A/HRC/42/23 (d) Using technology to increase access to human rights education through social media, developing website resources and developing and facilitating online learning programmes, e-forums, massive open online courses, web conferencing and distance learning programmes and mobile apps; (e) Encouraging scholarships and exchanges as a means to promote human rights education for youth; (f) Creating or strengthening youth councils and local youth structures that support access to and delivery of human rights education; providing platforms for youth to influence policy at all levels; (g) Prioritizing youth, particularly youth in situations of exclusion or vulnerability, in developing accessible and engaging materials, taking due account of languages, including indigenous languages, and disabilities. 3. Training of educators 30. Previous phases of the World Programme highlighted the importance of appropriate training of educators, i.e., those who design, develop, implement and evaluate human rights education and training activities in formal, non-formal and informal settings, whether they are civil servants or representatives of civil society. 31. The plans of action for the first and second phases highlighted the major role and responsibility that teachers, higher education teaching personnel and other education staff have to transmit human rights values, skills, attitudes, motivation and practices, both in carrying out their professional responsibilities and as role models. Accordingly, training in human rights and human rights education methodologies for those professional groups, aimed at fostering knowledge about, commitment to and motivation concerning human rights, is a priority component of any human rights education programming in the formal education system. 32. The same priority applies, by analogy, to youth educators in non-formal settings. In line with peer-learning methodology, training priority should be given to youth who are trainers, leaders, representatives of youth centres and organizations, activists and volunteers to build pools of skilled young people to train their peers. Youth should participate in designing, implementing and evaluating training of youth educators. 33. Strategies for ensuring adequate training of educators should include the adoption of a comprehensive human rights training policy based on an assessment of existing practice; the introduction of human rights and human rights education principles and standards, as well as advocacy skills with regard to the human rights of youth, into the training curriculum; the fostering of appropriate methodologies and assessment methods; the development of related resources; and collaboration across formal, non-formal and informal settings. In all these courses of action, the expertise of educators – particularly young educators and educators from groups in situations of exclusion or vulnerability – should be emphasized and respected. 34. Adopting a comprehensive human rights training policy for educators should include the following elements: (a) Adopting the internationally agreed definition of human rights education and training as an empowering process, transferring knowledge and developing skills, attitudes and behaviour which promote and protect human rights; (b) Pre-service and in-service training, required for all educators, adapted to their particular culture, education and experience, based on a training needs assessment and integrated into existing training; (c) The training of trainers, particularly those delivering pre-service and inservice training, who should be qualified and experienced human rights educators and reflect the diversity of learners; (d) Requiring human rights education for the qualification, accreditation and career development of educational staff and including human rights education in formal 13