A/HRC/27/28 reinforced by a variety of actions aimed at connecting human rights education stakeholders: awareness-raising campaigns, national and local gatherings, “communities of practice”, newsletters, websites and other electronic platforms, such as online discussion groups, as well as staff exchanges, in order to support mutual sharing of knowledge, lessons learned and good practices. Professional groups and the production of journals may be institutionalized in order to foster sustained scientific exchanges. Furthering the integration of human rights education and training into school and training curricula 28. Strategies for integrating human rights education into the school curricula were presented in the appendix to the Plan of Action for the first phase of the World Programme (para. 5 (e)). During the third phase, depending on progress made in that area, further efforts should be made to increase the presence of human rights education in: (a) The overall national curricula and educational standards; (b) All curriculum subjects, including by identifying whether human rights education is subject-based and/or cross-curricular and whether it is obligatory or optional; (c) Teaching and learning processes; (d) Textbooks and teaching and learning materials; (e) The learning environment; (f) Vocational education and training. 29. Strategies for integrating human rights education into curricula for the training of educators, civil servants, law enforcement officials and the military were presented in the Plan of Action for the second phase of the World Programme (para. 33 (a)). During the third phase, depending on progress made in that area, further efforts could be made to increase the presence of human rights education in: (a) Training standards; (b) All curriculum subjects, including by identifying whether human rights education is subject-based and/or cross-curricular and whether it is obligatory or optional; 2. (c) Training and learning processes; (d) Training and learning materials; (e) The overall learning and working environment. Actors 30. The main responsibility for advancing the implementation of human rights education during the third phase rests with: (a) For primary and secondary education, ministries of education or equivalent institutions; (b) For higher education, ministries of education or higher education or equivalent institutions, as well as higher education institutions and relevant training colleges, with varying levels of responsibility depending upon the degree of institutional autonomy; (c) For the training of civil servants, law enforcement officials and the military, the ministries responsible for the civil service, law enforcement officials and the military; depending on arrangements in specific countries, they may be the ministry of public 10