A/HRC/24/24 Programme could be linked to and benefit from various international initiatives such as Learning Metrics Task Force, which seeks to define learning outcomes for early childhood education, and the ongoing dialogue concerning the post-2015 education agenda. 48. The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) referred to its work during the first and second phases of the World Programme, the challenges faced and the lessons learned. For the third phase, UNRWA proposed a focus on human rights education tailored to the girl child and specifically addressing gender discrimination; the rights of persons with disabilities; and reaching out to youth, both in formal and informal settings. 49. The World Meteorological Organization suggested that the third phase address civil society at large on thematic human rights issues such as access to food, water and energy, and protection against natural hazards under a changing climate, in view of the urgent need to increase the capacity and resilience of societies to adapt to climate changes, which put at risk socioeconomic systems. V. Responses from civil society A. Responses from individual non-governmental organizations 50. The Agence de diffusion du droit international humanitaire en Afrique Centrale, taking particularly into consideration African countries, suggested a focus on teachers, particularly those dealing with civic education, as well as law enforcement officers and military personnel, lawyers and the general public, through public awareness and media campaigns. Thematically, efforts should concentrate on civil and political rights, considering their recurrent violation in the African context, without neglecting economic and social rights. 51. Amnesty International Austria recommended concentrating on further strengthening the institutionalization and sustainability of human rights education at all levels of formal education, from preschool to higher education, particularly teacher training institutions. It also addressed the need to strengthen non-formal human rights education, by targeting youth movements, youth workers, social workers and community organizers, among others. A cross-cutting need in this area is the development of sound human rights education methodologies. 52. The Association Points-Coeur considered that the third phase should target the mass media and journalists, in view of their influence in shaping the culture of a society and people’s minds. 53. The Center for Citizenship Education of Slovenia suggested a focus on nonformal and formal adult education, especially addressing vulnerable groups of citizens (e.g. the elderly, socially excluded people and persons with disabilities). It also suggested a focus on the development of active citizenship abilities as well as key competencies and strategies to deal with hostile environments. 54. The Cyprus Human Right Centre highlighted limitations in Cyprus regarding human rights education. 55. Democracy and Human Rights Education in Europe consulted its 53 member organizations in Europe and recommended that the third phase address adult learners and adult learning providers, as well as youth organizations and NGOs as providers of nonformal education, with a view to empowering individuals and groups to claim their rights. It 12