Part VI ＞ Essays on Human Rights substantive indicators for efficacy evaluation and publish implementation reports and accept external supervision periodically. According to civil society groups, although the MOE has meticulously prepared its MOE Human Rights and Civic Education Promotion Plan, it is still necessary to find ways to improve implementation efficacy. Many student rights problems have long existed (e.g., excessive schooling time, inappropriate use of class time, arbitrary dress code, and inadequate understanding of human rights concepts by the teachers). Although measures to tackle them have been made, these problems remain unresolved. According to civil society groups, there are three reasons for the ineffectiveness of policy. First, the serious deficiency of manpower for policy implementation. Second, the lack of more substantive assessment indicators. For example, in the planning of human rights courses, the current indicators can measure quantity but not quality, and the number of persons receiving various training programs but not the percentage of those who should have received the training. Third, the lack of an external oversight mechanism led to the absence of compulsive follow-ups and control. According to the “Plan of Action for the First Phase of the World Programme for Human Rights Education”, the stakeholders should be invited to participate in the planning and implementation of human rights education. Therefore, civil society groups and student groups with involvement in promoting human rights education or experience in handling campus human rights issues should be invited to do so. ▋ The NAER research team visited Kaohsiung Municipal Ling Ya Junior High School (Source: NAER). 84 National Human Rights Commission 2022 Annual Report