A/HRC/28/81 individuals. The Education for Holocaust Remembrance project was established to educate about the Holocaust and also combat Holocaust denial. It involved the commemoration of the International Day in Memory of the Victims of the Holocaust on 27 January each year, as well as educational modules for ministries of educations around the world. It also aims to sensitize States and the general public on Holocaust remembrance and genocide prevention. 27. During the following discussion, the representative of Morocco underlined the importance of education and in particular human rights education. Answering a question posed by Morocco and Brazil, Mr. Fracapane noted that the Teaching Respect for All programme had now reached the end of its pilot phase, and that there were plans to expand the programme to a global level. 28. The representative of the USA inquired about the scope of the programme. Mr. Fracapane explained that the programme addressed various forms of discrimination and could be adapted to a local context – depending on which form of discrimination was dealt with. The programme per se covered among others racism, gender equality, homophobia or discrimination against handicapped people. Different countries made different uses of the programme. 29. Morocco inquired about the distinguishing characteristics of the Global Citizenship Education. Mr. Fracapane explained that the GCE methodology encompassed human rights education but had a broader focus. Global citizenship meant addressing a number of different areas that could not be separated of which a global citizen needed to be aware. Consequently, the programme encompassed sustainable development, health, education, human rights and other areas. The GCE initiative served as an umbrella under which all of those areas came together. The initiative also corresponded to a shift away from purely cognitive education. 30. The representative of Morocco noted the role of memorial processes and asked if UNESCO dealt with other atrocities, such as Rwanda or Srebrenica. Mr. Fracapane stated that the Holocaust was an important starting point to begin a discussion of “where discrimination can lead.” Indeed, all instruments to prevent genocide were based on the Holocaust experience. The Holocaust was the universal example of a mass atrocity, and it was also a practical example, as there was a lot of material from which teachers could draw. The UNESCO expert stressed that there was an obvious link between different crimes against humanity. It was important to focus on “the drama of history” rather than one event. The Holocaust could also be used in order to grapple with a country’s own history. He explained that Argentina, for example, had reformed school curricula and started to teach about the Holocaust, which allowed teachers to talk about the years spent under the rule of the military regime. Argentina was now proceeding to work on the issue of including crimes against indigenous populations in the curriculum. That was a practical example of how a country can tackle its own history by learning about the history of others. 31. The Chairperson-Rapporteur recalled that UNESCO was pioneering work on human rights education, in particular in the field of anti-racism, from the 1960s. A number of publications had been produced at that time which underlined one human race. The Chairperson-Rapporteur asked Mr. Fracapane to inquire with UNESCO headquarters if the impact of those various educational tools produced by UNESCO had been assessed. It would be important for the Committee to know which educational tools had been successful in the past, and which had failed in order not to repeat mistakes, but build on the achievements. 32. The Republic of South Africa noted that education was essential to antidiscrimination work and also stated that it was crucial to recognize the importance of the past. Three Holocaust memorials existed in South Africa, which were used for teaching purposes and served as a constant warning that silence (while someone was experiencing 28