2 If necessary this shall be done by means of written translations and through

2 if necessary this shall be done by means of written

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social welfare and their rights deriving from this Convention. (2). If necessary, this shall be done by means of written translations and through the use of mass communications in the languages of these peoples. Article 31. Educational measures shall be taken among all sections of the national community, and particularly among those that are in most direct contact with the peoples concerned, with the object of eliminating prejudices that they may harbour in respect of these peoples. To this end, efforts shall be made to ensure that history textbooks and other educational materials provide a fair, accurate and informative portrayal of the societies and cultures of these peoples. 23 United Nations Educational, Scientific and Cultural Organization, Confintea V, Fifth International Conference on Adult Education, Hamburg, 14-18 July 1997, “Adult Learning: A Key for the Twenty-First Century,” Indigenous Education Panel; UNESCO, World Declaration on Higher Education for the Twenty- First Century: Vision and Action (UNESCO: Paris, 1998); UNESCO, Declaration on Science and the Use of Scientific Knowledge, Science for the Twenty-First Century (UNESCO: Paris, 2000); UNESCO, Science Agenda: Framework for Action, Science for the Twenty-First Century [are there publication details for this agenda?] ; UNESCO-APEID, Work Plan of APEID for the Sixth Planning Cycle, 1997-2001 (Bangkok: UNESCO Principal Office for Asia and the Pacific, 1997). Paragraph 38 of the Declaration on Science provides: “There is also a need to further develop appropriate national legal frameworks to accommodate the specific requirements of developing countries and traditional knowledge, sources and products, to ensure their recognition and adequate protection on the basis of the informed consent of the customary or traditional owners of this knowledge.” In the 1997 work plan of ACEID, there is the continuing theme of education for all, and within the theme the two ideas which are relevant to Indigenous peoples as participants are diversity ("Each country has a unique culture (and within the national culture, many sub- cultures) which, if shared, may possibly benefit and enrich each other” at page 6) and equality ("... there are also other population groups who, by virtue of language, ethnicity, geographical location, or economic status, are underserved by education systems" at page 56). These divergent issues can be addressed through education, particularly through values education (A conflict of values continues to take place between the need to preserve tradition and culture, and to modernize and industrialize partly by modeling the West" at p. 6), peace education (at page 13, and environmental education (at page 6). 24 Ratified by the Working Group on Indigenous Populations and ratified as a multilateral treaty among Indigenous peoples based on international precedent and custom. In the UN system the treaty is called the Draft Declaration on the Rights of Indigenous Peoples , United Nations Economic and Social Council, Commission on Human Rights, Sub-Commission on Prevention of Discrimination and Protection of Minorities, Discrimination Against Indigenous Peoples, E/CN.4/Sub.2/1994/2/Add.1.. The Aboriginal
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