A/HRC/15/28 (a) The United Nations system, 35 including its specialized agencies and the United Nations University; (b) Professional training institutions affiliated to the United Nations, such as those involved in social welfare; medical and health services; drugs and trafficking prevention; refugees, migration and border security; and criminal procedure; (c) The United Nations-mandated University of Peace (UPEACE); (d) Other international intergovernmental organizations; (e) Regional intergovernmental organizations; (f) Relevant international and regional professional networks; (g) International and regional networks of higher education institutions; (h) International and regional non-governmental organizations; (i) International and regional human rights resource and documentation centres; (j) International and regional financial institutions (World Bank, regional development banks, etc.), as well as bilateral funding agencies; (k) Multilateral and bilateral development agencies. 54. It is essential that these actors collaborate closely in order to maximize resources, avoid duplication and ensure coherence for the implementation of this plan of action. 55. The above-mentioned organizations and institutions may: (a) Support governments in the elaboration, implementation and monitoring of the national implementation strategy; (b) Provide support to other national actors involved, in particular national and local non-governmental organizations, professional associations, higher education institutions, national human rights institutions, and other civil society organizations; (c) Facilitate information-sharing at all levels by identifying, collecting and disseminating information on good practices, for example through the awarding of prizes, as well as on available materials, institutions and programmes; (d) Support existing networks among human rights education and training actors and promote the creation of new ones at all levels. 35 It is important to keep in mind that United Nations human rights mechanisms regularly raise with Member States human rights education and training issues. For instance, the treaty bodies, when examining reports of States parties, may place emphasis on the obligation of States parties to implement human rights education and training, and may reflect that emphasis in their concluding observations; thematic and country mechanisms of the Human Rights Council (including the special procedures, as well as working groups) may include in their reports progress in human rights education and training; and human rights education and training is also raised in the context of the universal periodic review. In addition, a specific UNESCO mechanism addresses the monitoring of the implementation of the 1974 UNESCO Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms. 27