A/HRC/39/35 throughout the different stages of their lives, with the focus depending on the specific stage. In the case of small children, it suggested that the focus could be the respect for the other; for young people, it would be important also to address labour rights. The Commission also referred to the need to develop monitoring and evaluation methodologies for human rights education, including relevant outcome indicators, to focus on the training of educators and to define further the scope of human rights education in target 4.7 of the Sustainable Development Goals. 38. The Office of the Ombudsman (Defensor del Pueblo) of Paraguay suggested that attention be focused on the penitentiary system, targeting both people deprived of their liberty and prison officials. It pointed to the need to strengthen the knowledge and skills of penitentiary staff so that they could effectively apply relevant international human rights standards. With regard to persons deprived of their liberty, it emphasized that human rights education should contribute to their social reintegration after their release. IV. Responses from civil society 39. In their joint submission, Amnesty International and Human Rights Education Associates introduced their suggestions, accompanied by an analysis of current challenges to human rights, including the general rollback of human rights across regions, the clampdown on the rights to free speech and peaceful protest, the rapidly growing global refugee crisis and the shrinking space for human rights defenders and civil society. They also identified specific challenges to human rights education, including the lack of prioritization and resources, and inadequate evaluation and follow-up processes. In this context, the two organizations proposed that young people, the main target sector equipped with effective human rights education through formal and non-formal education, could be a major driving force in building human rights cultures around the world. They also proposed human rights defenders, for whom human rights education should provide a safe space to gain the knowledge and skills to protect human rights, and media professionals and journalists, in accordance with the focus of the third phase of the World Programme. The organizations also promoted the development of sustainable monitoring and evaluation frameworks to measure the impact and progress of human rights education, including in the context of target 4.7 of the Sustainable Development Goals; countering toxic narratives and discrimination, and supporting critical thinking and empathy; and integrating gender and diversity systematically into human rights education programming. 40. For the fourth phase of the World Programme, the Asia Indigenous Peoples Pact suggested that marginalized groups, in particular indigenous peoples, might be possible target sectors, with particular emphasis on girls and women, and persons with disabilities. It proposed a thematic focus on inclusive education, through multilingual or mother tonguebased education and context-specific and culturally sensitive education, to ensure opportunities for all in accordance with the objective of the 2030 Agenda for Sustainable Development of “leaving no one behind”. The respondent explained that, while indigenous peoples made up 5 per cent of the world’s population, they represented 15 per cent of the world’s extreme poor. Poverty and discrimination, inter alia, had posed persistent challenges for indigenous peoples when benefiting from quality and accessible education that was culturally pertinent. 41. The Asian Legal Resources Centre and the Asian Human Rights Commission submitted a joint proposal for the fourth phase in which they suggested that lower court judges and the general public, including students in schools and colleges, were key target sectors. Human rights education for judges should cover due process and the rule of law, while programmes for the general public should highlight the illegality, inhumane character and ineffectiveness of torture and violence, to reduce the normalization of the use of torture within justice systems and to ensure the accountability of the State. Further efforts had to be made to educate people about the reformative and rehabilitative aspects of the justice system. 42. According to the National Association for the Promotion and Protection of Human Rights (Association nationale de promotion et de protection des droits de l’homme) of 9