A/HRC/27/28 evaluation processes carried out during the first two phases and any related national implementation plan(s). Section III below offers guidance on how to undertake such an analysis, which can be compared with any baseline data collected in the first two phases in order to determine progress made. 16. Depending on the results of the analysis, strategies for advancing and consolidating current efforts can be developed and incorporated into the implementation plan for the third phase of the World Programme, including, but not restricted to, strategies concerning: (a) New or revised laws and policies; (b) Increased coherence between various human rights education components, such as training curricula, and teaching and learning content, practice and policies; (c) training; Expansion of the presence of human rights education in curricula and related (d) Improvements in the quality and impact of existing human rights education programming; (e) Increased human and financial support; (f) Putting in place effective and inclusive monitoring and assessment processes with regard to human rights education efforts that rely on appropriate indicators and data collection mechanisms and provide information for the ongoing improvement of programming; (g) Increased coherence between human rights education efforts and other related efforts, for instance efforts to promote respect for diversity, a culture of peace and nonviolence, civic education and global and citizenship education; (h) High-quality and sustained human rights education and training through the fulfilment of the above tasks. 17. Strategies for advancing implementation and consolidating the work done should continue to incorporate a human rights-based approach to education and learning, as follows: (a) “Human rights through education”: ensuring that all the education components and processes, including curricula, materials, methods and training are conducive to learning about human rights; (b) “Human rights in education”: ensuring respect for the human rights of all actors, and the practice of rights, in the learning and working environment. Providing human rights education and training for educators in formal and non-formal education and training, in particular those working with children and youth 18. Both the first and second phases of the World Programme highlighted the importance of human rights education and training for educators, meaning those who design, develop, implement and evaluate education activities in formal, informal and nonformal settings.1 The plans of action for the first and second phases highlighted the fact that 1 See the Plan of Action for the second phase (A/HRC/15/28), para. 14. In general, “formal education” refers to school, vocational training and university education; “non-formal education” refers to adult learning and forms of education that complement formal education, such as community service and extra-curricular activities; and “informal education” refers to activities developed outside the education system, such as those carried out by non-governmental organizations (Plan of Action for the first phase, Appendix, footnote 3). 7