A/HRC/12/33 page 21 92. States can also overcome discrimination and marginalization by helping indigenous peoples to gain the knowledge necessary to participate fully and equally in national society. Removing stereotypes, inappropriate terminologies and other negative elements in school textbooks and materials, developing strict rules against discriminatory attitudes, eradicating poverty and promoting intercultural education are some of the measures that could be taken. 93. Access to education for indigenous peoples can be challenging, as it encompasses many issues, including poverty and gender issues. Measures to overcome these challenges need to be firmly grounded on human rights standards. Furthermore, human rights and gender education should be among the most important subjects taught in school. 94. Small rural or nomadic communities also face numerous difficulties in gaining access to State education institutions, mainly because of their geographical isolation. For this reason, sufficient funding should be given to ensure suitable education at all levels according to situation.38 Other measures, such as outreach programmes, use of information communication technologies and radios, mobile schools, improved infrastructure, safe transportation and working with communities to establish community schools are also necessary measures. 95. Special temporary measures should be taken also to ensure access to education for internally displaced persons, migrant workers and refugees from indigenous communities. C. Issues affecting women 96. In certain communities, social norms prevent indigenous girls from attending schools. Families often prefer girls to remain at home to perform domestic chores and care for children and siblings; others prefer their daughters to be married off at a young age.39 This, coupled with other ongoing exclusion and discrimination of indigenous girls and women, has led to serious consequences for the community and society.40 97. Measures to ensure the provision of education at all levels for indigenous girls and women should be seen as a matter of urgency. Instruments of dialogue would help to mediate conflicting issues and norms within indigenous societies and to ensure equal access to education for indigenous girls and women. 38 Submission by ILO. 39 Submission by the Mbororo Social and Cultural Development Association (Cameroon), Association des femmes peuls autochtones du Tchad (Chad) and Association pour la redynamisation d’elevage au Niger (Niger). 40 Submission by ILO.