A/HRC/12/33 page 11 Cultural Rights. The right of indigenous peoples to establish their own education systems and institutions is an integral part of their right to pursue their own economic, social and cultural development. 40. Article 4 of the Declaration acknowledges that indigenous peoples, in exercising their right to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means for financing their autonomous functions. Article 4 should be interpreted in the light of article 14 of the Declaration, particularly paragraphs 1 and 2, article 27 of ILO Convention No. 169 and article 29 (2) of the Convention on the Rights of the Child. All these provisions call for educational autonomy for indigenous peoples, if the right is invoked by them. III. INDIGENOUS EDUCATION SYSTEMS AND INSTITUTIONS 41. Indigenous peoples’ education systems and institutions can be put into one of two main categories: traditional education or ways of learning and institutions; or integration of indigenous perspectives and language in mainstream education systems and institutions. 42. The right of indigenous peoples to establish and control their education systems and institutions under article 14 (1) of the United Nations Declaration on the Rights of Indigenous Peoples, articles 27 and 29 of ILO Convention No. 169 or article 29 (1) of the Convention on the Rights of the Child should be interpreted as being applicable to both traditional and mainstream education systems and institutions. Consequently, States are expected to equip indigenous communities by integrating their perspectives and languages into mainstream education systems and institutions, and also by respecting, facilitating and protecting indigenous peoples’ right to transfer knowledge to future generations by traditional ways of teaching and learning. A. Traditional education and institutions 43. Traditional education can be described as a lifelong pedagogical process and an intergenerational transfer of knowledge aimed at maintaining a flourishing and harmonious society or community. Children from a young age receive guidance on various aspects of indigenous development from older members of the community to prepare them for life and their responsibilities towards their community. Intergenerational transfer of knowledge ensures that community members enjoy adequate economic security in an environment of sociocultural and political stability. For this to be realized, States should enable indigenous peoples to maintain and develop their political, economic and social systems and institutions. 44. Traditional education is achieved through the principles of participatory learning, holistic growth, nurturance and mutual trust. Participatory learning requires community members to be fully engaged in the learning process, through exposure, observation, practice or dialogue. Except for certain specialized knowledge and skills, children are exposed from an early age to different types of life-skill activities in the community. Through the examples of adults around them, children learn indigenous ways of life. Children also learn customary laws, expressed through prohibitions and limitations of what one can do in a community.