A/HRC/30/54 44. Indigenous peoples’ languages and cultures are of fundamental importance for the protection and promotion of indigenous peoples’ rights. As the Expert Mechanism argued in its advice on this theme, “The Declaration on the Rights of Indigenous Peoples should be the basis of all action, including at the legislative and policy level, on the protection and promotion of indigenous peoples’ rights to their languages and cultures” (A/HRC/21/53, annex, para. 5). 45. Paraguay had developed a national plan of indigenous languages through a process of free prior and informed consultation with representatives from the 19 indigenous peoples in the country. The Linguistics Policy Secretariat had started activities to document and revitalize indigenous languages, especially those at greater risk. Efforts were also taken to raise public awareness nationally and internationally on the status of indigenous languages. 46. In Costa Rica, the National Policy on Cultural Rights included indigenous peoples’ cultural rights as one of its five strategic axes. The objective of this axis was to promote the diversity and cultural wealth of indigenous peoples, both within and outside indigenous territories. Also, the Department of Intercultural Education of the Ministry of Education promoted respect and strengthening of indigenous cultures and languages. 47. Japan passed the Ainu Culture Promotion Act in 1997, which promoted Ainu culture and languages, as well as fostering public understanding of Ainu history. A national centre for revitalizing Ainu culture was set to open in 2020. 48. Peru had trained civil servants at the national and regional level on language rights and continued to work to strengthen the registry of interpreters and translators, which provided services in indigenous languages. Peru also reported having media in indigenous languages. 49. Guatemala indicated that it had a national law for the protection of cultural heritage and that the Constitution and national laws supported bilingual education as a means to affirm and strengthen the identity and cultural values of communities. 50. Chile was developing a process of national consultation for the creation of the Ministry of Culture with the nine indigenous peoples in Chile. The new ministry would provide indigenous peoples with State support to revitalize and protect their cultures and languages. There was also a recovery and revitalization of indigenous languages programme that provided research and other forms of support. 51. France indicated that, in Mayotte, a council of culture, education and the environment was set up in consultation with the Mayotte people. A regional cultural programme was developed focusing on the fields of languages, literature and the arts. In New Caledonia, the Tjibaou cultural centre opened in 1998 to promote the Kanak culture. The French Ministry of Culture had an active policy for the promotion of Polynesian culture. French Polynesia in particular had two museums, an arts academy, a house of culture and two academies (Polynesian and Marquesas). The French Government provided support when needed, particularly in the context of applications from Polynesia to secure recognition of sites in the United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage listings. In accordance with the Convention for the Safeguarding of Intangible Cultural Heritage, France began to develop its inventory, including the Marake ritual in Guyana and the AIJE-Aro area in New Caledonia. 52. Red COMUINCACOL reported that bilingual education was being contemplated in legislative, policy and administrative measures in Colombia. ONG Adjmor indicated that, while indigenous cultures were promoted in Mali through support to traditional expressions and cultures, and the teaching of indigenous languages in primary schools, those programmes were often not sustainable in the long term due to budget constraints. In Panama, under the coordination of the General Congress, the Kuna people had 8