A/HRC/39/35 phase envisage the formulation of a national plan of action or strategy for human rights education and the appointment of a national human rights education focal point to coordinate the development, implementation, monitoring and evaluation of human rights education at the national level. The plan of action for the fourth phase should also include standard learning objectives for specific audiences, particularly in the context of formal education. Lastly, the Institute stressed that the quality and extent of the implementation of human rights education should also be reported by States and monitored through United Nations human rights mechanisms (such as the treaty bodies and the special procedures of the Human Rights Council, and in the context of the universal periodic review), and also with regard to target 4.7 of the Sustainable Development Goals. 28. The Office of the Ombudsman (Defensoría del Pueblo) of Ecuador praised the World Programme as useful guidance for Governments and stakeholders in building respect for human rights and peaceful societies. For the fourth phase, it suggested strengthening the implementation and evaluation of and follow-up to previous phases by, for example, further integrating human rights into education curricula and plans at all levels of formal education, developing strategies to reach those outside the formal education system through nonformal and informal education, and promoting public information to increase civic participation in institutional processes. As a possible thematic focus, it proposed sexual and reproductive rights, centred on girls’ and women’s access to relevant information and health care, and the rights of lesbian, gay, bisexual, transgender and intersex persons and communities. As a second thematic focus, it proposed collective and environmental rights, particularly targeting populations and organizations directly affected by development and natural resources extraction projects, advocates, and relevant authorities and public officials. 29. The Office of the Human Rights Advocate (Procuraduría para la Defensa de los Derechos Humanos) of El Salvador referred to various thematic areas for different target sectors, including general human rights education, with a focus on a culture of peace and non-violence targeting the general public, public institutions, educational communities and the media; the right to quality education for educational communities and national human rights institutions; and the right to a healthy environment targeting businesses and the general public. Other thematic issues included equality and non-discrimination, with a focus on groups and individuals in vulnerable situations and targeting the general public, relevant State institutions and the media, and truth, justice and reparation targeting victims of human rights violations, judges, prosecutors, legal professionals, politicians, parliamentarians and civil society. Lastly, it stressed that, during the fourth phase, the capacity of national human rights institutions should be strengthened in the area of human rights education through the establishment of networks allowing the exchange of experiences and academic research. 30. The Finnish Human Rights Centre recommended that the fourth phase highlight the positive outcomes for societies resulting from respecting and protecting human rights, such as equal opportunities, non-discrimination, participation, social cohesion and security. With regard to target sectors, it suggested politicians and other political actors at all levels (local, regional, national and international), given their decision-making role and their responsibility in shaping the attitudes of their constituencies towards human rights. Continuing efforts to implement the previous phases of the World Programme was also important. 31. The National Consultative Commission on Human Rights (Commission national consultative des droits de l’homme) of France recommended that the fourth phase contribute to the 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal 4 on quality education, and build on the good practices and lessons learned during the previous phases. With regard to target sectors, it proposed youth, given the role of young people in the realization of human rights, and recommended that they be involved in the design and implementation of related educational activities. Focus should also be centred on intercultural education, particularly of migrant and minority children, and on fighting discrimination against girls, in particular with regard to their access to education. Parliamentarians and the private sector were also mentioned as possible target sectors. 7