plans and 63.5 per cent included human rights as a specific subject in the curriculum. Colombia reported that, while the majority of institutions of higher education in the country still regarded human rights as a marginal aspect of the curriculum, the 2010–2014 National Human Rights Education Plan encouraged initiatives in that regard and considered that the impact of human rights education within the informal education sector was beginning to exert a positive influence on the formal education sector, also. In Mexico, the National Human Rights Programme 2014–2018 was contributing to the implementation of the 2011 constitutional human rights reform; in that context, a specific agreement had been concluded between the Ministry of the Interior, the National Association of Universities and Institutions of Higher Education and the National Human Rights Commission to further the promotion of human rights in higher education. The 2012 progress report on the World Programme (see A/HRC/21/20, para. 20) also indicated the substantial contribution of national human rights institutions and other actors in that respect. 12. Human rights were currently addressed as a core element in the Faculties or Departments of Law, Political Science, Social Science and/or International Relations in universities in most of the reporting States, at the undergraduate and graduate levels, as well as in general humanities and socioeconomic courses. Human rights were also taught as necessary skills in psychology, mental health, medicine, communications, physics, sustainable development courses, among others. In 2012, 534 universities in Japan offered courses on human rights. The opportunities in Switzerland are manifold, with human rights being taught in over 35 universities and institutes of higher learning. Whereas Togo reported that it had not been able to do a great deal in resourcing human rights courses in higher education, the subject was taught in the Faculties of Law and Political Science in the national public universities of Lomé and Kara and grants were awarded to Togolese students to pursue master’s degrees in human rights in Benin and in France. The Ministry of Human Rights in Guinea has a plan of action for the introduction of human rights education in Guinea, including at the university level; in 2012, a master’s degree in human rights and international humanitarian law was created at the University of Sonfonya, supported by both Guinean and foreign professors. The first cohort of students graduated in April 2014 and the university was currently developing human rights research programmes. In Lebanon, the Academic University for Non-Violence and Human Rights, accredited in 2014 by the Council of Ministers, delivered master’s courses for students in the region. 13. While universities were the focus of most responses, human rights were also taught in a range of other higher education establishments, including, for example, technical higher education institutions in Romania and the Education Workers’ Academy for Training and Continuous Development in the Russian Federation. China noted in its last report under the universal periodic review that the construction of a new series of national human rights education and training centres had entered the substantive assessment phase. 14. A number of States (for example, Australia, Bosnia and Herzegovina, Ecuador, Hungary and Japan) mentioned that the laws relating to higher education contained human rights provisions, especially insofar as they prohibited discrimination with regard to both teaching staff and students. In Germany, higher education institutions were committed, by law, to human rights and to ensuring the freedom of teaching, learning and research within a framework based on democratic principles. Some States, such as Greece and Hungary, referred to frameworks in place for admission to universities and other places of higher education for members of particular minorities and for the education of persons with disabilities, including vocational training and lifelong learning. In Mexico, 11 Governmentfunded intercultural universities provided higher education for indigenous and other youth, 5