A/HRC/12/32 page 12 enabled the Expert Members to make further progress on drafting the study; the workshop thus proved to be an important contribution to the work of the Expert Mechanism. OHCHR submitted a technical report from the workshop to the second session of the Expert Mechanism (A/HRC/EMRIP/2009/3). 33. Mr. Henriksen introduced the draft study’s four substantive chapters, namely the international human rights framework; indigenous education systems and institutions; lessons learned; and challenges and measures. He also stressed the importance of an annex entitled “Expert Advice No. 1 (2009) on the right of indigenous peoples to education”, which contained a comprehensive set of thematic advice. On the chapter related to the human rights framework, he presented the following key elements: an overview of relevant international and regional human rights instruments and provisions which affirmed, contextualized and elaborated upon the right to education; what international human rights provisions stipulated as far as the aim and objectives of education are concerned; provisions concerning the access to and the content of education; and relevant provisions of the United Nations Declaration on the Rights of Indigenous Peoples. 34. Moreover, Mr. Henriksen emphasized that the elimination of discrimination against indigenous peoples was a fundamental precondition for ensuring that indigenous individuals not be excluded from education. This required that States take measures to identify existing and potential barriers of discrimination of indigenous peoples in the education system, including legal, political, administrative and fiscal barriers. Hence, States should establish a method for the collection of disaggregated data, and develop indicators conforming to international human rights standards, for the purpose of identifying areas of discrimination and other barriers. 35. The Expert pointed out that indigenous individuals’ right to education was not only a matter of access and availability to education, but also of the content of education - including curricula and teaching methods - which have to be culturally appropriate and acceptable to indigenous peoples. 36. He further highlighted the importance of the Declaration on the Rights of Indigenous Peoples as a normative framework for the interpretation of indigenous peoples’ right to education and the need to interpret other instruments in light of the provisions of the Declaration. He said that the Declaration was coherent with and expands upon legally binding human rights instruments and international jurisprudence of international supervisory bodies and mechanisms. The Declaration, interpreted in conjunction with other international instruments, provided an authoritative normative framework for the full and effective protection and implementation of the rights of indigenous peoples. In the context of education, the Declaration affirmed and applied the right to education to the specific historical, cultural, economic and social circumstances of indigenous peoples. The study identified a large number of provisions of the Declaration, including its articles 1 to 4, 8, 12 to 14, 17, 31 and 44, that either reaffirmed and applied the essence of already existing human rights treaty obligations on the right to education, or are inseparably linked to the provisions on the right to education in the Declaration, and that these were applicable to both traditional and formal education. 37. Finally, he briefly introduced the annex of the study, containing a comprehensive set of thematic advice related to the right of indigenous peoples to education.