A/HRC/12/32 page 16 all levels of education will allow indigenous peoples to participate in all fields on an equal footing and to exercise their right to self-determination when making decisions on matters that affect them. The Caucus further recommended the need to establish funds that promote education at all levels and that this should benefit from the effective participation of indigenous peoples. States and United Nations agencies were also called upon to dedicate substantial funds for cultural exchanges that promote best practices. 55. Lastly, the Caucus highlighted the need to specify that indigenous peoples are entitled to rights that are specific to them by virtue of being indigenous peoples. It concluded by requesting that a mechanism, including indigenous organizations, for monitoring the follow-up to the recommendations of the study should be established. 56. Several indigenous representatives indicated their full support for the draft study and suggested that the Expert Mechanism continue to engage with indigenous peoples to promote indigenous ways of learning and culturally appropriate education for the realization of the right to education. Indigenous representatives from Africa invited the authors of the study to underline the particular needs and challenges faced by nomadic and transhumant peoples. Others stressed the need to include concrete policies and measures that should be implemented by Governments. 57. The representative of the African Commission on Human and Peoples’ Rights, Musa Bitaye, introduced the work of the Working Group on the Rights of Indigenous Populations in Africa as it relates to the right to education. He welcomed the draft study of the Expert Mechanism which he found very inspirational and said that the extensive in-country or field work of the Working Group has enabled it to learn lessons and identify key challenges to the education of indigenous peoples in Africa which, he noted, were addressed in the draft study. 58. Mr. Bitaye further underlined the linkage between conflicts that affected indigenous communities and their access to education. In certain regions of Africa, failure to address conflicts and insecurity in indigenous areas had a diluting effect on efforts to respond to educational needs. Moreover, the displacement of indigenous communities from their ancestral lands affected negatively the education of their children. He concluded by highlighting that indigenous knowledge could contribute substantively to education in Africa. 59. In the concluding discussion, Mr. Henriksen thanked observers for their contributions and stated that the Expert Mechanism would take into account the comments and suggestions made in finalizing the study and submitting it to the Human Rights Council. However, he pointed out that certain elements suggested for inclusion in the study were already reflected in the draft. He encouraged observers to submit to the Secretariat, in writing, specific and concrete substantive suggestions. He said that the Expert Mechanism would review submissions received and consider whether it would be necessary to develop an addendum to the Expert Mechanism’s Advice No. 1. 60. In her concluding remarks, the Chairperson-Rapporteur noted that the issues related to the right of indigenous peoples to education were closely linked to other issues such as poverty and access to resources. She added that there might be differing views on priorities to take in addressing the implementation of indigenous peoples’ rights, but that the best recourse was to ensure indigenous peoples themselves participated in identifying their needs, priorities and contributions.