E/CN.4/2005/18/Add.2 page 7 7. However, some steps have been taken to remedy the situation. In July 2002, the 20 largest Guatemalan political parties adopted, at the initiative of UNDP, a multiparty national agenda that aims to bring about political change and the implementation of the peace agreements through ongoing dialogue. Many social forces are now committed to building a society based on the values of reciprocity, respect for others, mutual responsibility and fairness. II. POLITICAL AND LEGAL STRATEGY AND INSTITUTIONAL FRAMEWORK A. The emergence of multiculturalism 8. The 1985 Constitution recognizes Guatemala’s ethnic diversity (art. 66), though without actually affirming its multi-ethnic nature, as is done in the 1995 Agreement on Identity and Rights of Indigenous Peoples, which stipulates that “the Guatemalan nation is multi-ethnic, multicultural and multilingual in nature”. Although the draft reform of the Constitution proposed by Congress in 1999 that would have included this and other provisions was not approved by the people,5 successive governments since the adoption of the peace agreements have recognized that the country’s ethnic diversity is a fundamental characteristic of the Guatemalan State and have endeavoured to promote multiculturalism. In his inauguration speech, on 14 January 2004, President Oscar Berger recalled that Guatemala is a country made up of various peoples and cultures that form the foundation and core of its identity. He recognized indigenous peoples as a fundamental part of the Guatemalan identity and said that it would be by recognizing its roots, overcoming its divisions and accepting its diversity that Guatemala would be able to consolidate national unity. The Vice-President, Mr. Eduardo Stein, with whom the Special Rapporteur met, reaffirmed the Government’s multi-ethnic, multicultural and multilingual vision of Guatemala, while acknowledging the persistence of racial discrimination. The Special Rapporteur was particularly impressed by the Vice-President’s intellectual grasp of the issues and by his availability and commitment. 9. In practical terms, the Government’s acceptance of multiculturalism is reflected in its efforts to develop multilingual educational curricula, with the support of the United Nations Educational, Scientific and Cultural Organization (UNESCO). Under the auspices of the Department of Bilingual Intercultural Education, which was established in 1995, the educational reform project instigated by the Ministry of Education in 2002 is intended to integrate Mayan values, experience and knowledge into educational courses. The development of multicultural and intercultural curricula is the outcome of efforts to adapt the education system to national and local realities, and should help all Guatemalans to identify with the ethnic, linguistic and cultural richness of their country.6 The reform affects both the methods chosen for the transmission of knowledge and teaching materials and resources. 10. A number of teachers from primary and secondary schools are being trained in multicultural education, and curricula are being revised with the help of education councils consisting of teachers and representatives of civil society and the communities concerned. The reforms should eventually replace the monolingual and monocultural education system with one that produces culturally aware pupils with linguistic skills in both Spanish and indigenous