A/HRC/15/28 (iv) Teaching and learning methodologies for human rights education and the role of teaching personnel; (v) Social skills and leadership styles of teaching personnel that are democratic and coherent with human rights principles; (vi) Rights and responsibilities of teaching personnel and students, including in addressing human rights issues in the institution; (vii) Information on existing educational materials for human rights education, building the capacity of higher-education teaching personnel to review and choose from among them as well as to develop new materials. (b) Developing and using appropriate training methodologies: (i) Appropriate training methods for the adult learner, in particular learnercentred approaches, and addressing motivation, self-esteem and emotional development leading to awareness-raising on values and behaviour; (ii) Appropriate methods for training in human rights education such as using participatory, interactive, cooperative and experience and practice-based methods, taking also into account cultural considerations; linking theory to practice; testing learned techniques in the work situation, particularly the classroom. (c) Developing and disseminating appropriate training resources and materials: (i) Collection, dissemination and exchange of good practices in training in human rights education; (ii) Stocktaking and dissemination of training methodologies developed by non-governmental organizations and other sectors of civil society; (iii) Development of materials as part of in-service training activities; (iv) Development of online materials and resources. (d) Networking and cooperation among different education and training providers; (e) Promotion and participation in international education and training activities and exchanges; (f) Evaluation of training activities including self-evaluation and perceptions of trainees on the relevance, utility and impact of training activities. 3. Actors 34. Main responsibility for the implementation of this section of the plan of action rests with ministries of education or higher education, working in cooperation with other relevant departments of the government (for instance, finance ministries) as well as higher education institutions and relevant training colleges, with varying levels of responsibility, depending upon the degree of institutional autonomy. 35. The above-mentioned actors will need to work closely with numerous national institutions and organizations including: (a) Unions of higher education teaching personnel; (b) Student unions and associations; (c) Legislative bodies, including education, development rights/education parliamentary committees and advisory groups; 16 and human