A/HRC/27/28 (c) Adult learning methodologies, in particular participatory and learner-centred approaches addressing motivation, self-esteem and emotional development leading to human rights awareness and action to protect and promote human rights; (d) Experiential methods specifically for the training of journalists, such as the creation/use of media outlets during training, and the use of examples of good and of inappropriate reporting as a reference. 45. Education and training resources and materials, including online tools, should reflect the methodological principles highlighted above. Together with examples of methodologically sound training practice and lessons learned, they should be shared locally, nationally, regionally and internationally. Dissemination channels comprise electronic channels, resource centres, databases, the organization of gatherings and other means. 46. Carrying out research and evaluation, and sharing results, contribute to learning from practice and experience and would support improvement of human rights training programming. 47. International training activities and exchanges could be promoted among media professionals. An enabling environment 48. Human rights learning can take place effectively only in an enabling environment where human rights are practised. Accordingly, ensuring that media professionals and journalists can carry out their professional roles safely and effectively is of the utmost importance. 49. In that regard, the following strategies could be implemented: (a) Enact and implement laws and policies ensuring freedom of information and protecting freedom of expression and opinion; (b) Put in place laws and enforcement mechanisms to counteract hate speech and incitement to hatred; (c) Train civil servants, in particular military and law enforcement personnel, on human rights standards regarding freedom of information, transparency, whistle-blower protection and the protection of journalistic sources, and the protection of journalists in all situations, including situations of armed conflict; (d) Enact measures to ensure that marginalized and minority groups are able to enter and be retained in the journalistic field, with financial and organizational incentives for qualified journalists to assume leadership and management positions; (e) Make funding for infrastructure and personnel available to community and public service broadcasting entities, to ensure their outreach, in particular to rural areas, minorities and indigenous populations; (f) Organize competitions, awards, scholarships and prizes to encourage the recognition and celebration of human rights achievements in journalism. 3. Actors 50. Responsibility for the design and delivery of appropriate human rights education strategies and activities for media professionals and journalists is shared among multiple actors, owing to the complex training systems and to the different contexts, including: (a) Undergraduate or graduate institutes or universities, as well as human rights institutes and UNESCO Chairs for human rights education; 16