A/HRC/39/31 (d) Promotion of peace policies, by working for the good management and coordination of all the efforts to promote peace and to implement the right to peace; (e) Violence and conflict prevention, by monitoring and preventing violence and conflicts to pursue peaceful societies and realize the right to peace. 45. The representative of the International Association of Democratic Lawyers noted that the right to live in peace was referred to in the preamble of the Constitution of Japan and that some district and high courts in Japan had recognized the existence of a right to live in peace as an individual right that might lead to remedies for victims of violations. 46. As a sustainable measure for lasting peace, the representative of the Hunger Project called for community-led development and empowerment, in particular of women, and leadership development in order to create the basis for a peaceful environment by giving people a voice in decisions that affected their lives and increasing the accountability of authorities. 47. In view of the fundamental role of education in changing the paradigm and recognizing the right to peace, the representative of Costa Rica noted that UNESCO, with its large network of associated schools, could use the Declaration on the Right to Peace as an additional tool to raise awareness and move closer to enforcement and implementation of that right. 48. In response, Mr. Tararas confirmed that UNESCO had been mobilizing different platforms to promote the right to peace, including the worldwide network of associated schools, the UNESCO chairs at academic institutions and local authorities. He reaffirmed the need for a bottom-up approach, including through youth empowerment, and stressed the importance of creativity, arts, music and sports as mediums that brought people together and could serve as vehicles for presenting messages. 49. Ms. Pochat added that social networks made it possible to know what was happening in real time. Arts and education were ways of engaging civil society and of working better as a society in a participatory manner. C. Educating for peace 50. Mr. Garcia also chaired the third session, which focused on educating for peace pursuant to article 4 of the Declaration. The panellists were Francisco Rojas-Aravena, Rector of the University for Peace, and Koumbou Boly Barry, Special Rapporteur on the right to education. 51. Mr. Rojas-Aravena stressed that if people wanted peace, they had to educate for peace. Conflicts and crises were increasingly complex and required in-depth analysis, the construction of shared visions and pre-emptive actions. Such responses to conflicts and crises provided better opportunities for prevention, as highlighted by the Secretary-General and in the documents on peacebuilding and sustaining peace. In the current context of global interdependence, it was necessary to visualize and generate frameworks and operational platforms that allowed the link between peace and security, development and human rights to be transformed into specific actions that contributed to the de-escalation of national, regional and international tensions. 52. In that regard, Mr. Rojas-Aravena recalled that article 1 of the Declaration recognized the right of all people to enjoy peace, human rights and development, which also represented the three pillars of the United Nations. Furthermore, article 4 of the Declaration emphasized that international and national institutions of education for peace should be promoted in order to strengthen the spirit of tolerance, dialogue, cooperation and solidarity among all human beings. To that end, the Declaration provided that the University for Peace “should contribute to the great universal task of educating for peace by engaging in teaching, research, post-graduate training and dissemination of knowledge”. 10