A/HRC/23/34/Add.2 48. A main concern is that textbooks, which are developed at the Caribbean (regional) level, continue to have a European perspective, although significant achievements have been made since the 1970s in this respect. It is also of concern that textbooks do not sufficiently reflect the specific history of Saint Vincent and the Grenadines, and contain very little information on the Garifuna and Callinago peoples. The Special Rapporteur notes that the Government is positive about introducing the book People on the Move, The Effects of Some Important Historical Events on the People of Saint Vincent and the Grenadines, by Vincentian historian, Edgar Adams, in secondary schools where it is already circulated. Rastafarian organizations also have raised their concerns in relation to the content of the school curriculum, which they find do not give sufficient space to the history of Africa. 49. Another concern is the extremely difficult task of motivating students to learn about Vincentian history when it is not a priority for the formal education system and when the examination, which is also set at the Caribbean (regional) level, does not include questions on such matters. Indeed, the Caribbean Examination Council for secondary level has limited space for local histories. 50. While it is impractical to develop textbooks or examinations exclusively for Saint Vincent and the Grenadines, it is important to find ways to integrate local histories and literature into the school curriculum, including through the use of information and communication technologies. In this regard, the Special Rapporteur welcomes efforts made by teachers to provide students with another version of history. 51. The Special Rapporteur particularly appreciates the establishment of heritage clubs in schools, which were started around 1997 at the initiative of teachers alarmed by students’ poor knowledge of students of their local history and environment. Heritage clubs have multiplied since then, but the general feeling is that this is still insufficient, despite general support from the Government. Teachers experience their efforts as a personal struggle, and the number of students in history classes remains small. The Special Rapporteur had the pleasure to meet with the Executive Committee of one such club in Boys Grammar School in Kingstown, who explained their interest for history and cultural heritage, and their feeling that they did not know enough. 52. Schools can also become members of the National Trust and those having a heritage club generally avail themselves of that possibility. The Trust may accompany students on expeditions, on demand, but mostly this activity is conducted on an ad hoc basis. The relationship between schools and the Trust is unclear at the moment and would need to be properly organized. 53. Schools also develop extracurricular activities that enable students to have access to the Saint Vincent and the Grenadines heritage, through poetry, drama, song, dance or music (drums and steel pans). The Special Rapporteur learned that Sandy Bay Secondary School benefited during one year from the visit of a teacher from Belize, supported by UNESCO, who taught the Garifuna language. Regrettably, despite its success, the project could not be continued due to financial constraints and possibly also lack of follow-up by or discouragement on the part of the school itself. The Special Rapporteur was impressed that students she met remembered phrases in Garifuna from their lessons of the previous year, despite having virtually no opportunity to practice the language; the students were especially keen about artistic expression through traditional drums and dances. 54. The Special Rapporteur notes that efforts have also been made to disseminate knowledge about Vincentian history through lectures and diverse gatherings or radio shows, often with the support of the Government and the private sector. 11