A/HRC/24/51 methodological guide was developed with the technical assistance from the ILO and the United Nations Development Programme. 4. Culture and languages 41. There were examples of indigenous languages being recognized in State constitutions. However, the most common response was to highlight the importance of education to promote and implement indigenous peoples’ rights to culture and language. There were a few examples of indigenous languages being taught in national schools. A few States explicitly indicated that curricula were developed in consultation with indigenous peoples. Some States indicated a need to overcome negative stereotypes of indigenous cultures and languages in order to preserve and promote their use. 42. The Bolivian education system has been undergoing changes, based on an ideology and political practice of decolonization, liberation, revolution, anti-imperialism and transformation without discrimination or exploitation. The revamped education system provides cultural education, which contributes to the affirmation and strengthening of cultural identities, recognition, assessment and development of indigenous peoples’ culture in dialogue with other cultures and language. The Bolivian Constitution provides for education to begin in the mother tongue of each region. The Bolivian Constitution also provides for the creation of indigenous universities for indigenous youth. 43. In Peru, the Declaration was explicitly invoked by the Minister of Education in the creation of the National Commission on Intercultural Bilingual Education (CONEIB). Peru has also passed a law on intercultural bilingual education, which aims to recognize cultural diversity and promote intercultural bilingual education in regions inhabited by indigenous peoples. Peruvian law also recognizes and guarantees the right of indigenous peoples to conditions of education equal to the rest of the nation. The Minister of Education is to design and implement a national plan for intercultural bilingual education. Indigenous peoples are to participate in the formulation and implementation of these education programmes. Peru has also developed a capacity-building programme for interpreters participating in consultation processes. 44. Chile identified programmes for the teaching and learning of indigenous languages and cultures in the nation’s schools. The Constitution of Guyana provides protection of indigenous peoples’ right “to protection, preservation and promulgation of their languages, cultural heritage and way of life”. The Constitution of Iraq guarantees an Iraqi individual’s right to education in his or her mother tongue. 45. The Constitution of the Lao People’s Democratic Republic recognizes the Lao language as the official language and dialect of the country. However, in day-to-day life, each ethnic group is free to preserve and use its dialect in family and community for the preservation of their culture and traditions. 46. In the Congo, the law guarantees collective and individual rights of indigenous peoples to their intellectual property relating to traditional knowledge. The law also protects cultural, religious and spiritual property. 47. The Finnish Saami Language Act regulates the right of the Saami to use their own language before courts and other authorities. The Act also obligates public authorities to realize and promote the linguistic rights of the Saami. 48. In Trinidad and Tobago, in 2011, the Government approved 25 acres of land for the creation of an Amerindian Heritage Village to protect Amerindian culture and traditions. 11