A/HRC/42/23 (a) To build on progress made during the previous phases of the World Programme, encouraging the development, adoption and implementation of sustainable national strategies for human rights education for youth, inclusive of all youth without discrimination, with youth in leadership roles; (b) To expand human rights education for, with and by youth in formal and nonformal education and, indirectly, informal learning, 15 prioritizing young people in situations of exclusion or vulnerability;16 (c) To provide guidance on key components and actions for human rights education for youth in formal and non-formal education, against which national progress can be assessed; (d) To encourage and support young people’s participation and leadership in human rights education programming for youth; (e) To promote human rights education for young people as complementary to other actions for protecting and promoting the human rights of youth; (f) To highlight the contribution of human rights education for youth in achieving sustainable development in the context of the 2030 Agenda and in preventing and tackling current global challenges; (g) To encourage networking and cooperation in human rights education for youth among local, national, regional and international governmental and civil society organizations dealing with human rights, youth, education and sustainable development. D. Components 23. The previous three phases of the World Programme identified elements for effective human rights education involving youth within formal education (first and second phases) and for human rights training of youth educators in formal and non-formal education (third phase). 24. Building on these elements, the present plan of action identifies the following four components for effective human rights education for youth. 17 Action within each component must engage young people as key partners at all stages: planning, design, implementation and follow-up, as well as regular monitoring and evaluation. 1. Policies and related implementation measures 25. The development, adoption, implementation and monitoring of policies fostering human rights education for youth include the following actions: (a) With regard to human rights education for youth within formal education (secondary, higher and vocational education), developing policies and legislation, in collaboration with youth as key partners, to ensure the inclusion of human rights and human rights education in formal education, including by: (i) Reviewing existing education laws and curricula to include human rights education and adopting legislation on human rights education; 15 16 17 8 Informal learning is a form of learning that is intentional or deliberate but not institutionalized. It is less organized and structured than either formal or non-formal education and includes learning activities occurring in the family, the workplace, the local community and daily life, on a self-directed, family-directed or socially directed basis (UNESCO glossary). These may include youth with disabilities; youth who belong to ethnic, religious and other minorities, including indigenous and lesbian, gay, bisexual, transgender and intersex youth; youth in disadvantaged socioeconomic situations or living in geographically remote areas; migrants, including asylum seekers, refugees and internally displaced persons, and returnees; and youth who are without parental care, are in conflict with the law or are victims of violations and abuses. For further details on these components, see the respective plans of action of the previous phases.