A/HRC/28/81 14. The Chairperson-Rapporteur inquired as to why despite the practical measures being undertaken in the arena of sport, racist and xenophobic incidents continued to occur; whether it was possible to link issues of awareness-raising to penalties in the initiatives being considered and carried out; and whether contexts like the media or political discourse could provoke these sentiments and violence at sports events. The Chairperson-Rapporteur also asked about whether the experts were involved in the FIFA “good behaviour barometer” and whether they had any comments on its scientific basis and effectiveness. Mr. Gasser replied that according to its own statistics, the number of incidents had increased, however this was a good sign as it meant that monitoring and tracking, in partnership with FARE Network were now more effective and that over time with the efforts undertaken, these figures would start to decrease. He cautioned that there was a limit to what could be asked of federations, as efforts against racism could backfire and fail. Football could not create peace; rather, the primary role was for Governments; federations, national associations and civil society were stakeholders who could assist within their jurisdictions and means. All society must contribute, and success could only come from interplay among all actors. Mr. Klymenko added that as civil society and governing bodies were making some good progress, the actions of football bodies now needed to be matched by the Governments and the United Nations,. 15. At the 3rd meeting on 8 October, the Chairperson of the Working Group of Experts on People of African Descent (WGEPAD), Ms. Mireille Fanon-Mendes France, presented on the topic of ”Prevention and awareness-raising, including through human rights education and training, in the fight against racism, racial discrimination, xenophobia and related intolerance.” She pointed out that several human rights instruments such as the International Covenant on Economic, Social and Cultural Rights (ICESCR), the International Convention on the Rights of the Child (CRC) and mechanisms such as the Special Rapporteur on Education pointed to the importance of education as a commodity and service to achieve other aims. She indicated Declarations such as the International Decade for Education in the field of human rights proclaimed in 1994 by the General Assembly; the guidelines for national education plans on human rights adopted by the General Assembly in 1996 and proclamation of the “World education program in the field of human rights”. Despite such efforts by the international community, she pointed out that education was increasingly being commercialized and driven by the market economy, leading to the creation of social hierarchy. 16. Ms. Fanon-Mendes France provided an overview of the situation of human rights education in France and stated that while vocational training was being promoted and integrated into the business sector, it had left out important elements of human rights education “directed to the full development of the human personality and the sense of dignity” and “for anyone able to play a useful role in a free society” as stipulated in the major human rights conventions. Rather, education and training was seen primarily as a productive investment for businesses. She added that the results were overwhelming elsewhere as well: in Africa, human rights was not a part of the curricula in many countries; in both Europe and the Americas, very few countries had developed action plans in the area of human rights education; and in the Asia and the Pacific, only two countries had developed plans of action in the area. She listed a number of reasons behind the challenge in promoting human rights education such as the lack of political will of States, the lack of resources and specialists in this field, as well as prevailing political instability, corruption, endemic poverty and illiteracy in different countries. 17. Ms. Fanon-Mendes France also described the detrimental impact of racism on the promotion of human rights education, impinging upon universal values of nondiscrimination. She gave a number of contemporary examples in French society that pointed to the need to increase awareness-raising not only for children, but adults as well as people from all walks of life, on the importance of receiving human rights education. Given 25