A/HRC/42/23 platforms allow for self-paced learning, sharing of learning resources, learning across contexts, knowledge of other actors for advocacy and coalition building and digital curricula. Evaluation should be infused throughout the training process. 20 4. An enabling environment 37. Wherever human rights education for youth takes place – in formal, non-formal or informal settings – the learning environment and the broader surroundings, including the family (parents, legal guardians and other family members) and the local community, inevitably influence the educational process. 38. Measures should be taken to encourage organization of and participation in human rights education activities and guarantee freedom from reprisals for those who do so. Accountability mechanisms must ensure youth safety and access. Human rights education must be independent of political influence and interference. 39. Youth face specific challenges in ensuring respect for their rights in society, and may also face overlapping forms of discrimination due to their multiple and intersecting identities.21 National strategies for human rights education for youth must be accompanied by measures to increase the protection and realization of young people’s human rights, including the development of redress mechanisms accessible to youth. E. Process for national implementation 40. A coherent and coordinated national strategy for human rights education for youth, in line with the present plan of action, requires significant commitment by Member States. While the strategy should build on progress made at the national level during the previous phases of the World Programme, adequate human and financial resources are needed to support the needs assessment, development, implementation, monitoring and evaluation of a national strategy for human rights education for youth. A national coordinating body should lead this process; three steps for implementation are proposed in the plan of action. 1. Actors and coordination 41. As a starting point, Member States should designate a relevant department as a focal point responsible for taking the initiative, responding to or supporting the initiative of others to establish a national coordinating body involving relevant government entities and civil society, and with youth representatives as essential participants, that should consult with local youth within the country. The body, which could be or build on an existing entity, would ensure coordination, information-sharing and maximization of resources and avoid duplication of efforts. Member States should facilitate opportunities for participation by all relevant actors; the members of the national coordinating body should reflect the diversity of the youth population of the country, including youth in situations of exclusion or vulnerability. 42. The following national actors must be included in the national coordinating body: (a) Relevant ministries (education, youth, justice, etc.) and relevant local government entities; (b) 20 21 National human rights institutions; See OHCHR, From Planning to Impact: A Manual on Human Rights Training Methodology (New York and Geneva, 2019); OHCHR and Equitas – International Centre for Human Rights Education, Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators (Montreal, 2011). In the report “Youth and human rights” (A/HRC/39/33), the United Nations High Commissioner for Human Rights described challenges and discrimination encountered by young people in gaining access to their rights. 15