A/69/267 inter alia, indigenous peoples’ languages, traditions, livelihood strategies and autonomous institutions. This is fundamental to the success of these measures. One way to ensure the accommodation of indigenous peoples’ cultures is by including them in the design, programming and implementation of development efforts. In this connection, throughout the Declaration on the Rights of Ind igenous Peoples reference is made to the need for indigenous peoples to develop their own priorities for development and to be consulted and included in the process of crafting State programmes, as noted further below. 59. One aspect of culturally appropriate social services involves providing such services to indigenous peoples in the places where they live. Many indigenous peoples live in rural and isolated areas, where there is often limited availability of medicines and teaching materials, low professional attainment on the part of the teachers and health workers locally deployed and poor school and clinic infrastructure. Country reports by the previous Special Rapporteurs are replete with examples of these conditions. In parallel, an ever-increasing number of indigenous peoples live in urban areas where culturally appropriate services, such as mother tongue education, are often not available. Measures must be put in place to ensure that indigenous peoples can enjoy the same social and economic rights as other segments of the population, without having to sacrifice important aspects of their cultures or ways of life, including their attachment to their traditional lands and the transmission of their languages to future generations. 60. In the context of education, the Declaration on the Rights of Indigenous Peoples underlines the importance for indigenous peoples of: education in their own languages; culturally appropriate methods of teaching and learning; and the reflection of their cultures, traditions, histories and aspirations in educational curricula (see articles 14(1) and 15(1)). However, in many places, prejudices and negative stereotyping of indigenous culture and identity remain a major challenge, and indigenous peoples face discrimination in schoo ls, both from other students and from teachers. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has carried out an exhaustive investigation into this issue, the results of which are contained in its 2010 Education for All Global Monitoring Report: Reaching the marginalized. The report affirms that “[s]tigmatization is a potent source of marginalization that children bring with them to the classroom. From Aboriginals in Australia to the indigenous people of Latin America, failur e to provide home language instruction has often been part of a wider process of cultural subordination and social discrimination”. 18 61. In general, disadvantages do not exist in isolation and there are numerous examples that demonstrate how poverty and gender discrimination contribute to exacerbating educational deprivation among indigenous peoples throughout the world. The UNESCO report identifies the following measures to overcome marginalization in education, all of which are valid options for addressin g the problems encountered by indigenous peoples: setting national equity -based targets, which focus on marginalized sections of the population; gathering disaggregated data to identify marginalized groups and monitor their progress; identifying the drivers of marginalization for specific groups; adopting an integrated policy approach that addresses interlocking causes of disadvantage, within education and __________________ 18 16/23 UNESCO and Oxford University Press, 2010 Education for All Global Monitoring Report: Reaching the marginalized, p. 11. 14-58847