A/HRC/12/33 page 13 52. For indigenous students/learners and teachers/instructors, the inclusion of the above-mentioned methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to indigenous peoples’ own inherent perspectives, experiences and world views. For non-indigenous students and teachers, education using such methods has resulted in greater awareness, respect for and appreciation of other cultural realities. 53. In terms of educational content, indigenous educators, organizations and parents have been working with ministries, institutions and donors to include indigenous perspectives in school curricula and to produce educational materials. IV. LESSONS LEARNED A. Creating national laws and policies 54. The Expert Mechanism considers the constitutional recognition of indigenous peoples and the adoption of related national laws and policies on education a priority in applying the right of indigenous peoples to education. 55. Important existing legal provisions include those giving recognition to pluralistic systems of education, equal importance to traditional ways of teaching and learning, indigenous peoples’ control over their own curricula and learning institutions, and adequate financial and infrastructure support for the implementation of these initiatives.11 Such legislations have led to the establishment of indigenous learning centres that have benefited communities and allowed indigenous organizations to secure financial support from their respective Governments or interested donors. 56. Examples of important existing education legislations include those recognizing the integration of indigenous perspectives and languages into mainstream education, culturally appropriate curricula, mother-tongue-based bilingual and multilingual education, intercultural education and the effective participation of indigenous peoples in designing education programmes.12 Policies of complementary education for indigenous peoples permit the implementation of intercultural education in schools and colleges with the aim of moving towards multiculturalism and the recognition of the diversity of peoples. 11 Examples from submissions received include the Basic Education Act 2001 and Executive Order No. 356 of 2004 (Philippines), First Nations Jurisdiction over Education Act 2006 and First Nations Education Act 2007 (Canada), the Education Act of Norway, the National Education Act (Argentina) and the Constitutions of Mexico, Bolivia (Plurinational State of), Colombia and Ecuador. 12 The General Law on Education and General Law on Linguistic Rights of Indigenous Peoples (Mexico); the Policy on complementary education for indigenous peoples (Colombia); section 6 (2) of the Constitution of South Africa; and the bilingual education policy of Australia.