A/HRC/42/23 D. Principles for human rights education activities 10. Educational and training activities within the World Programme shall: (a) Promote the inalienability, interdependence, interrelatedness, indivisibility and universality of human rights, including civil, political, economic, social and cultural rights and the right to development; (b) Foster respect for and appreciation of diversity, and opposition to discrimination on the basis of race, colour, sex, age, language, religion, political or other opinion, national, ethnic or social origin, property, birth, place of residence, disability, sexual orientation and gender identity, and other bases; (c) Encourage analysis of chronic and emerging human rights problems – including poverty, violent conflicts and discrimination – in the light of rapidly changing developments in the political, social, economic, technological and environmental fields, leading to responses and solutions that are consistent with human rights standards and foster social cohesion; (d) Empower communities and individuals to identify their human rights entitlements and to claim them effectively; (e) Develop the capacity of duty bearers, in particular governmental officials, to meet their obligation to respect, protect and fulfil the human rights of those under their jurisdiction; (f) Build on the human rights principles embedded within the differing cultural contexts and take into account historical and social developments in each country; (g) Foster knowledge of, and the acquisition of skills to use, local, national, regional and international human rights instruments and mechanisms for the protection of human rights; (h) Make use of participatory methodologies that include knowledge, critical analysis and skills for individual and collective action furthering human rights and that take into consideration the age, cultural specificities and contexts of the learners; (i) Foster safe teaching and learning environments that encourage participation, the enjoyment of human rights and the full development of the human personality; (j) Be relevant to the daily life of the learners, engaging them in a dialogue about ways and means of transposing human rights from the expression of abstract norms to the reality of their social, economic, cultural and political conditions. II. Youth empowerment through human rights education: plan of action for the fourth phase (2020–2024) of the World Programme for Human Rights Education A. Scope 11. In its resolution 39/3, the Human Rights Council requested the Office of the United Nations High Commissioner for Human Rights (OHCHR) to prepare a plan of action for the fourth phase (2020–2024) of the World Programme, devoted to youth. The Council placed special emphasis on education and training in equality, human rights and nondiscrimination, inclusion and respect for diversity with the aim of building inclusive and peaceful societies. It also decided to align the fourth phase with the 2030 Agenda for Sustainable Development and specifically with target 4.7 of the Sustainable Development Goals, taking into account the synergies between the different concepts and educational methods mentioned therein. 12. The Council also encouraged States and relevant stakeholders, during the fourth phase, to strengthen efforts to advance implementation of the three previous phases. 5