A/HRC/39/31 oppose oppression, including through conscientious objection to military service; and the rights to development and environment. 3 27. In order to fulfil article 2 of the Declaration, the representative of the Associazione Comunita Papa Giovanni XXIII suggested that States should reduce their military spending, cooperate with UNESCO and the University for Peace, and create a special rapporteur or alternatively give OHCHR a specific mandate on the right to peace. 28. The representative of the Center for Global Nonkilling called for bringing persons with disabilities into the discussions on the right to peace. He also stressed that war was illegal pursuant to Article 2, paragraphs 3 and 4, of the Charter of the United Nations, and that the exception for self-defence was strictly limited under Article 51. 29. In response to the discussion, Mr. Guillermet-Fernández noted common elements that were also reflected in the Declaration. Furthermore, he suggested that national human rights institutions could be encouraged to embrace a right-to-peace perspective, including through the Global Alliance of National Human Rights Institutions. 30. Ms. Brehm urged the participants of the intersessional workshop, including diplomats, to incorporate the workshop’s peace-related reflections in their work in the disarmament and arms control field. She stressed the importance of framing resolutions and statements in the disarmament context with consistent language on human rights, peace and sustainability. B. Sustainable measures 31. Evan Garcia, Vice-President of the Human Rights Council, chaired the second round table, which focused on sustainable measures pursuant to article 3 of the Declaration on the Right to Peace. That article called upon States, the United Nations and specialized agencies, and in particular UNESCO, to take appropriate sustainable measures to implement the Declaration, and it encouraged international, regional, national and local organizations and civil society to support and assist in the implementation of the Declaration. The panellists were Kostantinos Tararas, Programme Specialist in the Sector for Social and Human Sciences at UNESCO, and Jennifer Pochat, from the foundation “Paz Sin Fronteras” (Peace Without Borders). 32. Mr. Tararas recalled that the preamble to the Constitution of UNESCO declared that since wars began in the minds of men, it was in the minds of men that the defences of peace had to be constructed. The focus of UNESCO was to accomplish its humanist mission to support people in understanding each other and working together to build lasting peace, including through education, the sciences, culture, communication and information. The work of UNESCO in advancing the right to peace notably involved efforts to change mindsets through global citizenship education; to create the conditions to enable lasting peace through intercultural and interreligious dialogue; and to expand partnerships by involving new actors such as cities and local authorities. 33. Global citizenship education was the response of UNESCO to the threats posed by poverty and inequalities to peace and sustainability. Global citizenship education aimed to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. It was based on cognitive, socioemotional and behavioural domains of learning. A key instrument for promoting global citizenship education was target 4.7 of the 2030 Agenda for Sustainable Development, which called on countries to ensure that all learners acquired the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. In that context, UNESCO had 3 See http://aedidh.org/wp-content/uploads/2018/06/CVD-Statement-22.6.18-1.pdf. 7