A/HRC/24/24 A majority of the respondents has emphasized the need to continue prioritizing human rights education with the target sectors already identified in the previous phases, i.e. the formal education system – primary, secondary and higher education – as well as training for civil servants, law enforcement officials and the military. These respondents have mentioned gaps with regard to the development of comprehensive and sustainable implementation strategies and action plans not only in the context of the World Programme, but also in light of the proclamation of the United Nations Declaration on Human Rights Education and Training in December 2011. Respondents have highlighted the need to advance implementation where no significant action has taken place and to consolidate the work done, to undertake related research and map and share good practices and lessons learned, to sharpen education and training methodologies and approaches based on proven good practice, and to foster dialogue between duty bearers and civil society. In this context, a target group which featured prominently in the responses as needing additional and focussed attention was the one constituted by teachers and educators, including professionals in the formal education system and those active in nonformal settings. New possible target audiences highlighted by respondents were media professionals, civil society organizations and youth, including youth movements and organizations, as well as specific groups of rights holders, in particular persons with disabilities, minorities and indigenous peoples, and women victims of violence. In terms of thematic areas, the most recurrent topics included non-discrimination and equality, with particular reference to discrimination and violence against women and girls; and education to promote active citizenship and participation with a view to strengthening democracy, good governance and global citizenship. 2