A/HRC/21/52 measures, plans and programmes that existed to engage indigenous peoples in resource development. 28. Mr. Morales Morales noted specific measures taken by States to engage with indigenous peoples regarding resource extraction processes, and offered examples of difficulties experienced by indigenous peoples in Latin American countries in the context of resource development. He noted the opportunity for collaborative efforts among the Special Rapporteur on the rights of indigenous peoples, the Permanent Forum on Indigenous Issues and the Expert Mechanism to address concerns associated with the exploitation of natural resources. 29. Ms. Lasimbang expressed her appreciation for interventions relating to free, prior and informed consent, as well as her concern about the lack of mechanisms available to address conflicts between indigenous peoples and States or industries in relation to extractive projects. She further expressed concern about the lack of extractive industry engagement in the United Nations bodies addressing indigenous peoples’ issues and the practice of some States of leaving consultation with indigenous peoples to industry rather than engaging in, and taking responsibility for, direct consultations. Ms. Lasimbang also stated that the Expert Mechanism continued to be deeply concerned about the serious impacts that resulted from the lack of recognition of indigenous peoples’ rights in relation to extractive industries, particularly mining. 30. Ms. Lasimbang made reference to the Expert Mechanism’s study on lessons learned and challenges to achieving the right of indigenous peoples to education (A/HRC/12/33) and noted the ongoing need for sustained funding to develop culturally appropriate curricula and to support the realization of indigenous peoples’ right to education. 31. Regarding the Expert Mechanism’s study on lessons learned and challenges to achieve the right of indigenous peoples to education, the Chairperson-Rapporteur made reference to a report entitled: Nurturing the Learning Spirit of First Nation Students: The Report of the National Panel on First Nation Elementary and Secondary Education for Students on Reserve, an outcome of collaboration between the Government of Canada and the Assembly of First Nations. He submitted the full report for the Expert Mechanism’s consideration. 32. Some observers also spoke to the Expert Mechanism’s study on lessons learned and challenges to achieve the right of indigenous peoples to education, outlining challenges and good practices. VI. Study on the role of languages and culture in the promotion and protection of the rights and identity of indigenous peoples 33. Former member and Chairperson-Rapporteur of the Expert Mechanism Mr. Bambanze presented the final report of the Expert Mechanism on the study on the role of languages and culture in the promotion and protection of the rights and identity of indigenous peoples (A/HRC/EMRIP/2012/3 and Corr.1). 34. Mr. Bambanze noted that the right of indigenous peoples to languages and cultures was a facet of the right to self-determination and mentioned positive examples of the promotion and revitalization of indigenous peoples’ languages and cultures. He also reflected on indigenous peoples’ negative experiences of assimilationist policies, which, in some cases, were carried over to the present day. Mr. Bambanze encouraged active efforts to revitalize languages and cultural practices and to recognize that cultures were alive. 11