A/HRC/35/6 37. The representatives of several States, including Ecuador, Greece, Kyrgyzstan, the Congo, the Russian Federation and Qatar, highlighted the human rights training programmes for civil servants, law enforcement officials and the military. In Ecuador, human rights had been mainstreamed into the professional training of the entire public sector. Human rights were a core element of the mandatory training of civil servants in Greece: specialized training on intercultural issues was provided to civil servants dealing with third country nationals, police officers were trained on various human rights issues, including human trafficking, combating violence against women, racism, xenophobia, torture and the use of personal data, and border guards must undergo mandatory human rights training, particularly in the light of the recent migration crisis. In Indonesia, the fourth National Action Plan on Human Rights (2015-2019) had enabled the inclusion of human rights into the professional training of police and military officers. The new Constitution (2015) of the Congo guaranteed the human rights of groups in situations of vulnerability. The Government had implemented public-awareness programmes and developed a capacity-building programme for law enforcement officers on the human rights of those groups, including indigenous peoples. In Kyrgyzstan, human rights training was regularly delivered to law enforcement officials and the judiciary, as well as ministries and agencies directly involved in the promotion and protection of human rights. 38. With regard to human rights training of media professionals and journalists, delegates from a few States, including the Plurinational State of Bolivia, Thailand and Viet Nam, highlighted the importance of not only providing training on human rights issues, but also engaging media professionals and journalists in the implementation of human rights education programmes, particularly public-awareness campaigns. In Costa Rica, for example, the media played a pivotal role in successfully implementing a public-awareness campaign against bullying in schools. 39. Several delegates highlighted initiatives undertaken by their Governments in conducting research on human rights education and training and developing and disseminating related resources and materials. For example, Argentina established a human rights institution to develop and disseminate capacity-building tools, including human rights materials for children and youth; Poland created an online database of educational materials on democratization, human rights and civil society for use by students and educators; and the Regional Rights Resource Team in Australia provided policy advice, technical support and training services to Pacific Island countries in relation to human rights priorities and treaty reporting. The Resource Team had contributed to a steady shift towards a deeper culture of human rights in the Pacific and had supported the development of human rights advocates in governments and civil society. In Qatar, the Doha-based United Nations Human Rights Training and Documentation Centre provided human rights training and documentation activities in the Western Asia region for various actors, including civil servants, law enforcement agencies and national human rights institutions. 40. Delegates from Australia, Botswana, Thailand and the Global Alliance of National Human Rights Institutions drew attention to the important role of national human rights institutions in promoting effective policies and programmes on human rights education and training. National human rights institutions not only implemented related programmes, but also supported coordination and cooperation among various stakeholders, gave advice to parliamentarians and education authorities and monitored the implementation of human rights education. For example, the High Commissioner for Human Rights in the Russian Federation developed studies and resources, delivered lectures in schools and institutes of higher learning and organized competitions and conferences on various human rights issues; the Australian Human Rights Commission implemented human rights education programmes on anti-discrimination and the rights of minorities, thus contributing to the efforts of the Government to build a culture of peace; and the Ministry of Education of Denmark had invited the Danish Institute for Human Rights to engage as a key adviser on education reform, curricula development and human rights education. The Institute had documented the status of human rights education in the areas covered by the three phases of the World Programme for Human Rights Education and engaged in dialogue with the public authorities that resulted in the mainstreaming of human rights into the curriculum of Danish schools and in teacher training programmes. Some States, such as Honduras, Morocco and the Philippines, had benefited from the expertise and the independent and 9