A/HRC/15/28 (i) Promoting the ratification of international instruments concerning the right to education and human rights education; (ii) Including information on human rights education in the national reports to the relevant international monitoring mechanisms, including United Nations treaty bodies (especially the Committee on the Rights of the Child and the Committee on Economic, Social and Cultural Rights), United Nations special procedures (especially the Special Rapporteur on the right to education) and the universal periodic review; (iii) Cooperating with non-governmental organizations, other sectors of civil society and human rights education specialists in preparing the above-mentioned national reports; (iv) Publicizing and implement the recommendations made by the international monitoring mechanisms; (v) Developing and adopting relevant policy implementation measures. Effective educational policy development and reform requires not only explicit policy statements but also a consistent implementation strategy, including clearly defined measures, mechanisms, responsibilities and resources. Such an implementation strategy involving all stakeholders can ensure coherence, monitoring and accountability of policies. (b) Teaching and learning processes and tools 27. Introducing or improving human rights education in the higher education system requires adopting a holistic approach to teaching and learning, by integrating programme objectives and content, resources, methodologies, assessment and evaluation; by looking beyond the classroom and the higher-education institution to society; and by building partnerships between different members of the academic community and beyond. 28. The following aspects are necessary for achieving quality human rights teaching and learning. They are addressed to policymakers at national and higher education institution levels as well as, in some instances, to teaching personnel: (a) Concerning teaching and learning programmes and courses: (i) Develop strategies for infusing human rights as a cross-cutting issue into all higher-education disciplines - not only law, social studies or history but also disciplines in the technical and scientific fields (for instance architecture and engineering as they relate to development, environment, housing; medicine as it relates to child care, public health, women’s reproductive rights, HIV/AIDS, disability; biotechnology and architecture as they relate to food, housing and environment, etc.); (ii) Consider offering introductory courses on human rights for students of all disciplines; (iii) Consider introducing advanced courses addressing human rights issues specifically relevant for each course of study; (iv) Develop specialized Master and PhD programmes in human rights in a variety of disciplines and subject areas; 12