A/HRC/12/33 page 19 82. Increasing funding and incentives for teachers to remain in remote areas were found to be successful to a certain degree. The most effective strategy, however, is still the recruitment and special training of teachers from indigenous communities to teach in their localities, which may require flexibility in interpreting formal recruitment criteria. 83. Acceptance of certification of teachers through an internationally recognized institution is one way of maintaining standards. Teacher certificates and the certification of indigenous institutions are issued and monitored by the World Indigenous Higher Education Consortium, and the institutes are assisted with the development of standards and their implementation, to attain global recognition and guidance for teachers. H. Networking and participation 84. A former Special Rapporteur recommended the participation of indigenous peoples in all phases of the planning, design, implementation and evaluation of reforming education systems.34 Shared decision-making and involvement of community leaders and parents is critical to the successful implementation of indigenous peoples’ right to education.35 As such, training of community leaders, especially women, and responding to the needs of the community to support community education initiatives are considered complementary activities. 85. Networking between communities, local groups and organizations at the national and international levels can assist communities in sharing resources, addressing problems and supporting one another. In many countries, community volunteers contribute labour and financial resources for the construction of school facilities and hostels and to supply food to students, or volunteer as teachers. Appreciation for these contributions not only encourages the communities, but will build support in implementing Government education programmes. V. CHALLENGES AND MEASURES 86. The Special Rapporteur identified a number of serious concerns raised by indigenous peoples, organizations and civil society organizations related to the right to education. They included (a) the lack of control over education initiatives for indigenous children; (b) the lack of consultation on the development and implementation of educational services provided to indigenous peoples; (c) the failure to consult with indigenous leaders on proposals for legislation on indigenous education; (d) the limited consideration given to autonomy and participation of indigenous peoples in the delivery of educational services, including multicultural and mother-tongue-based bilingual education; (e) the limited opportunities of access to quality mother-tongue-based bilingual education; (f) the failure to develop educational opportunities for 34 35 E/CN.4/2005/88. Submissions by Zabarang Kalyan Samiti (Bangladesh); CARE (Cambodia); the Sunuwar Welfare Society (Nepal); the PACOS Trust (Malaysia); the First Nations Education Steering Committee (Canada); the Gáldu Resource Centre for the Rights of Indigenous Peoples; the Australian Human Rights Commission; and WIMSA (Namibia).