A/HRC/27/67 participation in the definition, design, implementation and evaluation of programmes, projects and government actions. 41. Peru has passed a law on the right to consultation, under which the purpose of a consultation is agreement between the State and indigenous peoples. Based on this law, a methodological guide has been developed with technical assistance from ILO and the United Nations Development Programme. 4. Culture and languages 42. In the responses of States, there were examples of indigenous languages being recognized in State constitutions. However, the most common response was to highlight the importance of education in promoting and implementing the rights to culture and language of indigenous peoples. There were a few examples of indigenous languages being taught in national schools and a few States explicitly indicated that school curricula were developed in consultation with indigenous peoples. Some States indicated a need to overcome negative stereotypes of indigenous cultures and languages in order to preserve and promote their use. 43. The Bolivian education system has been undergoing changes, based on an ideology and political practice of decolonization, liberation, revolution, anti-imperialism and transformation without discrimination or exploitation. The revamped education system provides cultural education, which contributes to the affirmation and strengthening of cultural identities, recognition, assessment and development of the cultures of indigenous peoples in dialogue with other cultures and language. The Bolivian constitution provides for education to begin in the mother tongue of each region. It also provides for the creation of indigenous universities. 44. In Peru, the Declaration was explicitly invoked by the Minister of Education in connection with the creation of the National Commission on Intercultural Bilingual Education. Peru has also passed a law on intercultural bilingual education, which aims to recognize cultural diversity and promote intercultural bilingual education in regions inhabited by indigenous peoples. Peruvian law also recognizes and guarantees the right of indigenous peoples to equal educational conditions. The Minister of Education is to design and implement a national plan for intercultural bilingual education. Indigenous peoples are to participate in the formulation and implementation of these education programmes. Peru has also developed a capacity-building programme for interpreters participating in consultation processes. 45. Chile has identified programmes for the teaching and learning of indigenous languages and cultures in the nation’s schools. The Constitution of Guyana provides protection of the right of indigenous peoples “to protection, preservation and promulgation of their languages, cultural heritage and way of life”. The Constitution of Iraq guarantees an Iraqi individual’s right to education in his or her mother tongue. 46. The Constitution of the Lao People’s Democratic Republic recognizes the Lao language as the official language and dialect of the country. However, in day-to-day life each ethnic group is free to preserve and use its dialect in the family and the community for the preservation of their culture and traditions. 47. In the Congo, the law guarantees the collective and individual rights of indigenous peoples to their intellectual property relating to traditional knowledge. The law also protects cultural, religious and spiritual property. 48. The Finnish Sami Language Act regulates the right of the Sami to use their own language before the courts and other authorities. The Act also obliges the public authorities to enforce and promote the linguistic rights of the Sami. 8