A/HRC/42/23 (iii) Historical and cultural contexts that may influence human rights education for youth, including the human rights situation of youth and barriers to their engagement and participation; (iv) Useful experiences, methodologies, resources and tools existing at the subregional, regional and international levels; (v) Involvement of various actors within formal, non-formal and informal education; (vi) The role, content and methodology of related types of education (education for sustainable development, peace education, global education, citizenship education) that may exist in the country; (b) Determine which actions of the four components outlined in section II.D are already implemented and to what extent; (c) Consider how to build on existing initiatives, good practice and lessons learned, how to use opportunities and which measures are necessary to address shortcomings and obstacles. 49. The outputs of step 1 include: (a) A national baseline study on human rights education for youth; (b) A national dissemination campaign regarding the baseline study through, for example, online and traditional publications and communications materials, conferences and public discussion. Special focus should be placed on disseminating results to youth spaces. Step 2 – Develop a national strategy to promote human rights education for youth 50. Step 2 should entail the following actions: (a) Build on the national baseline study, developing objectives for a national strategy (2020–2024 or beyond) using the plan of action as a reference; (b) Set priorities on the basis of the findings of the baseline study, taking into account the most pressing needs and/or available opportunities and focusing on impactful interventions that will secure sustainable change, rather than ad hoc activities, with particular regard to youth in situations of exclusion or vulnerability; (c) Develop the national strategy, identifying: (i) Inputs: human, financial and time resources required; (ii) Activities: tasks, responsibilities and time frames; (iii) Mechanisms for coordination; (iv) Outputs (such as legislation, educational materials or training programmes); (v) Existing laws, policies and programmes that can contribute to the strategy or need to be revised to support an enabling environment; (vi) Results to be achieved, and related quantitative and qualitative indicators as part of the monitoring and evaluation framework. 51. The output of step 2 is the national strategy for human rights education for youth, in a language accessible to youth, which identifies objectives, priorities and outputs for 2020– 2024 or beyond and should be broadly disseminated among institutions and stakeholders, particularly youth. Step 3 – Implement, monitor and evaluate the national strategy 52. Step 3 should entail the following actions: (a) Implement planned activities; 17