E/CN.4/2005/88 page 19 providing support for the construction of adequate school infrastructure in certain indigenous areas. It is also providing support for bilingual and intercultural programmes in countries including Bolivia, Brazil, Guyana and Namibia. 77. Pursuant to ILO Convention No. 169, which contains articles dealing with indigenous educational and cultural issues, ILO is carrying out various activities relating in particular to the elimination of child labour. These include a training programme for indigenous teachers in the border region between Bolivia and Chile, and another programme in Yunnan, China, dealing with trafficking in children from ethnic minorities. In a number of other countries (such as India, the Sudan, the Great Lakes region of Africa and the Andean countries) ILO has conducted studies on forms of child labour among indigenous children and their implications for the education, health and well-being of indigenous peoples. In Mexico, for example, it was found that the income derived from migrant labour performed by indigenous children could account for up to one third of a family’s income and thereby constitutes a barrier to education. 78. UNESCO provides support for a number of initiatives such as the Mayan bilingual and intercultural education project for primary schools in Guatemala. The key components of this project are: teaching of two languages (mother tongue and dominant language); teaching of two systems of mathematics (the Mayan vigesimal (base 20) system and the Western decimal (base 10) system); teaching and testing of complementary value systems (Mayan values and universal values); the teaching of Mayan art and art from other cultures; and, lastly, the identification, analysis and interpretation of the world on the basis of indigenous Mayan culture and the accumulated knowledge of mankind in general. 79. The World Bank is continuing work on an operative directive for the financing of projects that affect indigenous peoples. It has also continued to provide resources for various national projects in support of basic education, especially in rural areas, whose beneficiaries can be indigenous peoples (as, for example, in India and Bangladesh). 80. The Permanent Forum on Indigenous Issues has considered the issue of indigenous education at its three sessions. At its third session, in 2004, the Permanent Forum recognized that education is an effective means of protecting the cultural traditions of indigenous peoples and that the mother tongue is the foundation for all learning. It recommended that Member States should adopt and implement national indigenous education policies with the participation of indigenous parents and community members and the students themselves; that they should increase the number of indigenous people employed in education systems at all levels; that indigenous knowledge in all its diversity should be incorporated in primary and secondary school curricula; and that indigenous people should be trained to manage their own education systems and participate in decision-making. The Special Rapporteur agrees with and endorses the conclusions and recommendations of the Permanent Forum. 81. Many non-governmental organizations have provided information on projects in support of bilingual intercultural education, teacher training, the preparation of textbooks for indigenous education, the promotion of pre-school education, strengthening of the activities of local organizations to promote indigenous education, contributions to much needed school