A/HRC/24/24 with regard to the target sectors, focus areas or thematic issues for the third phase of the World Programme, often reflecting national and regional contexts. The following paragraphs identify global patterns and general conclusions which can be drawn from the responses received. 70. A majority of the respondents – including 11 Governments, 12 national institutions, 2 intergovernmental and 6 civil society organizations – as well as the global consultation, emphasized the need to continue working with the target sectors that have been already identified in the previous phases, i.e. the formal education system – including primary, secondary and higher education and in particular the training of educators (teachers, professors and other education personnel) (19 respondents and the global consultation) – as well as training for civil servants (14 respondents), law enforcement officials (7 respondents) and the military (7 respondents). 71. These respondents highlighted gaps and a general lack of prioritization and action by relevant authorities, in particular with regard to developing policies as well as comprehensive and sustainable implementation strategies and action plans with dedicated resources, in the context of the World Programme for Human Rights Education as well as in light of the proclamation of the United Nations Declaration on Human Rights Education and Training in December 2011. Hence, respondents highlighted the need to advance implementation where no significant action took place and to consolidate the work done, to undertake related research and map and share good practices and lessons learned, to sharpen education and training methodologies and approaches – including monitoring and evaluation systems – based on proven best practice, and to foster dialogue between duty bearers and civil society. 72. In this context, a target group which featured prominently in the responses as needing additional and focussed attention was the one constituted by educators, whether education professionals in the formal education system (19 respondents and the global consultation) – mainly at the primary and secondary education levels, with an emphasis on teacher-training institutions – or educators in non-formal settings (11 respondents and the global consultation), in particular those working with children and youth. Effective human rights training of teachers and educators was considered a key priority due to their outreach capacity and role in society. 73. Respondents who referred to other professional groups covered during the second phase of the World Programme for Human Rights Education – i.e. civil servants (including public sector policymakers, local authorities, social workers and health professionals), law enforcement officers (including police and prison agencies as well as security forces) and the military – argued that Governments need knowledgeable professionals able to develop policies and decisions in line with human rights principles, as well as to promote and protect human rights on behalf of the State. 74. A recurrent new target audience, indicated by 16 respondents (six Governments, six national institutions, one international organization and three civil society representatives) and the global consultation, included media professionals, journalists and social media users, considering their influence and potential impact on the general public, with a view to promote a higher level of journalistic quality as well more awareness of their social responsibility. Other influential groups indicated as future priority targets by a smaller number of respondents included parliamentarians, legislators and the judiciary. 75. Civil society organizations were identified as a future priority target sector by 12 respondents, with particular reference to human rights defenders, non- 15