E/2002/43/Rev.1 E/CN.19/2002/3/Rev.1 education, coverage and educational quality for indigenous children and young people through grants, academic opportunities or a pertinent curriculum. Due respect should be given to teaching in indigenous languages. Indigenous peoples seek the recognition of their rights to their history, languages, oral traditions, stories and writings, of their traditional indigenous medicinal methods and of the contribution of their own names for peoples and places; (c) Requests that Governments include in their programmes and plans and in their educational and cultural policies the contents of indigenous knowledge, indigenous spiritual and religious traditions, indigenous customs and ceremonies, as well as indigenous histories, visions of the cosmos, philosophies and values. The rights of indigenous peoples to their sacred sites and ceremonial objects and to the distribution of their ancestral remains should be respected. They wish to have their cultural properties returned to them, particularly if those properties were taken without their permission, as well as the restoration and protection of their environment, lands and resources. The cultural heritage, made up of the archaeological zones and sacred sites that are used for tourism, should be taught to non-indigenous children and young people so that they know the contribution of indigenous culture to all societies and to this globalized world. 6. Environment 28. The Forum decides to request the following bodies — UNEP, the Convention on Biological Diversity, the United Nations Framework Convention on Climate Change, the United Nations Forum on Forests, UNDP, the Office of the United Nations High Commissioner for Human Rights, WHO, the World Bank, WIPO, UNESCO, the World Trade Organization (WTO), the United Nations Conference on Trade and Development (UNCTAD), UNICEF, the Global Environment Facility (GEF), FAO, the United Nations Convention to Combat Desertification in Those Countries Experiencing Serious Drought and/or Desertification, particularly in Africa, and related entities, as well as representatives of indigenous peoples and nations — to look into how they can be engaged in environmental and development endeavours, with the following mandates: (a) To conduct a comprehensive review of the mandates, policies and programmes including financial and budgetary aspects of the various specialized agencies within the United Nations system that relate to indigenous peoples and their issues; (b) To identify good and bad practices, coherence and divergence policies and programmes, gaps, problems, obstacles in addressing the issues of indigenous peoples within the United Nations system that fall within the mandate of the Economic and Social Council. 29. The Forum recommends that WIPO, UNESCO, the Convention on Biological Diversity, UNDP and FAO hold a technical workshop with Forum members and the representatives of States and indigenous peoples and nations in order to promote models for environmental and sustainable development governance that incorporates principles of genuine partnership between States and indigenous peoples, linkages between cultural diversity (language) and biological diversity, ecosystem approaches and collaboration between scientific and traditional knowledge, and to evaluate intellectual property regime; consider elaborating a sui generis system for the protection of indigenous bio-cultural heritage, genetic resources and traditional 8