A/HRC/12/36 page 14 52. Amnesty International Mongolia stated that more time was needed to effectively include human rights education in the secondary school curriculum. The second phase should focus on the continuation of the first phase for an assessment of Government reports and a strong commitment by Governments to finalize it; and on human rights awareness-raising among the general public, including young people inside and outside school. Even if suffering from poverty, environmental degradation, corruption and impunity, they should be aware of how to participate as they have the right to development. This focus area would be consistent with and strengthen the fulfilment of the Millennium Development Goals. 53. The Buraku Liberation League, in pointing out the achievements and shortcomings of the first phase, suggested strengthening the system for the promotion of the World Programme, as well as the Office of the High Commissioner for Human Rights. A report on progress in the World Programme should be required as part of the universal periodic review and the examination of reports by the treaty bodies. The second phase should focus on promoting human rights education in tertiary education, especially the establishment of graduate human rights programmes at universities. Human rights education should be further promoted in private companies and for people in professions closely related to human rights, such as civil servants, teachers, police, prosecutors, judges, prison officers, as well as people working in the welfare and medical fields. Human rights education should also empower vulnerable people. The second phase should last for five years. 54. The Europe-Third World Centre highlighted the need to make organizations and social movements of the South in particular better aware of economic, social and cultural rights and the right to development. This organization deemed that people whose rights are violated should be better informed about how to mobilize United Nations human rights mechanisms, such as complaint mechanisms, special rapporteurs and independent experts, working groups and others. The goal should be to make the understanding of human rights more accessible in the South. 55. The Cercle d’initiative commune pour la recherche, l’environnement et la qualité considered that the goals of the first phase have not been fully achieved yet. In its view, Governments must establish curricula that include human rights education at all levels of education from nursery school onwards and in all subjects. The second phase should impart the culture of human rights, which should be considered as a catalyst for sustainable development and real democratization of the African continent. 56. The Cercle de recherche sur les droits et les devoirs de la personne humaine proposed, on the basis of a wide consultation with its partner organizations, that the second phase should target particularly the higher education and university sector as well as public and private institutes providing professional education. A generic education module on human rights should be introduced covering key concepts, namely obligations, duties, rights and freedoms. The phase should last from 2010 to 2015. 57. The Council of Human Rights of Deprived Communities in Sri Lanka suggested rural areas and deprived and neglected communities as a target sector and nutrition and religious liberty as a thematic area for the second phase.