A/HRC/12/33 page 15 C. International development assistance 62. Most States subscribe to the Millennium Development Goals of achieving education for all.18 At the World Education Forum in Dakar in 2000, Governments made additional commitments to ensuring that all children, particularly girls and indigenous peoples, had access to free primary education by 2015.19 63. Effective participation of indigenous peoples in the development of education budgets with relevant government departments is critical to ensure that their concerns and needs are included and understood by donors. D. Establishing and controlling traditional education and institutions 64. Indigenous education institutions have been established primarily to promote indigenous perspectives, innovations and practices in an environment that replicates traditional ways of learning. These institutions complement community efforts, particularly in rural areas, through both traditional and contemporary institutions, to maintain traditional intergenerational education. 65. In some examples, communities have adapted traditional ways of learning to allow community members to systematically learn and teach indigenous cultures and traditions in an everyday setting. The Talaandig School of Living Tradition (Philippines) and the Community Learning Centres (Malaysia) build venues where community members can carry out activities, or discuss and resolve issues collectively. Respected elders and other knowledge-holders in the community make up the institution that guides the activities. Similar initiatives are being implemented in indigenous territories in Colombia, and among the Maasai in Kenya. 66. In another example, from Western Australia, elders develop ways to stop substance misuse, self-harm and suicide, and to promote life skills and sustainable livelihoods in their communities through youth leadership, land management and community development. Confidence-building through culture incorporating back to country trips for youth at risk has been successful in getting youths away from substance abuse and returning to their communities.20 E. Interfacing between traditional and mainstream education systems and institutions 67. Valuable lessons can be drawn from examples of the integration of indigenous perspectives into mainstream education curricula to promote an interface between traditional and State education systems. 18 Background note of the Secretary-General, entitled “Committing to action: achieving the Millennium Development Goals”. 19 The Dakar Framework for Action, UNESCO (2000). 20 Submission by the Australian Human Rights Commission.