A/HRC/12/33 page 23 102. As disaggregated data on Government spending in education for indigenous peoples are often limited and difficult to obtain, it can be a challenge to convince States to invest more in this sector. There is a need for States to conduct a study to measure outcomes of Government spending, such as the number of teachers, infrastructure and equipment. F. Institutionalization of educational services 103. The institutionalization of education services invariably leads to its standardization. The prescribed concept and definition of schools that do not fit into indigenous cultures and conceptual framework and the standard service delivery and specifications of school buildings are also problematic, especially in remote areas where indigenous peoples seek to obtain recognition for the establishment of learning centres in the absence of State educational services. 104. The diversity of indigenous peoples means that education for indigenous peoples cannot conform to a single model. Education models, such as traditional ways of learning and teaching, distance learning, adult education and curricula adapted to the community’s need should be accepted. 105. The Expert Mechanism concurs with the recommendation of the Special Rapporteur that courses on indigenous peoples be broadened at all levels of national education, with an anti-racist, multicultural focus that reflects respect for cultural and ethnic diversity and, in particular, gender equality.34 106. The lack of well-trained, culturally competent teachers was identified as a serious problem in several reports and submissions received.44 Recruitment and deployment of teachers need to be reformed so that an adequate number of teachers from the community can be selected and trained. In this regard, the assistance of teachers’ unions and community leaders should be sought. 107. There is also a scarcity of indigenous language experts and documentations, particularly in Africa and Asia, and a lack of effective teaching methods of indigenous knowledge and skills, which are still largely transferred through oral tradition. An effort to harness experiences and skills in traditional education would be an important step in advancing and achieving the implementation of the right of indigenous peoples to education. G. Governance and creating appropriate curriculum 108. The lack of participation by indigenous peoples in the planning, programming and implementation of existing curriculum poses a major challenge.34 Discrimination and prejudice against indigenous peoples can be combated by including indigenous representatives and 44 Eighth and ninth meetings of the Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on the monitoring of the right to education and on the inclusive dimensions of the right to education, UNESCO (2008), and E/CN.4/2005/88.