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9 August 2016 ¨C To mark the International Day of the World's Indigenous Peoples, senior United Nations officials are calling on Governments to improve access to education and ensure that the most vulnerable are not left behind as the journey to achieve the new Ãå±±½ûµØSustainable Development Goals gets under way.

In some countries, less than 40 per cent of indigenous children attend school full-time. In many others, few indigenous children complete a full high school education, UN??Ban Ki-moon said in his??on the day.

This is unacceptable, said the Ãå±±½ûµØchief, underscoring that we will not achieve the?if we fail to address the educational needs of indigenous peoples.

Indigenous peoples regularly face stigmatization of their cultural identity and lack of respect and recognition for their heritage and values, including in textbooks and other educational materials. Moreover, their marginalization is often compounded by language barriers as instruction is mainly in the national language, with little or no instruction in, or recognition of, indigenous languages, noted Mr. Ban.

I call on Governments everywhere to draw on the guidance of this international framework [the?] to improve access to education for indigenous peoples and to reflect their experiences and culture in places of learning, urged the Ãå±±½ûµØchief.

He also stressed the commitment to ensuring indigenous peoples are not left behind as we pursue the vision of the Sustainable Development Goals.

Hailing indigenous peoples' crucial role as custodians to rich cultural diversity, carrying unique wisdom of sustainable living and respect for biodiversity, Irina Bokova, Director-General of the Ãå±±½ûµØEducational, Scientific and Cultural Organization (),??the organization's determination to safeguard and promote their identities, languages and knowledge systems.

However, nurturing and harnessing this potential calls for inclusive and equitable quality education for all, she emphasized, adding that too many indigenous peoples are still denied the full right to quality education.

The right to education is fundamental, she said, also added that Indigenous knowledge systems hold many answers to mitigating the consequences of climate change.

UNESCO will continue to draw on these to bolster scientific cooperation for biodiversity as well as education for sustainable development. said Ms. Bokova.

This year's theme for the International Day ¨C??¨C reflects a core and underlying principle of the World Intellectual Property Organization (WIPO), according to its Director General Francis Gurry.

WIPO's program of work in support of Indigenous Peoples focuses on appropriate tools, both existing or to be developed, to prevent the misuse of traditional knowledge and traditional cultural expressions by third parties, said Mr. Gurry.

In his??on the International Day, Braulio Ferreira de Souza Dias, Executive Secretary of the Convention on Biological Diversity (CBD), pointed out the challenges indigenous peoples continue to face, especially their right to access a culturally appropriate education inclusive of their histories, world views and traditional knowledge.

The CBD works on several themes relevant to indigenous education, most significantly traditional knowledge, innovations and practices, and customary sustainable use of biological diversity, said Mr. Dias.

He added that the CBD Secretariat also works closely with indigenous peoples' regional and local organizations to deliver culturally appropriate training through a train-the-trainer methodology on participation in the implementation of the Convention.

?for this year's timely theme, Phumzile Mlambo-Ngcuka, Executive Director of the Ãå±±½ûµØEntity for Gender Equality and the Empowerment of Women (), said the theme also aligns with the?'s commitment to educational attainment among indigenous women and girls.

Formal, non-formal and informal education are potent means to enhance the ability of indigenous women to reach their full potential, said Ms. Mlambo-Ngcuka, adding that formal education must also be promoted to ensure that indigenous girls and women are able to effectively participate in all domains of social, economic and political activity.

However, she stressed that high levels of illiteracy among indigenous women regrettably attest to the historical patterns of discrimination and exclusion.

Moreover, the Ãå±±½ûµØPermanent Forum on Indigenous Issues, the Special Rapporteur on the rights of indigenous peoples, the Ãå±±½ûµØExpert Mechanism on the Rights of Indigenous Peoples and the Ãå±±½ûµØVoluntary Fund for Indigenous Peoples jointly called upon States to ensure discrimination-free and culturally-sensitive education systems for indigenous peoples, taking into account their languages, cultures and histories.

They also urged that States and indigenous peoples must work together to fulfil indigenous peoples' right to establish and control their educational systems and institutions.