A/HRC/12/33 page 20 indigenous peoples that demonstrate respect for their history and culture; (g) the lack of adequate supplies, funding and teachers, and poor quality schools; (h) the general lack of focus on education for indigenous peoples; (i) educational materials that only reflect the culture of dominant groups; (j) insufficiently funded and developed multilingual educational programmes; (k) inadequate teacher training and the lack of scholarships for indigenous students; and (l) the inadequate development of culturally appropriate curricula.36 87. The Special Rapporteur concludes that the full enjoyment of the right to education as recognized in international human rights law is not a reality for most indigenous peoples, and that the main impediments to this right are discrimination and lack of equal access to education. A. Non-recognition of traditional education and institutions 88. The limited ratification of relevant international human rights instruments by many States is a major obstacle to the recognition of indigenous peoples’ rights. As a result, traditional education and institutions in particular do not get the necessary legislative support of international standards. 89. In Asia and Africa, where indigenous peoples’ rights are not always recognized or protected under the law, indigenous organizations have pressed their Governments to recognize traditional education and institutions and to respect indigenous values and knowledge systems by using national constitutional provisions prohibiting discrimination on the grounds of ethnic origin, religion or gender. The assimilationist model of education has accelerated the transformation and ultimate disappearance of indigenous cultures and languages.34 90. Urgent efforts to revitalize traditional education should be made, particularly among the younger generation. Considering the lack of understanding of and respect for the concepts and principles of traditional education, Governments must attach greater importance to building understanding and to providing adequate funding for initiatives by indigenous organizations to establish traditional education institutions. B. Discrimination and poor access to education 91. Indigenous peoples have been subjected to monolithic mainstream education systems that have eroded traditional ways of life and languages, imposed foreign ideologies and belief systems and institutionalized discriminatory attitudes against indigenous peoples, leading to further marginalization and the exacerbation of conflicts, including armed conflicts. Mainstream education systems have been imposed through State institutions, political ideologues, religious groups, non-governmental organizations and business interests.37 It is the responsibility of States to address and undo past wrongs to reform mainstream education systems. 36 Submission by the Special Rapporteur entitled “Comments on challenges to the enjoyment of the right to education”. 37 Asia Indigenous Caucus statement on item 3 of the provisional agenda at the first session of the Expert Mechanism.