A/HRC/42/23 teacher training and in the training of other youth-focused professions such as social service and health; (e) Recognizing and supporting non-governmental organizations and other sectors of civil society carrying out training activities in human rights education; (f) Improving criteria and standards to evaluate training programmes and their implementation; (g) Creating enabling learning and working environments for educators, as human rights learning can take place effectively only where human rights are practised; (h) Ongoing support and mentoring, especially for youth educators and educators from groups in situations of exclusion or vulnerability. 35. A human rights training curriculum for educators should include the following elements: (a) Learning objectives that encompass knowledge, skills, attitudes and behaviour with respect to human rights and human rights education; (b) The principles outlined in section I.D “Principles for human rights education activities” above; (c) Human rights principles and standards and protection mechanisms in and beyond the communities where educators are active, and the rights and contributions of educators and learners in addressing human rights issues in the communities in which they live; (d) An appropriate methodology for human rights education that is participatory, learner-centred, experiential and action-oriented, takes into account cultural considerations and empowers youth participation; (e) Contextualized youth-specific human rights issues, for instance, how youth may face overlapping forms of discrimination due to their multiple and intersecting identities; (f) Educators’ social skills, intercultural and inter-faith dialogue skills and leadership styles that are democratic and coherent with human rights principles; (g) Information on existing teaching and learning resources for human rights education, including information and communications technologies and digital and social media, to build capacity to review and choose from among them as well as develop new resources; (h) Examples of integrating human rights education into content that educators already teach; (i) Strategies to deal with trauma, avoid retraumatization, incorporate socialemotional learning and centre voices of affected communities; (j) Addressing educators’ own biases and prejudices, including when working with young people; (k) Regular and motivating learner assessment with youth-specific competencies, both formal and informal; (l) Incorporating needs assessment and evaluation results, with youth input, into educational activities; (m) Adapting curricula to formal or non-formal settings and to the local context and population. 36. Training methodologies for training of educators include participatory, learnercentred, experiential and action-oriented approaches and should address motivation, selfesteem and emotional development leading to human rights sensitization and action. Online 14