A/HRC/27/28 57. Step 1: Undertake an assessment study on progress made during the first10 and second phases of the World Programme and a national baseline study on human rights training for media professionals and journalists. The studies could be conducted by a governmental coordinating department, or separate studies could be undertaken in each target area by the most relevant actor(s). The studies should be widely disseminated nationally. Relevant actions include: (a) Analysis of the current status of implementation of the first and second phases of the World Programme: (i) Keeping in mind the strategies mentioned in section II.C above concerning human rights education in the primary and secondary school systems, in higher education and in the training of educators, civil servants, law enforcement officials and the military, collect information on and analyse the following: • Current situation of human rights education in the primary and secondary school systems and in higher education, as well as human rights training for educators, civil servants, law enforcement officials and the military, in particular initiatives undertaken during the first and second phases of the World Programme and their shortcomings and obstacles to their implementation; • Actors involved; • Existing policies and legislation; • Resources and tools used; • Lessons learned from the first and second phases. The information collected and analysed can be contrasted with any baseline data collected during the first and second phases in order to determine progress made. (ii) Assess the adequacy and effectiveness of existing human rights education initiatives and identify good practice; (iii) Consider how to build on good practice and lessons learned, and also measures that are necessary to deal with shortcomings and obstacles. (b) Analysis of the current situation of human rights training for media professionals and journalists: (i) Keeping in mind the strategies mentioned in section II.D above, collect information on and analyse the following: • Current situation of human rights training for media professionals and journalists, including existing initiatives, their shortcomings and obstacles to their implementation; • Historical and cultural contexts that may influence such training; • Existing policies and legislation; • Experience, resources and tools existing at the local, national, regional and international levels; 10 18 With regard to the first phase, see OHCHR/UNESCO, Human Rights Education in Primary and Secondary School Systems: A Self-assessment Guide for Governments (HR/PUB/12/8) (New York and Geneva, United Nations, 2012).