E/CN.4/2005/88/Add.3 page 17 64. A report on Edmonton schools indicates that minority and Aboriginal students are often victims of racism, whereas a study in Winnipeg notes that Aboriginal students are marginalized by the school system. Another national study indicates that there is very little teaching about Aboriginal people in Canadian schools, so that graduating students have almost no valid or accurate knowledge about Aboriginal peoples. It must be noted many provinces are making efforts to address Aboriginal education issues. 65. The Minister’s National Working Group on Education reports that First Nation education is in a crisis. With some outstanding exceptions, there is no education system, no education accountability, no goals or objectives, and in many cases investments in Aboriginal education face comparative disparities. However, there are also some outstanding successful cases where the needs of remote communities are addressed and where First Nation cultures are celebrated in a positive and supportive learning environment. Efforts are underway to develop university level education for Aboriginal students, such as the First Nations University of Canada and the Nunavut Arctic College in Iqaluit, or the Nisga’a House of Wisdom, which has already attracted international scholars. 66. The federal Canadian Heritage Department supports Aboriginal organizations, communities, cultures and languages based on true partnership, mutual understanding and inclusion, providing technical, institutional and financial resources. The Government has also decided to establish and fund a new Aboriginal Languages and Cultures Centre, as part of Canada’s approach to preserve, revitalize and promote Aboriginal languages and cultures. G. Self-government arrangements 67. Canada’s policy of recognizing the right of Aboriginal peoples to self-government as an existing Aboriginal right within section 35 of the Constitution Act, 1982, was set out in the Inherent Right Policy of 1995, which includes an approach to implementation focusing on reaching practical and workable agreements on the exercise of self-government. Comprehensive land claims can now be negotiated together with self-government arrangements. 68. These arrangements may include different governance structures such as the public government of Nunavut and the Inuit in northern Quebec, sectoral self-government agreements which focus on only one or two jurisdictional issues, and more complex arrangements such as the Nisga’a Agreement, which involves a Nisga’a constitution and provisions for the establishment of Aboriginal courts. 69. Regarding the transfer of responsibilities, the Auditor General of Canada reports that INAC performance leaves considerable room for improvement. While INAC seems focused on fulfilling the letter of the land claims’ implementation plans but not the spirit or the overarching socio-economic objectives to which Canada is committed in international human rights law, the Auditor General considers that implementation of the agreements is incomplete. Because the right of self-government cannot reasonably be exercised by small, separate communities, RCAP recommends that it should be exercised by groups of a certain size - groups with a claim to the term “nation”, that will have to reconstruct themselves as nations.