A/HRC/43/63 E. Human rights education for youth and by youth: experiences from different regions and the way forward 33. Paulina Tandiono, an OHCHR staff member, highlighted the timeliness of human rights education for youth and by youth given the recent adoption by the Human Rights Council of the plan of action for the fourth phase of the World Programme for Human Rights Education. She affirmed the importance of developing existing good practices in implementing the plan of action, which was why the panel focused on youth human rights trainers’ experiences. 34. Guillermo Gutiérrez, a representative of the Istituto Internazionale Maria Ausiliatrice and the International Volunteerism Organization for Women, Education and Development, described human rights education projects in Uruguay. One project provided human rights education for persons deprived of liberty who were under the age of 30, addressing coexistence, and lack of knowledge of and respect for rights in prison. Participants discussed specific sets of rights and how those rights related to their past experiences and to daily prison life. Other projects had been developed in collaboration with local community members, for children and youth from neighborhoods with a critical socioeconomic context, through pedagogical tools such as service-learning. Youth volunteers spent a week in neighbourhoods and organized workshops on human rights themes, at the end of which participants created a community action plan to promote human rights. Human rights education affirmed that every person was a rights holder, irrespective of his or her situation (e.g. deprivation of liberty, or social vulnerability), and that through upholding the rights of others, one recognized one’s own rights. 35. Victoria Ibiwoye, Director of the OneAfricanChild Foundation for Creative Learning, shared her experience in overcoming exclusion from education, as she had dyslexia, which was not accommodated in the education system of Nigeria. Consequently, she had become an advocate for access to quality and inclusive education in Nigeria. Ms. Ibiwoye emphasized that education was the most powerful weapon to change the world, and called for increased investment, as the quality of education determined the quality of participation in society. Human rights education contributed to universal quality education, and encouraged learners to adopt a broader global perspective and consider others’ rights. Ms. Ibiwoye worked in community schools in Nigeria on issues surrounding human rights and global citizenship. She employed a play-based methodology and a participatory approach, stimulating learners to participate, reflect, question, generate results, and see issues around them from a system thinking approach. She highlighted the four pillars to meaningful youth engagement: youth consultation, youth contribution, youth as partners, and youth as leaders. 36. Aunell Ross Angcos, from Millennials PH, had been inspired to further his involvement with human rights education because of the human rights situation in the Philippines. Successful human rights education should invoke a sense of ownership, which would naturally create a sense of responsibility and action. He described the Millennials PH Orientation on Leadership Development programme, which targeted youth at the grassroots level and involved human rights workshops in schools and universities. Since 2017, the programme had worked with more than 3,000 youth advocates. The impact of the programme had been felt, for instance, in the case of Kian delos Santos, a 17-year-old boy killed in the context of the war on drugs. The youth advocates had actively contacted their communities for support in demanding accountability through campaigns, including designs, plays and songs, which in turn had created national awareness about extrajudicial killings. This had eventually led to the trial and the first-ever conviction of law enforcement personnel involved in killings since the beginning of the war on drugs. 37. During the interactive dialogue, representatives of Cuba, Egypt and Qatar, and speakers from Amnesty International South Asia, the Institute of Human Rights Education – People’s Watch, and the University of Warwick, and an OHCHR intern, took the floor. Participants highlighted human rights education as a tool for children and youth to become active global citizens and counter attacks on civic space worldwide. They shared national good practices on human rights education, such as its inclusion as an integral part of basic education and a compulsory subject in tertiary education, and the inclusion of sexual and 10