A/HRC/24/24 education efforts in Ireland, as detailed in the 2011 report of the Commission entitled Human Rights Education in Ireland – An Overview. 38. The National Human Rights Commission of Mongolia reported on its human rights education activities and suggested, for the third phase of the World Programme, to focus on training concerning labour rights as well as business and human rights in the private sector, in the light of existing human rights abuses by employers. It also proposed a focus on the inclusion of human rights curricula in faculties other than law schools, such as medicine, political and social sciences and pedagogy, to enhance human rights knowledge and skills among the future human resources of the public sector. 39. The National Human Rights Committee of Qatar reported on human rights education progress at the national level since 2006, particularly the steps taken by national actors to develop an action plan aimed at promoting a culture of human rights, in particular through the formal education system. 40. The New Zealand Human Rights Commission referred to its previous report (May 2012) on implementation of the World Programme and highlighted the lack of a systematic nationwide strategy for human rights education. In this regard, the Commission suggested that, during the third phase, opportunities for dialogue between civil society and duty bearers identified in the previous phases should be pursued, with the purpose of embedding and expanding the progress made to date. In terms of focus areas, the Commission proposed economic, social and cultural rights, in particular health and education, to expand duty bearers’ understanding of the responsibility to progressively realize these rights. Alternatively, the Commission proposed focusing on emerging international human rights standards such as those related to persons with disabilities, indigenous peoples and sexual orientation and gender identity; with regard to the school systems, the third phase could address how to deal with violence, abuse and bullying through a human rights approach. Finally, the Commission highlighted the importance of developing and using effective methodologies for human rights education, as an ongoing focus of the World Programme. 41. The Ombudsman of Portugal put forward, as a priority issue, the human rights of elderly persons, given the absence of specific related international instruments and the increasing relevance of this matter in society. Relevant target audiences could be not only the general public but also public and private entities working directly with elderly people, such as social services, police, local authorities and homes for the elderly. 42. The Republic of Albania People’s Advocate deemed that a priority focus for the third phase could be the protection and the empowerment of vulnerable categories such as minorities, women victims of violence, victims of human trafficking, persons with special needs, the poor, the LGBT (lesbian, gay, bisexual and transgender) community, the Roma community and people affected by “blood feuds”. Following the Albanian experience, target audiences for related educational programmes could be, among others, central and local institutions, civil society, religious communities and the media, as well as individuals belonging to those groups. 43. The South African Human Rights Commission proposed promoting the rights of women and girls among the general public, with a focus on gender- and sexual-based violence. The Commission stated that this issue is a priority for the region, which has the highest proportions of violence against women and girls (i.e. rape, forced marriage, domestic violence and murder), in addition to a high prevalence of HIV. 10