A/HRC/12/33 page 14 57. The Expert Mechanism urges States to adopt a policy framework for quality education for indigenous peoples, set clear goals, targets and priorities, and develop indicators to measure achievements, together with indigenous peoples,13 that could include greater participation, improved literacy skills, lower truancy rates and the gaining of meaningful qualifications.14 B. Financial and infrastructure support 58. To make policies and laws on the right of indigenous peoples to education effective and implementable, the provision of resources and the attaching of a high priority to the education of indigenous peoples are of utmost importance. Currently, funding allocations by Governments, international non-governmental organizations or United Nations agencies are mainly used to build infrastructure and to provide human resources. 59. The improvement of infrastructure, particularly of education centres in remote villages, is necessary to allow indigenous children equal access and opportunities to obtain quality education. Home schooling, a remote learning model, provides an opportunity for children in remote villages to receive an education without having to attend boarding schools.15 Funding priorities should include providing quality education to nomadic communities and indigenous peoples in remote areas and to women and girls through mobile school and scholarships.16 60. Allocating targeted financial resources for the development of materials, testing proposed culturally appropriate curricula, teaching indigenous languages, providing support for training and incentives for teachers in rural schools and developing education programmes in cooperation with indigenous peoples are also effective initiatives. An equally important consideration for communities located in isolated and sparsely populated areas is that the allocation of funding for infrastructure should not be made based on a school-to-population ratio. 61. Financial support by non-governmental organizations and international donors for indigenous ways of learning, particularly the intergenerational transfer of knowledge and skills on farming, handicrafts, the making of implements, health care and the establishment of indigenous vocational centres contribute to the maintenance of traditional occupations and economically sustained communities. State recognition and support would thus enhance and promote vibrant communities. One example of a government-supported indigenous institution is the Sámi University College.17 13 In British Columbia, Canada, enhancement agreements between indigenous communities and school districts involve shared decision-making and specific mutually agreed goal-setting to meet the needs of indigenous students. 14 “Ka Hikitia - managing for success: the Māori education strategy 2008-2012”, submission by the Government of New Zealand. 15 See www.bangkokpost.com/education/site2007/cvjl3107.htm. 16 CERD/C/NAM/CO/12. 17 Submission by Gáldu Resource Centre for the Rights of Indigenous Peoples (Norway).