A/HRC/24/24 further suggested, as thematic areas, anti-discrimination and migration and asylum issues, as well as the development of citizenship skills and key competencies. 56. Human Rights Education Associates recommended continuing to enhance the focus of the second phase with a view to enabling the institutionalization of human rights education for the second phase’s targeted sectors. Work during the third phase should promote sustainable strategies for human rights education as well as the training of trainers within different sectors. 57. Human Rights Education USA, a newly-formed human rights education network in the United States of America, suggested that the principal target group for the third phase be the general public, including both the formal and non-formal education sectors, with a focus on teachers and community education. It also recommended addressing the following groups: youth groups and their adult allies; senior citizens’ groups; indigenous peoples; migrant workers, immigrants and refugees; workers in general; faith-based groups; and social media users. Thematically, Human Rights Education USA considered as priorities the right to personal security and safety, and the right to health; it mentioned a number of related issues, including school safety and a secure learning environment; environmental rights; violence against women, including domestic violence; weapons ownership rights and responsibilities; and labour rights. 58. The Institute of Human Rights of the National Academy of Sciences of Azerbaijan proposed a focus on youth. The Institute also provided suggestions regarding the role and place of human rights education in Azerbaijan. 59. The Netherlands Platform on Human Rights education considered it difficult to contribute to the third phase of the World Programme from a Netherlands perspective, pointing to the lack of comprehensive action by the national authorities in the context of the first two phases. 60. New Humanity proposed, in terms of thematic areas, the issue of solidarity, with particular attention to “human duties” as a personal and collective responsibility vis-à-vis human rights, as well as human rights education in emergencies, with particular attention to related vulnerable groups such as refugees and displaced persons, women, children and persons with disabilities. 61. Soka Gakkai International suggested concentrating on human rights education with young adults and youth movements, which are both providers and beneficiaries of human rights education. In addition, it underlined that the third phase should encompass linkages with the preceding phases, as related work needs to continue. With regard to thematic areas, it suggested human rights education to prevent and eliminate racism, racial discrimination, xenophobia and related intolerance; momentum will be provided by two forthcoming anniversaries, i.e. the fiftieth anniversary of the adoption of the International Convention on the Elimination of All Forms of Racial Discrimination in 2015 and the fifteenth anniversary of the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance in 2016. 62. The U.S. Fund for UNICEF suggested that the third phase should focus on the poorest and marginalized children and communities, especially girls, minorities and indigenous children, as well as persons with disabilities. Thematic issues should include maternal and neonatal health; access to quality education; gender equality; and HIV/AIDS. Target groups would include informal educators, community organizers, faith-based workers, health-care providers and the media. 13