A/HRC/12/32 page 11 of the Expert Mechanism on the Rights of Indigenous Peoples, and Les Malezer and Natalia Sarapura, representatives of the Indigenous Peoples Caucus. The celebration also included cultural performances by indigenous representatives. IV. STUDY ON LESSONS LEARNED AND CHALLENGES TO ACHIEVE THE IMPLEMENTATION OF THE RIGHT OF INDIGENOUS PEOPLES TO EDUCATION 27. The Chairperson-Rapporteur invited John B. Henriksen, Member of the Expert Mechanism, to introduce the study on lessons learned and challenges to achieve the implementation of the rights of indigenous peoples to education (A/HRC/EMRIP/2009/2). 28. At the outset, Mr. Henriksen expressed his gratitude for the valuable documentation received from indigenous peoples’ organizations, Governments and other sources, including by the Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous people and the Permanent Forum on Indigenous Issues. 29. Mr. Henriksen stressed that, although education was an indispensable means of realizing other human rights, the full enjoyment of the right to education was unfortunately far from reality for too many indigenous peoples. He noted that the deprival of access to quality education was a major factor in the social marginalization, poverty and dispossession of indigenous peoples. In some instances the content and objectives of education brought about involuntary assimilation of indigenous peoples into mainstream society, culture, language and way of life. 30. He drew attention to communications submitted to various United Nations bodies and mandates by indigenous peoples identifying concerns related to the right to education, such as discrimination; lack of control over education initiatives directed at indigenous children; lack of consultation on the development and implementation of educational services provided to indigenous peoples; limited consideration given to autonomy and participation of indigenous peoples in the delivery of educational services, including multicultural and mother-tongue-based bilingual education; inadequate development of culturally-appropriate curricula; and failure to develop educational opportunities for indigenous peoples that demonstrate respect for their history and cultures. He recalled that it was in the light of these concerns that the Human Rights Council requested the Expert Members to prepare the present study. 31. He presented the main elements of the study, stemming from the discussions held at the Expert Mechanism’s first session: a human rights-based analysis of the scope and content of the right to education; an elaboration on indigenous education systems; lessons learned with regard to creating national laws and policies enabling the realization of the right to education of indigenous peoples; identification of challenges and possible measures to achieve the implementation of the right of indigenous peoples to education; and thematic advice on indigenous peoples’ right to education. 32. The Expert explained that, in cooperation with the Expert Mechanism, OHCHR had organized and funded a two-day workshop on 6 and 7 May 2009 to discuss the draft study. It brought together indigenous and government representatives, United Nations agencies and members of the Committee on Economic, Social and Cultural Rights and the Committee on the Elimination of Racial Discrimination, and Expert Members of the Mechanism. The workshop