A/HRC/23/56/Add.1 education system. The national plan of action for human rights of 2008 includes specific actions on introducing intercultural and multilingual education, and has provided a significant impetus to the adoption of the Education Act No. 070 of December 2010, which promotes the process of decolonization of education in Bolivia, as well as the strengthening of multiculturalism and multilinguism. In 2008, three intercultural indigenous universities were established by Government decision: including Tupac Katari University, an Aymara university located in the town of Warisata, near La Paz; Casimiro Huanca University, a Quechua university in the central province of Cochabamba; and Apiahuayqui Tupa University, a Guarani university in the southern province of Chuquisaca. The universities offer various programmes useful for students to apply their knowledge for the development of their regions, including high plains agronomy, food and textile industry studies, veterinary medicine, animal husbandry, forestry, fishery and hydrocarbons. Furthermore, a plurinational institute of languages has been established for the study and standardization of the languages of indigenous peoples, and to define linguistic policies. 75. It was noted, however, that educational sector reform is still in progress, and much needs to be done to ensure that education serves as a major instrument of social inclusion. Indigenous peoples, Bolivians of African descent, migrants and other marginalized groups continue to experience significant disadvantages in terms of educational outcomes. The Ministry of Education aims at delivering different levels of educational services to remote areas, in particular to the excluded indigenous communities or to areas where various forms of forced labour and servitude still exist. 76. During the meetings held with the representatives of indigenous communities and Afro-Bolivians, concerns were expressed about the persistence of the legacy of the former colonial system, in particular in in public universities, where indigenous peoples and AfroBolivians still face various barriers to access, and the number of students from those communities is still very low. The Special Rapporteur shares the concern expressed at the reported incidents of racial discrimination against indigenous peoples and Afro-Bolivians in schools and universities. In some instances, students of indigenous origin are still not able to attend universities in their traditional clothing owing to persisting racist attitudes and behaviours of other university students. VI. Conclusions and recommendations A. Implementation of legislative, institutional and policy measures 77. The Special Rapporteur notes that the Plurinational State of Bolivia has demonstrated strong commitment and made significant progress and achievements that provide a favourable legal and policy framework for the elimination of racism and racial discrimination in the country. These include the adoption of the new Plurinational State Constitution in 2009 and related legal, political and institutional reforms that the country has undertaken to build a pluralistic and inclusive society. 78. The Special Rapporteur welcomes the important legislative and policy initiatives taken, including the adoption of Law No. 045 against Racism and All Forms of Discrimination in 2010 and the development of the State policy against racism and all forms of discrimination (plan of action for 2012-2015). These steps comply with the requirements of the International Convention on the Elimination of All Forms of Racial Discrimination, the Durban Declaration and Programme of Action and the recommendations made by the Committee on the Elimination of Racial Discrimination. The Special Rapporteur would nonetheless like to point out that the inadequate implementation of these measures and initiatives, mostly owing to 17