A/HRC/24/24 8. As far as civil society is concerned, the following NGOs replied: Agence de diffusion du droit international humanitaire en Afrique Centrale; Amnesty International Austria; Association Points-Coeur; Center for Citizenship Education, Slovenia; Cyprus Human Rights Centre; Democracy and Human Rights Education in Europe; Human Rights Education Associates; Human Rights Education USA; Institute of Human Rights of the National Academy of Sciences of Azerbaijan; Netherlands Platform on Human Rights Education; New Humanity; Soka Gakkai International; and U.S. Fund for UNICEF. Wuhan University School of Law (China) also replied, as well as five individuals. 9. It is recalled that the first phase (2005–2009) of the World Programme for Human Rights Education (2005–ongoing) was dedicated to the integration of human rights education into the primary and secondary school systems, and the second phase (2010– 2014) focuses on human rights education in higher education and human rights training for teachers and educators, civil servants, law enforcement officials and military personnel. Civil servants, “depending on national laws and governmental structures, may include officials and policymakers from government ministries and departments, diplomats, teachers, employees of local government and municipalities as well as fiscal and economic agencies, public health professionals and social workers”.1 II. Responses from Governments 10. The Government of Argentina provided an extensive response prepared as a cooperative effort among various governmental actors and other institutions. It indicated, as suggested target sectors for the third phase, law enforcement officials, security and military forces, and civil servants as well as municipalities, the provincial government and the general public, to reach out to the grass-roots level. With respect to thematic areas, it highlighted the need to reflect on human rights violations during the past military dictatorship, in particular with a view to empowering students and youth to become political actors; the revision of school textbooks to combat stereotypes concerning vulnerable groups; the prevention of institutional violence and torture, social violence, in particular in sports, and gender-based violence. The response further provided information on human rights education initiatives undertaken by different national actors. 11. The Government of Armenia stated that the focus sectors of the first and second phases of the World Programme should also be targeted in the third phase, as related work has not yet been completed. Armenia mentioned the following thematic areas for the third phase: human rights and protection mechanisms at the national and international levels; rights and responsibilities; genocide education; international human rights law; environmental education; gender education; and electoral law. In terms of target sectors, it listed rural community members; local self-government bodies, State and civil servants, and workers from the private sector; law enforcement officials; communities and NGOs; secondary schools and preschools; higher education institutions; journalists; vulnerable groups including people with disabilities; decision makers; and the business sector. Strategies proposed for the third phase include teacher training in cooperation with pedagogical universities; development of resources centres and information material; governmental support to NGOs’ projects; development of new methodologies including distance learning; peer review among countries; establishment of monitoring and evaluation systems; and the incorporation of human rights education commitments into domestic law. The third phase should last 10 years, from 2015 to 2024. 1 See OHCHR, World Programme for Human Rights Education, Second Phase, Plan of Action, New York and Geneva, 2012, paragraph 37. 5