■■ ■■ Community-based initiatives as a public vehicle for promoting human rights; and Policy development, to ensure that knowledge is developed and disseminated about emerging human rights issues and the approach that the NHRI takes or will take to them. The extent to which the above-mentioned approaches are used, or whether others are adopted, will depend on: – The level of human rights awareness among the population (if it is relatively high, the NHRI may decide not to carry out sessions for the general public); – Priority human rights concerns (e.g., if the human rights of women are not respected, an institution might develop programming to address this); – The maturity of the institution (a newly established institution might focus on informing the public about its existence and the services it can offer, an activity that might be less essential for older and well-known institutions); – The sophistication of the institution (a newly established institution might bring in outside experts to carry out specialized training for the police, for example); – The literacy rate of the target population (radio spots might replace print publications to reach a remote and largely illiterate audience); – The financial resources (television spots may be effective, but are also costly unless the station agrees to offer public service announcements); and – The possibility of cooperation (the cost and complexity of general human rights orientation sessions locally can be reduced if done in partnership with local NGOs, for example). The Plan of Action for the first phase (2005–2009) of the World Programme for Human Rights Education included “education, training and information aiming at building a universal culture of human rights,” as well as awareness-raising and establishing documentation centres (A/59/525/Rev.1).53 It was adopted by the General Assembly in July 2005 and is available from the OHCHR website. The second phase focuses on higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel at all levels. A. Benavot and C. Braslavsky (eds.), School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education (Dordrecht, Netherlands, Springer, 2007). 53 58