A/HRC/24/24 12. The Government of Azerbaijan transmitted the proposals of the Human Rights Commissioner of the Republic of Azerbaijan and of the Institute of Human Rights of the National Academy of Sciences of Azerbaijan. These will be mentioned in the sections below concerning responses from national human rights institutions and civil society respectively. 13. The Government of Bahrain highlighted the importance of considering human rights education as a learning process facilitating active participation aimed at solving problems related to students’ lives and at identifying human rights concerns and priorities for the community and society. Highlighted focus issues for the third phase are peaceful coexistence and appreciation of diversity, as well as democracy and related methods of decision-making. Among proposed strategies are the integration of relevant values, concepts and skills in curricula and textbooks; training of trainers; human resources development, including training for teachers, managers, parents, media and lawyers; and development of materials, including web design. 14. The Government of Bosnia and Herzegovina indicated as target sectors for the third phase the formal education and civil service sectors. It suggested as thematic areas the prohibition of discrimination, particularly with regard to the right to education, and a focus on the training of teachers working with children belonging to minorities, migrant families and children with disabilities. 15. The Government of Costa Rica recommended focusing on administration of justice officials, particularly judges, prosecutors and magistrates. In terms of specific themes, Costa Rica suggested the principle of equality and non-discrimination with regard to specific groups. 16. The Government of Estonia stressed that there is a continuous need for educating groups that have been already targeted in the previous phases, i.e. teachers and other education personnel, school leaders and social workers. Other target groups could include leaders of youth organizations, journalists and other media personnel. Estonia suggested as a thematic priority the identification of human rights violations in everyday life and possible intervention strategies. 17. The Government of Guatemala presented a report concerning human rights education initiatives undertaken in the context of the World Programme for Human Rights Education, including the adoption of the national plan of action for human rights education in 2007 and its implementation. Guatemala proposed that the third phase could focus on a culture of peace to promote tolerance, solidarity and respect for individual and collective rights; conflict resolution and transformation, to sensitize local authorities in particular; and institutional capacity-building to ensure compliance of States with international human rights obligations. Focus target groups could include civil servants, community leaders and the general public. 18. The Government of Italy highlighted the importance of stakeholders such as NGOs from various sectors, academia and mass media, including the Internet and social networks. Italy considered as a key priority the issue of freedom of religion or belief and interreligious and intercultural dialogue in order to foster mutual understanding and peaceful coexistence. It also expressed its commitment to human rights education and training, in particular with reference to its related work in the context of the Human Rights Council. 19. The Government of the Lao People’s Democratic Republic proposed concentrating on empowering women to be leaders in higher, technical and vocational education. 20. The Government of Lithuania recommended as a possible focus for the third phase the elimination and prevention of violence against women and girls, particularly domestic violence. In this regard, specific target sectors could be professionals (e.g. police, judges, 6