A/HRC/45/24 strengthen and update it, also in the context of the adoption of the national human rights strategy in 2014, which includes a component on culture and education in human rights and peace. In Brazil, the national plan for human rights education, 2003, is supported by the Ministry of Women, Family and Human Rights, the Ministry of Justice and Public Security and the Ministry of Education and provides the basis for advancing human rights education in basic education, higher education, non-formal education, the education of law enforcement and justice officials and members of the media. The national action plan on fundamental and human rights, 2017–2019, of Finland included human rights education and training as one of its priorities. In Sweden, human rights education initiatives are carried out within the governmental strategy on human rights, 2016. Some States have also included human rights education in high-quality education strategies related to Sustainable Development Goal 4. The education strategic plans, for the periods 2014–2018 and 2019– 2023, of Cambodia and the plan for education towards sustainability, 2017–2030, of Italy are examples of such strategies. B. 1. Primary and secondary school systems Policies 9. Many responding States reported having in place, or having enacted, national laws or policies that support human rights education and related topics, such as civic education, citizenship education and education for sustainable development, in primary and/or secondary school systems. In 2016 and 2017, respectively, the Superior Council of Education of Costa Rica adopted policies on curricular transformation towards educating for a new citizenship and on people at the centre of the educational process and being transformative agents in society, which prompted a major reformulation of educational programmes and projects. In Romania, under the national strategy on the protection and promotion of the rights of the child, 2014–2020, a social education subject was introduced in secondary schools to develop students’ civic competencies. Similarly, in Italy, under Act No. 92 (2019), a cross-cutting civic education subject was introduced in primary and secondary schools. In Andorra, under Law No. 14/2019 on the rights of children and adolescents, the inclusion of human rights education in school curricula and educational projects at schools are called for. In Colombia, Law No. 1620 (2013) on school coexistence and Law No. 1732 (2014) on the teaching of peace have created strategic alliances and contributed to the implementation of related initiatives in over 400 educational establishments. In Brazil, in the national guidelines for human rights education, 2012, human rights education is recognized as an important part of the right to education, and the guidelines include related strategies and principles that education institutions must observe. In Croatia, the national plan for combating discrimination, 2017–2022, is aimed at, among other things, eliminating discriminatory practices in the education system and promoting human rights and equality through education; in line with that plan, the Ministry of Science and Education has implemented citizenship education in public schools. 10. The integration of human rights education into national school curricula was reported by many States, including Andorra, Brazil, Cambodia, Cyprus, El Salvador, Finland, Georgia, Indonesia, Lithuania, Mexico, Qatar, Romania, Slovenia, Sweden and Switzerland. Efforts to further improve the curricula are under way in some States; in 2019, the Ministry of Education, Science, Culture and Sport of Georgia began revising the civic education module of vocational education, introduced in the context of the vocational education reform strategy, 2014–2018, to further strengthen its human rights component. In 2016, Costa Rica began a major curriculum revision process to incorporate citizenship and human rights into many subjects as cross-curricular themes. Curricular reform has been supported, in some countries, by regional or international organizations. In Belarus, since 2016, the Ministry of Education has worked with the Office for Democratic Institutions and Human Rights of the Organization for Security and Cooperation in Europe (OSCE) to develop various draft curricula, including on human rights, for secondary and higher education. In the Niger, the Ministry of Justice and the Ministry of National Education, with the support of the United Nations Development Programme (UNDP), began a curricular reform process in 2009 aimed at integrating human rights education into curricula. 4