A/RES/68/173 Follow-up to the International Year of Human Rights Learning Acknowledging that civil society, academia, the private sector, the media and, where appropriate, parliamentarians can play an important role at the national, regional and international levels in the development and facilitation of ways and means to promote and implement learning about human rights as a way of life at the community level, Convinced that integrating human rights learning into all relevant development policies and programmes contributes to enabling people to participate as equals in the decisions that determine their lives, Having considered the report of the Secretary-General, 3 1. Reaffirms its conviction that every woman, man, youth and child can realize his or her full human potential by, inter alia, learning about the comprehensive framework of human rights and fundamental freedoms, including the ability to act on that knowledge in order to ensure the effective realization of human rights and fundamental freedoms for all; 2. Encourages Member States to expand on efforts made beyond the International Year of Human Rights Learning and to consider devoting the financial and human resources necessary to further design and implement international, regional, national and local long-term human rights learning programmes of action aimed at broad-based and sustained human rights learning at all levels, in coordination with civil society, the media, the private sector, academia, parliamentarians and regional organizations, including the appropriate specialized agencies, funds and programmes of the United Nations system, and, where pos sible, to designate human rights cities; 3. Calls upon the United Nations High Commissioner for Human Rights and the Human Rights Council to support, cooperate and collaborate closely with civil society, the private sector, academia, regional organization s, the media and other relevant stakeholders, as well as with organizations, programmes and funds of the United Nations system, and relevant networks and bodies such as the United Nations Alliance of Civilizations, the United Nations Global Compact and the United Nations Office for Partnerships in efforts to develop, in particular, the design of strategies and international, regional, national and local programmes of action aimed at broad-based and sustained human rights learning at all levels; 4. Welcomes the adoption by the General Assembly of the United Nations Declaration on Human Rights Education and Training, 4 and stresses the complementarity of human rights learning and the Declaration; 5. Encourages civil society organizations worldwide, in particular those working at the community level, to integrate human rights learning into dialogue and consciousness-raising programmes with groups working on education, development, poverty eradication, participation, children, indigenous peoples, gender equality, persons with disabilities, elder persons and migrants, as well as on other relevant political, civil, economic, social and cultural issues of concern; 6. Encourages relevant actors in civil society, including sociologists, anthropologists, members of academia and of the media and community leaders, to _______________ 3 4 2/3 A/68/207. Resolution 66/137.