A/HRC/19/70 special procedure on climate change and human rights, no such mandate had been created yet and the request was reiterated. At the same time, the creation of a new mandate on a democratic and equitable international order was welcome. The importance of international cooperation was underlined, with a need for clear sharing of responsibilities between national and international actors, and including South-South and triangular cooperation. Concern was expressed that the notion of development was abused in order to violate human rights, for example, by evicting people to achieve MDG 7 aiming at the reduction of slums in cities. There was a need to challenge the predominance of neoliberal economic policies. The debate also highlighted the challenges of the shrinking space for civil society. 14. In concluding remarks, the panellists responded to specific questions raised and comments made. Ms. Arts, concerning the question of whether or not the right to development belonged to customary international law, expressed the view that indeed some elements were part of customary law. In her view the added value of the right to development was the focus on comprehensive and coherent policy responses at the national and international level. Mr. Tujan reiterated the catalytic role of civil society in integrating the human rights framework into the development effectiveness agenda and ensuring accountability. Mr. Naidoo, on the issue of climate negotiations, emphasized the need for a fair, ambitious and legally binding instrument. As concerned the issue of climate justice, he pointed out that it should not be viewed as divisive but instead as providing an opportunity to take an honest look at the issue, who carries historical responsibility with a view to securing the future and moving from national focused agendas to global responses that looked beyond injustices of history. 2. The Declaration on the Right to Development at 25 15. Craig Mokhiber, Chief, Development and Economic and Social Issues Branch, OHCHR, emphasized that the right to development was a human right on par and interdependent with all other human rights. The logic of the Declaration on the Right to Development was unassailable. The requirements of the right to development were putting the human person at the centre of development, active, free and meaningful participation, non-discrimination, fair distribution of the benefits of the development process, sovereignty over national resources and advancement of all other human rights. The right to development called for a human rights-based approach to development. It was not about charity but accountability attached to particular right holders and duty-bearers, which are primarily the States. The international community was also responsible for international cooperation and solidarity. The Declaration also explicitly defined the common obstacles for development, such as massive violation of human rights, apartheid, foreign occupation and threats of war. He added that the principle elements of the Declaration were already established in international human rights instruments and included concepts that had long been codified in the Universal Declaration of Human Rights, the Charter of the United Nations and human rights treaties. In the light of the global financial crisis, there was a need to reform the international financial and economic mechanisms. He argued that resources to eradicate poverty surely could be found, given the billions used to bail out banks. 16. Kishore Singh, Special Rapporteur on the right to education, underlined the conceptual linkages between the right to education and the right to development. Both rights embodied the fundamental principle of equality of opportunity, as well as entitlement and empowerment. The empowering role of the right to education contributed to the realization of the right to development. As an agenda for development, education that was both broad based and flexible could be a driving force for the realization of development. Mr. Singh also pinpointed the importance of education as a tool of poverty reduction. There was a need to shift focus to quality of education which enabled individuals to contribute to development. Education was essential for accelerating progress towards all MDGs. Therefore education should be considered a priority in the United Nations development 6