A/HRC/24/24 B. Responses from other sources 63. The Public Interest and Development Law Institute of Wuhan University School of Law (China) suggested a focus on legal empowerment, targeting grass-roots legal workers, paralegals, civil society organizations and community members. Thematic focus areas in this context could include human rights in general and international human rights mechanisms, the rights of persons with disabilities, labour rights and rights related to environmental protection. 64. Individual responses included a Columbia University professor who supported a focus on secondary school teachers, given their multiplier role, through appropriate preservice and in-service training as well as ongoing support; and four individuals who highlighted the need to focus on languages issues in formal and informal education contexts, in particular with regard to migrants, refugees, indigenous and minorities groups, as well as human rights education in preschool and school education. C. Report of the Global Human Rights Education Listserv consultation 65. HREA and the NGO Working Group on Human Rights Education and Learning of the Conference of Non-Governmental Organization in Consultative Relationship with the United Nations presented a report, summarizing 41 contributions from 19 countries, of an online consultation which took place from 21 February to 21 March 2013 through the Global Human Rights Education Listserv, an electronic network of over 10,000 individuals and organizations interested in human rights education. 66. The report highlights the lack of systematic integration of human rights education in the formal education systems of various countries, as well as the opportunity provided by the World Programme for Human Rights Education, in particular for some national human rights institutions, to devote resources and strengthen research on national human rights education issues. Various contributors recommended during the third phase to continue targeting areas covered by the first and second phases with renewed efforts throughout the schooling sector, where human rights education and human rights training for teachers should be made mandatory, and with decision makers, lawmakers and government officials, and recommended that the use of informal tools such as social media be furthered. 67. The report stresses also a consensus among the contributors on the need for close cooperation among governmental and non-governmental actors and for cross-fertilization between formal and non-formal education methodologies and approaches. Non-formal human rights education efforts by civil society organizations include those aimed at community service organizations; faith-based groups; indigenous peoples; migrants and refugees; workers in general; youth groups and after-school clubs; and sports organizations. National authorities could further support those efforts, including by ensuring a safe and enabling environment for human rights education. 68. The contributors to the consultation highlighted a variety of priority topics for the third phase, including equality and non-discrimination; participation; conflict resolution; vulnerable groups; right to personal security and safety; right to health; human rights education and culture; human rights education and technology; human rights and business; gender issues; genocide education; and human rights in elections. VI. Conclusions 69. The feedback received from States, national human rights institutions and other relevant stakeholders has demonstrated a diversity of approaches and priorities 14