A/HRC/23/20 discussion held during the elaboration of the Declaration on Human Rights Education and Training, on whether human rights education constituted a right and/or part of the right to education. In the present case, it would be more difficult to formulate. C. Sharing best practices, challenges and lessons learned 31. Experts from United Nations agencies, non-governmental organizations and Member States engaged in a discussion, providing examples of good practices on various aspects of international cooperation between various actors, and highlighted areas that posed challenges. 32. One issue of concern in the context of the current economic crisis was the diminishing willingness of the States to continue to promote development. Existing difference between the North and South could have an effect on multilateral processes, such as climate change negotiations. 33. The United Nations Educational, Scientific and Cultural Organization (UNESCO) was active in a number of fields, in particular in the promotion of research and knowledgesharing, human rights education, freedom of expression and intercultural and interreligious dialogue by means of its normative work and activities, including, for example, the Programme on the Management of Social Transformations, which fostered social science research, the International Coalition of Cities against Racism, the Venice Statement on the Right to Enjoy the Benefits of Scientific Progress and its Applications, the Universal Declaration on Bioethics and Human Rights and the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. With regard to the United Nations human rights system, UNESCO had strengthened its cooperation with a number of human rights mechanisms, including the treaty bodies, the special procedures and the universal periodic review. It had notably contributed to general comment No. 21 of the Committee on Economic, Social and Cultural Rights on the right of everyone to take part in cultural life4 and the implementation of the World Programme for Human Rights Education, and had incorporated elements of the right to water and sanitation in its programmes. 34. There was a need to consolidate international cooperation in order to ensure sustainability. In addition, involving other actors, such as cities and municipalities, was worth considering, since a number of relevant issues were under their authority, such as education and culture. The United Nations remained central to the strengthening of international cooperation in the field of human rights, based on the legitimacy that it enjoys as a catalyser for cooperation and dialogue. 35. The role of women in peacebuilding, and the prevention of conflicts was underscored. At the national level, many African women’s associations featured interesting instances of best practices, such as the salles de veille (monitoring rooms) for women in Senegal, a platform used to raise awareness about civic education, election monitoring and peacekeeping mechanisms, which played a crucial role in preventing conflict during elections. Another example was the crucial role played by women in the peace process in Liberia. Women were present on the ground, working on environmental issues and economic participation, such as access to credit. 36. At the international level, women’s inputs to such events as the Beijing conferences had contributed to the adoption of resolutions by the Security Council on women, peace and human rights, in particular Council resolution 1625 (2005). In spite of these advances, violence and atrocities against women continued. The international community had 4 E/C.12/GC/21. 9