A/HRC/24/24 IV. Responses from international and regional intergovernmental organizations 44. The European Union Agency for Fundamental Rights offered the results of a European consultation carried out in 2009 to map the status and assess institutional needs in the area of human rights education. The consultation highlighted key gaps: the lack of training support to human rights defenders and minority groups; human rights training for the police being a stand-alone component at the basic training stage, with limited critical integration into broader police training and ongoing professional development; a low level of awareness of human rights in the health-care system; and the need for educational interventions to improve access to legal systems mainly directed at legal professionals, for them to become more aware of, and responsive to, the specific barriers, issues and needs of different sections of society. 45. The Office for Democratic Institutions and Human Rights) of the Organization for Security and Co-operation in Europe (OSCE) suggested that the third phase could focus on three areas: first, the rights of persons with disabilities, with human rights education initiatives targeting them but also State institutions responsible for enforcing those rights, such as local authorities, educational authorities at all levels and law enforcement officials; secondly, women’s rights and violence against women, which represents a pressing problem across the OSCE region and has far-reaching implications for women’s inclusion in society; and thirdly, the rights of migrants, targeting this group as well as national immigration authorities. 46. The Organization of American States (OAS) considered that, in addition to the target sectors of the previous phases, the third phase could focus on leaders and members of civil society organizations involved in human rights education, education for democratic citizenship, youth and/or building a culture of peace; on professionals and companies in the business sector working on corporate social responsibility; on mass media, not only to contribute to a better quality of information, but also for their educational work; and on donors involved in international cooperation, to promote efficient investment of available resources. In terms of thematic areas, in particular with regard to children and youth, the OAS referred to school coexistence, with a view to preventing violence in schools; transparency and integrity, to combat corruption; the use of arts and the media as essential tools for promoting creativity, self-esteem, integration and social cohesion; and economic and financial issues related to the exercise of economic, social and cultural rights. 47. The United Nations Educational, Scientific and Cultural Organization (UNESCO) highlighted the need to maintain a focus, for the third phase, on teachers and educators in non-formal education. It also highlighted the need to address early childhood education and community-based adult education to reach out to parents and family members, as research shows that children’s experiences before starting primary school shape their attitudes, values, behaviours, habits, skills and identity throughout life. UNESCO also pointed out, as possible target audiences, youth and vulnerable groups including women, persons with disabilities and migrants. Regarding thematic areas, UNESCO proposed the development of competencies in respect of human rights values and principles, suggesting a focus on pedagogy; economic, social and cultural rights in relation to the post-2015 agenda; social inclusion, emphasizing the issue of culturally-appropriate content and teaching methods; civil and political participation, particularly addressing young people; the rights of the child, in particular in early childhood; and the right of literacy as an integral part of the right to education. In addition, UNESCO suggested that the third phase should build upon the previous phases of the World Programme and foster a global review of action taken so far, with the purpose of highlighting opportunities and progress made, as well as remaining gaps and challenges. Furthermore, the World 11