A/HRC/22/71 for the national values of the country in which the child lives. In its general comment No. 1, the Committee underlined the need to view rights within their broader ethical, moral, spiritual, cultural or social framework and the fact that most children’s rights, far from being externally imposed, are embedded within the values of local communities. 55. In its general comment No. 1, the Committee on the Rights of the Child also pointed out that education should familiarize the child with the values of human rights, and that this is a life-long process, starting with reflection on human rights in daily life and within the child’s own experience. The responsibility to relate human rights to personal experience is also reflected in the Committee’s recommendation that States should develop creative methods, in particular at the local level, when promoting awareness of human rights. 72 56. Within the context of the obligation placed on States, the concept of “traditional values” could have a role to play. In article 5, paragraph 3, of the United Nations Declaration on Human Rights Education and Training, the General Assembly stated that human rights education and training should embrace and enrich, as well as draw inspiration from, the diversity of civilizations, religions, cultures and traditions of different countries, as it is reflected in the universality of human rights. In a statement made on the International Year for the Rapprochement of Cultures, the Executive Director of the United Nations Population Fund (UNFPA) noted that his organization’s work on culture was based on principles, inter alia, that “human rights can be recognized and internalized through a culturally sensitive approach that gives social basis and support to the legal approach and that builds on positive cultural values and religious interpretations that strengthen human rights principles.” 73 The World Plan of Action on Education for Human Rights and Democracy also states that “a key challenge for the future is to enhance the universality of human rights by rooting these rights in different cultural traditions.” 74 Thus, a better appreciation of diverse cultural and traditional contexts can enhance understanding of the international human rights framework; where traditional or cultural values are inconsistent with international human rights law, however, human rights education can assist States in fulfilling their responsibility to modify or eliminate harmful prejudices or stereotypes. 75 B. Social institutions and the transmission of values 57. In its resolution 16/3, the Human Rights Council noted the important role of family, community, society and educational institutions in upholding and transmitting traditional values, which contributes to promoting respect for human rights and increasing their acceptance at the grass roots. 58. It must be emphasized that families themselves are diverse and that, as the General Assembly noted in its resolution 59/147, “in different cultural, political and social systems, various forms of the family exist.” 76 The Committee on the Rights of the Child has also noted that, within the Convention, the “family” refers to a variety of arrangements that can provide for young children’s care, nurturance and development, including the nuclear 72 73 74 75 76 16 CRC/C/GTM/CO/3-4, para. 29. UNFPA, “Promoting International Development Through a Cultural Lens” 21 April 2010. Available from, www.unfpa.org/public/home/news/pid/5392 World Plan of Action on Education for Human Rights and Democracy, available from www/unesco.org/webworld/peace_library/UNESCO/HRIGHTS/342-353.HTM See for example the Convention on the Elimination of All Forms of Discrimination against Women, art. 5. See also General Assembly resolutions 65/277, para. 43, and S-26/2, para. 31, and Committee on the Elimination of Discrimination against Women general recommendation No. 21, para. 13.