A/HRC/10/56 page 11 V. STUDY ON LESSONS LEARNED AND CHALLENGES TO ACHIEVE THE IMPLEMENTATION OF THE RIGHT OF INDIGENOUS PEOPLES TO EDUCATION 29. The Chairperson-Rapporteur referred to Council resolution 9/7, in which the Council request the Expert Mechanism to prepare a study on lessons learned and challenges to achieve the implementation of the right of indigenous peoples to education, and to conclude it in 2009. He informed the participants that the Expert Mechanism had entrusted two of its members, Ms. Lasimbang and Mr. Molintas, with the overall responsibility for preparing the study. 30. Ms. Lasimbang made preliminary remarks on the agenda item, inviting the participants to share their views on effective methods for carrying out the thematic research related to the right to education. She recalled the request by the Council, in its resolution 9/7, that the Expert Mechanism prepare a study on lessons learned and challenges to achieve the implementation of the right of indigenous peoples to education. The study, she said, could broadly encompass the following elements: (a) a human rights-based approach to the right to education; (b) good examples and lessons learned in establishing and controlling indigenous education systems and institutions; (c) the challenges to achieve the implementation of the rights of indigenous peoples to education; and (d) recommendations. 31. Ms. Lasimbang acknowledged the existing relevant sources related to the theme, including the report by the Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous people (E/CN.4/2005/88) and the outcome of the fourth session of the Permanent Forum on Indigenous Issues related to the right to education as part of achieving the Millennium Development Goals (E/2005/43). She stated that the study should build on those and other reports and draw on the recommendations they contained. 32. Ms. Lasimbang concluded by stressing that the study should elaborate and focus on the promotion of the right of indigenous peoples to establish and control their own education systems and institutions that provide education in their own languages, curricula that are based on cultural values and philosophies and conducted in a manner appropriate to indigenous cultures and learning. 33. A number of governmental delegations acknowledged the importance of the study to be undertaken, hoping that it would contribute to a greater awareness of options to effectively implement this right at the national level, based on shared experiences on what was needed and what has proved to work. Many States provided concrete examples on how recognition by domestic law, including constitutions, of indigenous languages as official or national languages or the affirmation of the collective right to education for indigenous peoples have promoted the right to education as it applies to indigenous peoples. Others stressed that any efforts and good practices that have proved effective in ensuring that indigenous peoples enjoy their right to education were based on the imperative of high-quality teaching, for instance when bilingual education systems were established. 34. A large number of indigenous representatives, while recognizing efforts made in some countries, stressed that the greatest challenge faced by many indigenous peoples in terms of achieving the full implementation of the right to education was the continuing non-recognition by States of the existence of indigenous peoples. In urban areas, indigenous-controlled education