A/HRC/15/28 (v) Develop multidisciplinary and interdisciplinary human rights academic programmes. 20 (b) Concerning teaching and learning materials: (i) Review and revise textbooks and manuals to conform to human rights principles and support the development of balanced and relevant human rights education and training materials that encourage active participation in teaching and learning processes; (ii) Make sure that human rights education materials stem from human rights principles as embedded in the relevant cultural contexts, as well as historical and social developments; (iii) Encourage the collection, sharing, translation and adaptation of human rights education materials; (iv) Utilize human rights/human rights education materials issued by United Nations entities in the country or region as teaching and learning materials, as well as research documents. (c) Concerning teaching and learning practices and methodologies: (i) Adopt a teaching style that is coherent with human rights, i.e. which respects human rights, the dignity and self-esteem of each learner, taking also into account cultural considerations; (ii) Adopt learner-centred methods and approaches that empower students, encourage their interactive participation, and activities that encourage the exploration of alternative perspectives and critical reflection; (iii) Employ experiential learning methodologies that enable learners to understand and apply human rights concepts to their lives and experiences, including community research and/or service; (iv) In planning human rights teaching, define the human rights skills and competencies to be acquired and give equal importance to cognitive (knowledge and skills) and social/affective (values, attitudes, behaviours) learning outcomes; (v) Establish a quality-assurance system for higher education which is consistent with human rights principles and create specific quality assurance mechanisms for human rights education. (d) Concerning teaching and learning support and resources: (i) Establish and develop, within higher education institutions, human rights training and resource centres to promote the establishment or enhancement of sustainable human rights training programmes and courses and ensure their quality, as well as to provide facilities for human rights studies and research; (ii) Facilitate access to new information technologies for networking, exchange of human rights information and discussion. Develop website resources, 20 Multidisciplinary programmes would include the study, research and engagement with human rights from different disciplinary perspectives, such as philosophy, sociology, languages, international and domestic law, etc. Interdisciplinary programmes would entail the crossing of boundaries between disciplines and the pooling of approaches and methodologies to study, research and engage with human rights with a new integrated perspective. 13