A/HRC/12/33 page 18 77. Experience in Norway and Malaysia30 reveals that teaching children in their own language during early child (preschool) education establishes a firm foundation and facilitates learning of other languages at a later age. Effective methods include centring language learning on the community, including allowing children to meet native speakers and culture-bearers in natural community settings.31 78. Good examples of teaching of indigenous languages at higher levels of education as the mother tongue or as an optional language in universities also exist, such as in Sámi University College in Norway, which delivers education and research within a range of programmes, including the Sámi language. At the College, the Sámi language is both the medium of instruction and the language of administration.32 Experience shows that information and communication technologies, such as online dictionaries, radio and audio-visuals, enhance language learning. Financial support for these endeavours could benefit isolated and nomadic communities. 79. Enacting laws relating to mother-tongue multilingual education and the setting-up of institutes can ensure compulsory education provided by the State will include indigenous languages, such as in Mexico, under the general law of the linguistic rights of indigenous peoples and the establishment of a national institute of indigenous languages. 80. Some numerically small, disadvantaged indigenous groups are specifically vulnerable to losing their languages and marginalization in the education sector. These groups should be identified and targeted through decisive measures to assist in the preservation of their languages, including by elaborating standard orthographies, grammars, vocabularies and materials.33 G. Training programmes and certification of teachers and institutions 81. Teacher training and capacity-building initiatives aimed at allowing communities to manage education projects independently are essential for the successful, long-term implementation of any curriculum. Successful teacher training programmes include strategies for teachers to be competent to teach culturally appropriate curricula and indigenous languages, and to enhance the engagement and academic achievement of indigenous learners. The experience of many schools reflects the need for stricter rules on discrimination against indigenous pupils by teachers. Community involvement contributes to better supervision and monitoring of teachers. Parents, particularly mothers, elder members and indigenous community organizations can be encouraged to play this role. 30 Submissions by the Sámi University College and Sámi Parliament in Norway, PACOS Trust, Malaysia. 31 Submission by Gáldu Resource Centre for the Rights of Indigenous Peoples. 32 Submission by the Sámi University College. 33 Submission by ILO.