E/CN.4/2005/88 page 17 and subjected to discrimination in history, geography, literature, art and social studies textbooks and by their own teachers. Real intercultural education must also be taught in education systems nationwide, for only then will the human rights of indigenous peoples be fully recognized. D. Active participation, higher education and establishment of educational systems for and by indigenous peoples 68. To make respect for cultural diversity a reality, as UNESCO has suggested, and to reform education systems with a view to redirecting education towards total respect for all human rights, especially cultural and linguistic rights, indigenous peoples must be able to recognize themselves in this effort. This requires that they participate freely in all phases of the planning, design, implementation and evaluation of such reforms. To date one of the weaknesses of education systems that fail to meet the needs of indigenous peoples has been the lack of involvement of indigenous peoples in the designing of education programmes and policies from the outset. Such participation must involve parents, legitimate representatives of indigenous communities and indigenous schoolteachers, administrators and staff and members of the educational bureaucracy. Education plans and programmes must not be designed in far-off offices by experts who lack direct contact with indigenous communities. 69. For example, in Canada the First Nations and the Inuit have the option of establishing their own education programmes and exercise control over primary and secondary schools, thanks to growing support from the Government and local and community initiatives. Nunavut Arctic College provides Inuit students with education in certain fields of study and aspires to become a genuine Inuit university. The Canadian Government has announced the establishment of an Aboriginal Languages and Cultures Centre to promote indigenous languages and has supported the establishment of the First Nations University of Canada. 70. The specific problems facing indigenous peoples make it necessary to implement special education programmes. For example, given the over-representation of indigenous youth in the juvenile justice system (see E/CN.4/2004/80), it would be beneficial to organize special education programmes for the rehabilitation of indigenous offenders who are in prison or have been released. There is also a need for special programmes for indigenous young people and women who, for various reasons, become involved in trafficking in women, the sex industry, drug addiction and alcoholism. In rehabilitation and prevention programmes of this type, which are already being implemented in various countries, the role of traditional indigenous culture and the involvement of respected elders can be vital. 71. The importance of promoting physical education and sport among indigenous youth has been noted on many occasions. In addition to contributing to the optimum physical and psychological development of students, physical education has important social and cultural functions, which are of particular relevance to indigenous young people who find themselves in a situation of social transition and who often show signs of emotional instability deriving from the cultural ambiguity in which they live. Thus the promotion of physical education and sports must be seen as a key component of indigenous education. 72. While the main problems related to intercultural and bilingual indigenous education now centre around the primary and secondary levels, significant progress has been made in recent years at the level of higher education. For reasons set out above, indigenous students’ access to