A/HRC/12/32 page 13 38. The Chairperson-Rapporteur, Jannie Lasimbang, the other co-author of the study, introduced its chapter III related to “Indigenous educational systems and institutions”; chapter IV on “Lessons learned” and chapter V which covered “Challenges and measures”. Regarding the indigenous systems and institutions, she explained that the study distinguished traditional education from integration of indigenous perspectives and language in mainstream education systems. States are expected to equip indigenous communities by integrating their perspectives and languages into mainstream education systems and institutions, and also by respecting, facilitating and protecting indigenous peoples’ right to transfer knowledge to future generations through traditional ways of teaching and learning. 39. Ms. Lasimbang said that traditional education could be described as a lifelong pedagogical process and an intergenerational transfer of knowledge aimed at maintaining a flourishing and harmonious society or community. It was achieved through the principles of participatory learning, holistic growth, nurturance and mutual trust. She highlighted indigenous ways of learning and transmission of traditional skills and knowledge, including through apprenticeship, repetitive practise and instruction, and direct observation. 40. She noted that mainstream education systems and institutions usually involved a standard set of curricula provided by education ministries based on the Government’s policy. However, the inclusion of indigenous ways of learning, instructing, teaching and training were important in ensuring that students/learners and teachers/instructors in mainstream institutions were able to benefit from education in a culturally sensitive manner that drew upon, utilized, promoted and enhanced awareness of indigenous perspectives and languages. 41. She highlighted key lessons learned mentioned in the draft study: creating national laws and policies; provision of financial and infrastructure support; international development assistance: establishing and controlling traditional education and institutions; interface between traditional and mainstream education systems and institutions; teaching of indigenous languages; training programmes and certification of teachers and institutions; and networking and participation. 42. She summarized the challenges and measures identified in the draft study as being the non-recognition of traditional education and institutions; discrimination and poor access; issues affecting women; aid effectiveness; public spending; institutionalization of educational services; governance and creating appropriate curriculum; gaps in educational quality and measurements of achievements. 43. She referred to the situation in Asia and Africa where indigenous peoples’ rights were not always recognized or protected under the law; recognizing traditional education and institutions, and respecting indigenous values and knowledge systems and prohibiting discrimination on the grounds of ethnic origin, religion or gender provided for in national constitutions are critical. Small rural or nomadic communities also faced numerous difficulties in gaining access to State educational institutions due to their geographical isolation. She said that special temporary measures should also be taken to ensure access to education for internally displaced persons, migrant workers and refugees from indigenous communities. 44. The Chairperson-Rapporteur said that in some communities, indigenous girls were prevented from attending schools due to societies’ norms. Issues faced include girls remaining at