A/HRC/12/34/Add.2 page 20 corresponding increase in the number of indigenous children enrolled in indigenous schools, from 117,196 in 2002 to 176,714 in 2007, as well as an increase in the number of indigenous teachers and an improvement in their formal qualifications. According to the Government, 95 per cent of the nearly 10,000 educators employed in indigenous schools are indigenous, and an indigenous person is the head of the Indigenous Education Steering Committee of the Ministry of Education. 67. In 2004, with the participation of indigenous teachers and representatives of indigenous organizations, the Government created the National Commission on Indigenous Education as a consultative body. Its efforts have been directed at the development of infrastructure for indigenous schools, the training of indigenous teachers and the development of indigenous educational materials. Efforts to further enhance indigenous participation and cultural values in the educational system include the organization of a National Conference on Indigenous Education, to take place in September 2009. In regard to higher education, the federal Government programmes known as “University Diversity” and “University for All” have supplemented affirmative action programmes instituted in public universities across the country to promote enrolment of indigenous people and other minorities. 68. The Special Rapporteur notes with satisfaction that the Government has taken steps to establish differentiated educational programmes and enhance educational opportunities for indigenous peoples at all levels. Significant challenges remain, however, to ensure adequate financial and human resources and culturally appropriate programming to meet the educational needs of all of Brazil’s indigenous peoples. During his visit, the Special Rapporteur received repeated reports of inadequate incorporation of indigenous languages and cultural perspectives into educational curriculums and texts, which may contribute to the fact that the vast majority of indigenous children still do not enrol in school beyond primary education, despite trends of improvement in this regard as reported by the Government. 69. Additionally, the Special Rapporteur observed rundown infrastructure, a lack of supplies and a shortage of teachers in an indigenous school in Mato Grosso do Sul, conditions that are reported to exist in many indigenous schools despite the increases in Government funding. In fact, as recently as 2005, 34.2 per cent of indigenous schools did not have their own buildings and instead functioned out of community buildings or churches, and almost half of those school buildings did not have electricity or running water.11 Even though resources have been devoted to teacher training, the level of teacher qualification is still inadequate, with only 11 per cent of teachers at indigenous schools having completed a teaching certification degree and 10 per cent not having completed primary education as of 2005.12 The Special Rapporteur also heard repeated complaints by indigenous leaders that they still face obstacles to playing a meaningful role in the administration of indigenous education in their communities. 11 Censo Escolar, INEP, 2005. 12 Ibid.