A/HRC/12/33 page 16 68. Non-governmental and other organizations in Asia have found that assistance has to be provided in a holistic way to work successfully with indigenous communities in remote areas. Support may be provided in the form of construction materials to renovate or build schools, assistance to develop curricula, teaching aids and materials, teacher training, capacity-building and poverty alleviation. Culturally appropriate curricula based on a guide incorporating indigenous languages and perspectives and provided by the Government were developed and taught in community schools by teachers selected from the communities themselves. Courses offered range from preschool to tertiary level, including full-time degrees and short-term training courses.21 69. The integration of indigenous perspectives into mainstream education programmes assists in the development of vocational and life skills and allows indigenous students to be proud of their own cultures and way of life, and confidently engage and succeed academically.22 70. Depending on the level of collaboration and openness of school officials, traditional forms of teaching methods can be employed to help indigenous students attain a greater appreciation of learning. The effective incorporation of traditional forms of teaching includes use of oral traditions, storytelling by elders, and teaching in the school, at home and in the forests or fields.23 Research by indigenous scholars into traditional knowledge and cultures was also found to contribute to the conservation of indigenous lifestyles.24 Adult education has also become common in many countries, ranging from formal class-based learning to self-directed learning. Respecting the expertise of indigenous elders and providing them with a significant role in an integrated mainstream education system were also found to be effective ways to revitalize indigenous societies and improve learning among indigenous students. 71. Engaging institutes of higher learning to provide relevant courses for indigenous scholars is another way to integrate traditional and mainstream education, as seen in the experience of Canada and New Zealand.25 21 Submissions by GAPE (Lao Peoples’ Democratic Republic), www.geocities.com/gapelaos/ pathoumphone; PACOS Trust (Malaysia); Pamulaan Center for Peoples’ Education (Philippines), http://pamulaan.assisi-foundation.org; TUGDAAN Mangyan Center for Indigenous People Education (Philippines), http://tugdaan.assisi-foundation.org. 22 A Case Study: From Poverty to Power, Oxfam International (2008). 23 Submission by the Indigenous Knowledge and People Network. 24 Submission by the Sámi University College. 25 Submission by the First Nations Education Steering Committee (Canada) and the New Zealand Human Rights Commission.