A/HRC/39/24 conflict. At the primary prevention level, participants stressed the need to act before people’s rights were affected, for example by conducting human rights impact assessments of tax policies and of economic reform policies. 7 A change in mindset was considered necessary — rethinking how prevention was understood in the human rights context. This was illustrated by the large scope of preventive work undertaken by the Subcommittee on Prevention of Torture that encompassed any form of abuse of people deprived of their liberty which, if unchecked, could grow into torture or other cruel, inhuman or degrading treatment or punishment. 20. Participants noted that national human rights institutions were uniquely placed to help implement the State’s obligations in ways that avoided human rights violations, and their participation in the Human Rights Council, treaty bodies and other processes was considered vital to connect the national and international levels. However, participants noted that even if the relevant stakeholders had all the required information, there was often a bottleneck that thwarted early action, due to a lack of political will or deadlock in the Security Council. Furthermore, concerns were raised that human rights defenders might be so afraid of reprisals that they did not submit any complaints to national or international mechanisms. The most recent report of the Secretary-General on reprisals (A/HRC/36/31) had identified patterns that seemed to reflect a strategy by some States of preventing individuals from providing information or otherwise cooperating with the United Nations on human rights. To reduce the risk of reprisals, it was suggested to introduce a tracking system for human rights defenders after they returned to their home country, and if that person went missing, to ask family members or friends and subsequently inquire with the Government concerned via the Human Rights Council. B. Human rights education 21. The Chief of the Methodology, Education and Training Section of OHCHR moderated the session on human rights education. The panellists were Gift Kgomosotho, of the South African Human Rights Commission; Nika Kvaratskhelia, Head of the Department of Prevention and Monitoring at the Office of the Public Defender of Georgia; and Caroline Dayer, expert in the prevention of violence and discrimination for the Canton of Geneva. 22. Mr. Kgomosotho provided examples of human rights education and the role of the South African Human Rights Commission. Its mandate as an independent State institution included monitoring human rights inside the country, addressing violations, raising awareness, providing training, and working towards a culture of human rights. He stressed that enjoyment of human rights and prevention of abuses depended on the level of awareness, and thus education was crucial to empowerment and access to rights. According to a survey undertaken in 2014 by the country’s Foundation for Human Rights, only 10 per cent of the population had read the Bill of Rights contained in the Constitution of South Africa, or had had it read to them. In that context, the Commission’s Advocacy Unit organized workshops, developed curricula together with UNESCO, lobbied departments, held school activities on human rights day and trained police and public health-care workers. Following a recent racist advertisement for clothing, the Commission had started working with the manufacturer concerned, getting human rights messages printed on clothing and receipts. 23. He also highlighted the Commission’s role in co-organizing the national schools moot court competition. All secondary schools in South Africa were invited to enter teams, which submitted essays for the applicant and the respondent on the basis of a hypothetical case.8 Arguing both sides was an important skill in human rights education, as it allowed students to develop their research, writing and advocacy skills. The competition was coorganized with the Department of Justice and Constitutional Development, the Department of Basic Education, the University of Pretoria, the Foundation for Human Rights and the 7 8 6 See A/HRC/37/54. See www.up.ac.za/national-schools-moot-court-competitions-nsmcc.