E/CN.4/2005/88 page 20 infrastructure in indigenous regions, the use of audiovisual and electronic equipment and distance learning. Pilot projects and successful experiences have been reported from such diverse places as Thailand, Peru, the United States of America, the Russian Federation, Malaysia, India, Guatemala, Mexico, Cambodia, Brazil and Aotearoa New Zealand. 82. The World Indigenous Peoples Conference on Education, an international network of indigenous educators, has already met six times and is planning to hold its next session in Aotearoa in November 2005. II. CONCLUSIONS 83. The foregoing observations and analysis have set out some of the main problems faced by indigenous peoples in their efforts to fully exercise their right to education, with emphasis on areas where rapid and effective intervention is needed to ensure the enjoyment of this right. 84. Although the right to education is universally recognized, indigenous peoples still do not exercise it fully. The degree of illiteracy, poor academic achievement and poor school attendance, especially at the middle-school and higher levels, tends to be higher among indigenous peoples than in the rest of the population. While some countries are making a major effort to improve education levels among indigenous peoples, many obstacles continue to impede indigenous peoples’ access to education. 85. The demographic dispersion of indigenous peoples and the lack of adequate transport often makes it hard for children to attend the few schools that do exist in indigenous areas. Economic, social and cultural factors can make it hard for children to take part in educational activities. Schools in indigenous areas generally lack adequate facilities and resources, and budgets and teaching resources are insufficient. Various types of discrimination against indigenous education persist in the education administration systems of many countries. 86. The main obstacle to full enjoyment of the right to education has been assimilationist models of education and education systems’ ignorance of or failure to appreciate indigenous languages and cultures. In recent years this situation has begun to change, and there are now several countries that officially recognize indigenous cultures and agree on the need for bilingual and intercultural education. Indigenous peoples are demanding recognition of their right to education that is taught in their own language and is adapted to their own culture. 87. Intercultural bilingual education faces many hurdles, from the small number of inadequately trained bilingual teachers to problems in developing appropriate teaching materials and methods, and the need to involve indigenous communities in the designing and running of their own education centres at all levels. Progress is being made in this area in many countries, from pre-school to higher education, albeit with mixed results. There is a tendency to focus on continuing education as an alternative in the area of indigenous education.