A/HRC/13/40 examples where individuals — crossing all religious boundaries — have come to each other’s rescue in situations of communal violence. 63. Members of religious communities, civil society organizations and national human rights institutions and academics should also be involved in human rightsbased teaching efforts. The Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools encourage the establishment, at different levels, of advisory bodies that take an inclusive approach to involving different stakeholders in the preparation and implementation of curricula and the training of teachers. Those bodies should be chosen in ways that are inclusive, ensure openness and competence with respect to issues that may arise, and create input channels for major stakeholders. This involves taking into account the opinions, interests and sensitivities not only of the pupils, their parents or guardians, the teacher and school administrators, but also a variety of other stakeholders, including representatives of various religion and belief communities, parent and teacher organizations and other civil society organizations. Interreligious councils may play a useful role in this process, provided that they are structured in ways that ensure broad representation, or provided that those not represented on such councils have alternative channels for communicating their concerns. 64. Furthermore, the traditional print or audio-visual media, as well as actors in new information technologies, have an important role in the promotion of religious tolerance. The media can serve as a watchdog for discriminatory government policies and a lively, multifaceted public-interest debate can give voice to different viewpoints. Consequently, mass media should take steps to: (a) ensure that their workforces are diverse and representative of society as a whole; (b) address as far as possible issues of concern to all groups in society; (c) seek a multiplicity of sources and voices within different communities, rather than representing communities as monolithic blocs; and (d) adhere to high standards of information provision that meet recognized professional and ethical standards.38 In this regard, self-regulation, where effective, appears to be the most appropriate way to address professional issues relating to the media. C. Role of the international community and human rights mechanisms 65. The international community and human rights mechanisms should continue monitoring freedom of religion or belief worldwide. The General Assembly, the Human Rights Council — including through the universal periodic review process — and the system of special procedures and treaty bodies also have important roles in detecting early warning signs of discrimination and violence on the grounds or in the name of religion or belief. 66. The General Assembly, in its resolution 62/90, declared 2010 the International Year for the Rapprochement of Cultures, and recommended that, during the course of the year, appropriate events be organized on interreligious and intercultural dialogue, understanding and cooperation for peace, inter alia, a high-level dialogue and/or informal interactive hearings with civil society. In its resolution 63/181, the General Assembly expressed concern over the persistence of institutionalized social intolerance and discrimination practised against many in the name of religion or 38 GE.09-17648 See the Camden Principles on Freedom of Expression and Equality, principle 6.1; available at the address http://www.article19.org/pdfs/standards/the-camden-principles-on-freedom-of-expressionand-equality.pdf. 19