A/HRC/42/23 (c) Youth representatives (youth-led organizations, network councils and volunteer groups), including young human rights defenders and those representing youth in situations of exclusion or vulnerability; (d) Civil society organizations and networks working on human rights and human rights education, education, youth, peace and sustainable development; (e) Representatives of secondary, higher and vocational education establishments, including teacher-training institutions and research institutes, as well as teachers’ associations and unions. 43. Other potential actors may include social service providers, media, community and religious leaders, school-based parent committees and parent-teacher associations, the private sector, donors, health and mental health practitioners, social media influencers and other actors as appropriate. 44. Representatives of the United Nations and other intergovernmental organizations in the country may participate in the meetings of the national coordinating body. 45. The national coordinating body should cooperate with national agencies responsible for drawing up country reports for submission to the United Nations human rights mechanisms, including the treaty bodies, special procedures and the universal periodic review, and to other international or regional intergovernmental bodies 22 to ensure that progress in human rights education under the plan of action is included in those reports. It should also liaise with OHCHR and share information on national progress. 2. Steps for implementation 46. The national coordinating body is responsible for leading and overseeing the national strategy for human rights education for youth, including needs assessment, development, implementation, monitoring and evaluation; three steps to this end are outlined below. 47. The participation of youth as key partners in every step of the national strategy is essential; youth must be empowered to take the lead on actions. Avenues for youth to participate should be created or strengthened, including by setting up youth advisory boards or youth working groups on human rights education, and youth should be regular counterparts to provide their perspectives, for instance through a combination of national online and offline polls using popular social media platforms, as feasible. Diversity of youth voices should be ensured. Step 1 – Undertake a national baseline study on human rights education for youth 48. Step 1 should entail the following actions: (a) Mandate a competent institution to carry out a national assessment study, through broad consultations, to be published and widely disseminated to the public once completed. The study should analyse the following: (i) The current national situation of human rights education for youth in the four areas highlighted in section II.D “Components” (policy and related implementation measures; teaching and learning processes and tools; training of educators; an enabling environment), including existing initiatives, good practices, shortcomings and obstacles, with particular attention to initiatives and projects initiated by young people; (ii) Human rights learning needs of youth, based on a survey on their knowledge, skills, attitudes and behaviours; 22 16 For instance, a specific UNESCO mechanism monitors implementation of the 1974 UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms.