A/HRC/24/24 indigenous rights; human rights of asylum seekers; and human rights and the environment, particularly with regard to the impact of climate change. 28. The Commission for Human Rights and Good Governance of Tanzania proposed that the third phase address professionals in governmental and non-governmental institutions such as parliamentarians, policy- and decision makers, journalists, members of NGOs, social workers, doctors and nurses, and community leaders. The Commission stressed the importance for African countries to have knowledgeable professionals, in particular decision makers and those dealing directly with people at the grass-roots level like medical personnel, able to develop policies and practices in line with human rights principles. Moreover, the Commission suggested focusing on human rights education for children and young adults outside the formal school system, e.g. street children, working children, homeless children and young adults, as they are the most neglected and vulnerable individuals and their number is constantly growing worldwide, and especially in Africa. 29. The Commission nationale des droits de l’homme du Rwanda referred to developments at the national level related to human rights education in the context of the first and second phases of the World Programme. For the third phase, the Commission proposed to focus on lawmakers, decision makers, law enforcement officials, prosecutors, mass media professionals and prison officers. Within the formal education systems, the Commission highlighted the need to focus on primary students as well as primary and secondary school headmasters and curriculum developers, and to extend human rights education in higher education for faculties beyond law faculties. It also proposed as target audience the general public, establishing a human rights week to promote tolerance, peace and a culture of human rights. Thematically, the Commission proposed an emphasis on combating torture and domestic violence; the right to development and environmental rights; democracy, civil liberties and human rights, including the right to justice; human rights and the media; good governance and human rights; and international trade and human rights. 30. The Commissioner for Fundamental Rights of Hungary welcomed the World Programme as a framework to enhance awareness of human rights and specifically the rights of the child, which have been the Ombudsman’s priority since 2008. Based on national experience and two surveys undertaken in 2011 and 2012, the Commissioner recommended that the third phase focus on non-discrimination and the rights of the child, for health-care professionals, alternative childcare professionals and actors of the justice system (judges, lawyers, prosecutors, policemen, psychologists), with particular attention to issues pertaining to children who belong to minorities or other vulnerable groups. 31. The Danish Institute for Human Rights reported a limited impact of the first two phases on the Danish educational system, due to a lack of prioritization by the Government and other official stakeholders. Accordingly, the Institute proposed a focus on securing the value and quality of the previous phases. In this context, it highlighted the need to build bridges between formal, informal and non-formal education sectors, exploring how they can complement and support each other, and mapping and sharing of best practices and lessons learned. In addition, the Institute recommended that the third phase focus on promoting implementation of the United Nations Declaration on Human Rights Education and Training, especially at the governmental level, with a view to transforming the Declaration into a legally binding instrument during the third phase. 32. The Defensoría del Pueblo de Colombia highlighted the role of human rights education in addressing global challenges including unemployment and lack of labour guarantees and legislation; the social impact of new technologies and of non-sustainable development; natal and maternal mortality and endemic illnesses due to the limited availability of social security and public health assistance; discrimination and violence against women, particularly in conflict, and domestic violence; the deepening of social and 8