Part VI ＞ Essays on Human Rights development, and the planning of teaching training to students of teacher’s colleges, school to explaining the various issues, the handbook awareness and understanding of human rights materials and teaching venue design. In addition must clarify how to understand and analyze these issues in terms of the values and principles of human rights advocated in the UDHR, CRC, and other international human rights documents. It should be emphasized that the handbook should be prepared in ways that teachers of different backgrounds can understand, while preventing overemphasis on citation of legal rules and regulations. V. Expanding talents recruitment and fostering professional competencies In teacher training, it is necessary to optimize the training system for human rights teachers and improve the support measures. Although training activities for human rights teachers have been held for some time in Taiwan, there is still room for improvement in understanding the human rights concept. It is recommended that the training courses should be based on the different life experiences of citizens of different genders, ethnicity, cultures, and socioeconomic backgrounds. They should avoid 86 staff, and textbook publishers to improve their issues. Moreover, administrative support should be so arranged, as much as possible, to help teachers eliminate the barriers of participation, for example, by offering the pay for substitute teachers and travel expenses. VI. I m p r o v i n g r i g h t s a n d workplace environment for teachers Regarding the campus human rights environment, it is necessary to improve teacher rights and their workplace. According to the “Plan of Action for the First Phase of the World Programme for Human Rights Education,” for the teachers to promote human rights education effectively, teachers must first be rights- holders: “The recognition of and respect for their professional status and the upholding of their self-esteem are a prerequisite for them to promote human rights education.” Due to a labor shortage and long teaching hours problems, the MOE should fill up staff shortage as quickly as possible, particularly for schools in remote overemphasis on legal codes and concepts, and townships and offshore islands and schools such as what is dignity; what are rights; and the reduce teacher-student ratio or increase the of human rights. And as human rights issues are relieving the stress of teachers, more personnel courses, it is necessary to empower teachers in placement and better guidance. Additionally, it plan diversified, systemic training modules based international human rights conventions for the types of schools, as well as to provide necessary local counties and cities to help teachers identify the investigation should include broader ideas, of students with special needs. The goal is to universality, indivisibility, and interdependency number of teaching assistants. Apart from interdisciplinary and incorporated into existing means better care for students, better teacher different areas and of different subjects and to is also necessary to provide training courses in on the needs of teachers at different levels and teacher counseling and consultation systems in resources. Additionally, it is necessary to extend and handle campus human rights problems. National Human Rights Commission 2022 Annual Report