A/HRC/36/24 and the Secretaría de Educación prompted the revision of the national basic curriculum to include human rights, also in relation to the objective of preventing violence in schools. The Danish Institute for Human Rights noted the 2016 report of the then Minister for Children, Education and Gender Equality, which outlined recommendations for an improved pedagogical curriculum for day-care facilities based on the provisions of the Convention on the Rights of the Child. 13. Action was also taken to review school curricula in response to societal developments, such as in the context of the movement of migrants and refugees. In Germany, in response to the large number of refugees who had entered the country in the previous two years, migrant organizations and textbook publishers adopted a joint declaration on the depiction of cultural diversity, integration and migration in educational media, including textbooks. Serbia is finalizing a manual for schools, together with a related teacher-training programme, to establish support mechanisms for migrant and refugee children. Slovenia has developed and disseminated 40,000 copies of a worksheet entitled “Children refugees” to raise awareness of the rights of the child refugee. Through the “Our rights” project, since 2005 the Ministry of Foreign Affairs has supported human rights education for about 190,000 children in 26 countries. 14. Some States have implemented specific initiatives. In Serbia, a capacity-building programme for interministerial commissions includes key human rights principles related to respecting the rights of the child, the prevention of discrimination and violence, and ensuring the participation of students in decision-making processes. Ten pilot schools participated in the programme and created school action plans for the improvement of the rights of the child. In Ecuador, the Defensor del Pueblo developed, in the context of an agreement with the Ministry of Education related to its “student participation” programme, a manual for promoting human rights among adolescents between 14 and 18 years of age. In Italy in 2015, the Ministry of Education, Universities and Research signed a memorandum of understanding with Cittadinanzattiva, a civil society organization that promotes civic participation, to implement human rights and civic education programmes. In Argentina in 2015, the Ministry of Justice and Human Rights published Yo me juego por mis derechos, a playful guide for children and adolescents supporting human rights learning and also available online. Qatar noted the programmes of its Ministry of Culture, Arts and Heritage aimed at promoting human rights education. 15. Some respondents reported on research and knowledge-sharing efforts. Serbia conducted research on gender-based violence in schools to identify prevention and intervention strategies. The Finnish Human Rights Centre noted its 2012 national baseline study on human rights education and training, which continues to guide its related work. In Hungary, the Office of the Commissioner for Fundamental Rights established a task force in 2015 consisting of the heads of various institutions, who meet at least once a year to share experiences in the area of human rights education, particularly for children and youth. The National Human Rights Commission of Korea organizes an annual human rights education council for schools, which brings together human rights education officers from the Ministry of Education and 17 provincial and metropolitan city education offices to share good practices and identify opportunities for cooperation. The Commission conducted a study of human rights-related courses in 300 universities and presented the findings, together with recommendations, to the education council; it also established six human rights education centres throughout the country. In Mexico, materials were developed to carry out surveys on school life, also addressing gender and human rights issues. In 2016, educational institutions carried out a survey on human rights education in secondary schools. The National Council for Human Rights of Egypt organized, together with the United Nations Children’s Fund (UNICEF), a number of training activities for teachers, including workshops to share experiences. Education and professional development of teachers and other personnel 16. Several respondents noted that human rights have been integrated into teacher training. Poland highlighted training programmes and activities for teachers of the Ministry of National Education aimed at strengthening knowledge of human rights and skills to deliver human rights education. The Ministry also developed, together with the Ministry of 5