A/HRC/39/35 atrocities and discrimination be included. It proposed that the target sectors should be urban and interurban transport drivers, people displaced by violence, users of State services in the area of economic, social and cultural rights, institutional human rights promoters and the military police. It encouraged measures for the accreditation and certification of educational offers in formal and non-formal education settings, and the implementation of monitoring and evaluation processes with regard to the impact of human rights education. 16. The Government of Italy proposed areas, topics and beneficiaries of educational interventions relating to the 2030 Agenda for Sustainable Development, in accordance with Sustainable Development Goal target 4.72 and consistent with national strategies. It stressed the importance of realizing the right to quality education and preventing juvenile distress; combating inequalities, particularly gender violence and discrimination against women; promoting global solidarity and sustainable development; and preserving cultural and natural heritage. A “culture of sustainability” should be disseminated at all levels of society and at all stages of formal and informal education, in accordance with the principle of lifelong learning. Specific target sectors highlighted by Italy included youth, children, unemployed young people, women, teachers and students, the most disadvantaged and marginalized social groups, and those most subject to discrimination. 17. The Government of Mexico proposed focusing on education for the prevention of mass atrocities. A culture of respect for human rights, to be achieved through education in the political, social and international spheres, could prevent conflicts and mass atrocities, given that often their root causes were human rights violations. 18. The Government of the Russian Federation emphasized the need to strengthen the implementation of the previous phases of the World Programme, and in particular to train mass-media specialists and journalists. It proposed a focus on human rights training for civil servants, in accordance with national priorities and ongoing activities. It also highlighted the importance of legal education for all citizens and human rights education at all levels of the education system and for students of all ages. 19. The Government of Slovakia recommended strengthening, through the World Programme, global programmes that contributed to achieving target 4.7 of the Sustainable Development Goals. In this regard, it referred to the UNESCO-led initiatives on the themes “Education for global citizenship”, “Prevention of violent extremism through education” and “Education for sustainable development”. Education for global citizenship was, in particular, an educational dimension of all subjects that developed awareness, understanding and critical thinking about various issues of global concern, such as poverty and hunger, globalization, migration, conflicts, and the environment. 20. According to the Government of Sweden, quality education for all, and specifically human rights education, were prerequisites for broad, inclusive and sustainable development. Education also played a decisive role in normalization and reconstruction in conflict and post-conflict settings. Sweden proposed, as the thematic focus, women’s and girls’ enjoyment of human rights, in particular with regard to sexual and reproductive health and rights, and comprehensive sexuality education. The target groups should be women and men, girls and boys in primary and secondary school systems in conflict and post-conflict settings, and health-care personnel, educators and humanitarian actors. It stressed that sexual and reproductive health and rights were prerequisites for gender equality, the empowerment of girls and women, and their enjoyment of all human rights. 21. The Government of Switzerland stated that education, which helped to build peaceful and sustainable societies, was essential in a globalized world with unresolved social, political, economic and environmental challenges. Human rights education was an important component of global citizenship education that empowered people to participate 2 Target 4.7 of the Sustainable Development Goals calls upon States to ensure that, by 2030, all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, global citizenship and an appreciation of cultural diversity and of culture’s contribution to sustainable development. 5