A/HRC/22/71 64. States have the responsibility not only to take proactive measures to educate individuals about human rights but also to ensure that those institutions that frame every individual’s outlook transmit values that are consistent with international human rights standards. Thus, while the Committee on the Rights of the Child recognized that the primary responsibility for the upbringing and development of the child lies with the parents or with legal guardians, it also emphasized the ultimate responsibility of States to ensure that the rights of the child are protected by taking all appropriate legislative, administrative, social and educational measures to protect the child from violence, abuse (including sexual abuse), neglect, maltreatment and exploitation while in the care of parents or legal guardians. As noted by the the Committee on the Elimination of Discrimination against Women, States should develop and put into practice educational programmes to promote human rights, to “intensify cooperation … with civil society organizations, women’s groups and community leaders, traditional and religious leaders, as well as teachers and the media.”81 C. Good practices 65. In order to achieve universal observance of human rights, it is particularly important that awareness and ownership of human rights are promoted in all their dimensions. The history of human rights itself shows that these are the result of the growing awareness of human dignity. For example, feminist criticism made a significant contribution to a greater understanding of human rights. The promotion of human rights requires a holistic view, with the resources offered by new technologies and the mechanisms of education in a way that promotes participatory and democratic learning. The methods should be consistent with the content of human rights. There are various examples from around the world of States and other bodies developing human rights education programmes that acknowledge the role that social institutions play in transmitting values, and that strive to ensure that the values transmitted are those that promote and protect human rights, thereby contributing to the implementation of human rights standards on the ground. 66. In Indonesia, the National Working Group for Human Rights Dissemination and Promotion was assigned the task of creating a national framework for the domestic promotion of the international human rights system. Recognizing the important role played by key opinion leaders in the community in transmitting values, the Working Group worked closely with these actors to identify universal values familiar in Indonesian cultural and religious traditions that could be used as a basis for introducing and promoting international human rights standards in a way that connected to the experiences and understanding of the local population. 82 67. By engaging such stakeholders in the process, the Working Group was rewarded with their support; as a result, the stakeholders were trained under the programme to use the curricula that were developed. The aim is for the population to attain a better understanding of human rights concepts through both the use of traditional values with which they are already familiar and the promotion of human rights on the basis of such values by multiple significant actors within their communities. The programme takes seriously the importance of families, societies, communities and educational institutions in transmitting values, and directs its energies towards ensuring that the values transmitted will promote and protect human rights. 81 82 18 CEDAW/C/NGA/CO/6. Mashadi Said, “Human Rights Advocacy Utilizing Religious Perspectives and Opinion Leaders: Promoting National Human Rights Education in Indonesia”, p. 24, available from www.newtactics.org/sites/newtactics.org/files/Said_Advocacy_update2007.pdf.