A/76/202 30. Gentrification is an additional factor driving the displacement of urban indigenous populations. 46 Forced eviction is commonly used in urban development and expansion schemes to contain rapid and unplanned growth. Such processes often result in the displacement of communities living in informal settlements, including indigenous peoples who often lack security of tenure and are at greater risk of forced eviction. 31. Indigenous peoples living in urban areas are disproportionately represented among the homeless populations living in emergency shelters, on the street or in homeless encampments, where they are at risk of premature death and health problems. 47 According to UN-Habitat, in Toronto, Canada, indigenous peoples make up 2 per cent of the total population but 25 per cent of the homeless population. 48 Care should be taken to not define homelessness for indigenous peoples simply as houseless. The concept of homelessness needs to encompass the entirety of the indigenous experience with homelessness, which also includes isolation from family, community, land, water, culture, language and identity. 49 32. According to UN-Habitat, indigenous peoples are to enjoy adequate housing, free from discrimination and housing construction, and urban policies must appropriately enable the expression of cultural identity and dynamics and diversity of housing. 50 3. Education 33. In most regions, illiteracy among indigenous peoples is high. 51 Educational opportunities are a factor in the urbanization of indigenous peoples. However, indigenous peoples in cities reportedly face challenges in registering their children for education and major disparities in the completion of primary edu cation. Consequently, they are less likely to obtain a degree, diploma, certificate or vocational training than their non-indigenous counterparts. 52 That educational gap is due to several factors, including the lack of mother tongue-based multilingual education, culturally inappropriate curricula, deficient quality of education, poor infrastructure, insufficient staffing, remote school locations and inadequate public transportation. 34. In numerous countries, indigenous peoples have suffered structural discrimination in education, including residential and boarding school policies based on forced removal. The loss of culture, language and identity has aggravated their displacement from lands, territories and natural resources. The traumatic history of assimilation, discrimination and violence in many parts of the world is one key reason for the indigenous educational gap today. 35. Structural barriers may further limit access to education for indigenous women and girls, who are more likely to drop out of school because of pregnancy or the need to care for family members or help with household and child-rearing responsibilities. 53 36. Indigenous peoples must be consulted when educational programmes and services are designed and delivered. The right to education is significantly interconnected with all other human rights of indigenous peoples, including land rights and the rights to culture, language and traditional knowledge. In the Congo, for __________________ 46 47 48 49 50 51 52 53 21-10081 Ibid. A/74/183, para. 27. UN-Habitat, Securing Land Rights for Indigenous Peoples in Cities, p. 2. A/74/183, para. 25. UN-Habitat, Housing Indigenous Peoples Living in Cities. A/HRC/45/34/Add.1, para. 49. ILO, Indigenous Peoples in a Changing World of Work: Exploring Indigenous Peoples’ Economic and Social Rights through the Indigenous Navigator (International Work Group for Indigenous Affairs and ILO, May 2021); and A/72/496. A/HRC/21/47/Add.2, para. 66; and UN-Habitat, Urban Indigenous Peoples and Migration, p. 40. 11/20