C. P ublic education 1. Programmes in the formal education sector Human rights education is the key to developing a culture of human rights and nowhere is this more important than in the formal education sector. International human rights treaties contain a specific obligation to include human rights education in the formal sector and NHRIs often develop programmes to ensure that this obligation is met. This section describes how an institution may support human rights education at the primary, secondary and tertiary levels. Human rights education in primary and secondary schools The first phase of the World Programme for Human Rights Education (2005–2009) focused on primary and secondary schools. It underscored the importance of a rightsbased approach in schools. All components and processes of education—including curricula, materials, methods and training—help to ensure that the human rights of all members of the school community are respected. Its plan of action also provides valuable information and practical suggestions on how to integrate human rights education into formal education at primary and secondary schools, and should be used as a tool by NHRIs developing and implementing programmes of this nature. The plan of action sets out five components for action: – Ensuring that appropriate educational policies are developed; – Planning for the implementation of those policies; – Ensuring that the learning environment is conducive to human rights learning; – Addressing the teaching and learning processes; and – Providing professional development for teachers and other educational personnel. National human rights institutions should have a role in all these courses of action and may have a direct role in ensuring that some aspects are put into effect. The following section describes the five components and identifies where NHRIs can contribute. Policy development Policy development has a particular role in human rights education. Normative frameworks—including international law, constitutional law, legislation, regulations, curricula, plans of action and training policies—in and for the education system must reflect and promote human rights principles and specifically refer to and include human rights education. They should be constructed in a participatory manner with input from all key stakeholders. They should meet internationally agreed standards in education and human rights education, such as those enshrined in the Convention on the Rights of the Child. They should be coherent with other national and sectoral initiatives in education, human rights and related issues (discrimination, migrants, etc.). As a stakeholder in human rights education, an NHRI should be consulted when normative frameworks for education/human rights education are being developed. National human rights institutions could initiate such development by making proposals to the ministry of education, and by ensuring that its expertise is tapped and that international standards are met. For instance, curricula are crucial: they guide teachers on what material is to be presented to pupils. The curriculum should therefore appropriately and adequately reflect 61