A/HRC/10/56 page 12 is rare and educational bodies and formal educational milestones, which are set by State-endorsed programmes, have been detrimental to the education of indigenous peoples. Another critical issue noted by indigenous representatives was the threat to indigenous languages and cultures. 35. Specific proposals were made to the Expert Mechanism regarding areas of consideration for the study, including the use of mother tongues and indigenous systems of education; the impact of religious schools on indigenous communities; the implementation of the provisions of the Convention on the Rights of the Child and other related international instruments on education; and the impact on education of demographic policies, such as population transfer. 36. Some examples of successful educational work among indigenous peoples that was initiated and managed by indigenous peoples themselves were shared as positive initiatives. It was suggested that such indigenous-led initiatives should be supported and expanded. 37. Indigenous representatives noted that the study should also take into consideration the fact that no actions or measures could be effective if the issue of the high level of illiteracy among indigenous communities, particularly women and girls, was not overcome. It was also important to address the serious lack of educational resources faced by indigenous communities living in remote areas, including human resources, infrastructure and educational materials. 38. Many statements underlined the need not to isolate the right to education from other rights affirmed in the United Nations Declaration on the Rights of Indigenous Peoples, in particular the right to self-determination, free, prior and informed consent, treaties, non-discrimination and equality. The distinct identities and cultures of indigenous peoples require States to take special legislative, administrative and budgetary measures to ensure that indigenous peoples enjoy the right to education in a meaningful and effective manner. 39. Reference was also made to possible cooperation with regional mechanisms, in particular with the Working Group on Indigenous Populations/Communities of the African Commission on Human and Peoples’ Rights, which has engaged in extensive studies on the situation of indigenous peoples in Africa. The draft declaration on the rights of indigenous peoples of the Organization of American States was also seen as a normative framework that should guide the study together with the international instruments related to indigenous peoples’ rights. 40. With regard to the methods of work of the Expert Mechanism, indigenous representatives called upon the experts to involve indigenous researchers in their work and encouraged the Expert Mechanism to include regional seminars and case studies on thematic issues. Indigenous representatives also referred to the World Indigenous Peoples Conference on Education which will be held in Melbourne, Australia, from 7 to 11 December 2008. 41. In a joint intervention, indigenous representatives from Australia invited the members of the Expert Mechanism to attend the Conference in Melbourne.