Section 4: Rights of Indigenous Peoples Rec 22, 23, 24, 25, 26, 27 649- Pending the completion of the ongoing study that will provide a definition and officially identify indigenous peoples in Cameroon (Rec 23), the protection of these groups enshrined in the Constitution was guaranteed. In order to coordinate, evaluate and monitor the implementation of programmes and projects to promote and protect the rights of indigenous and vulnerable peoples, an Intersector Committee of Programmes and Projects involving Vulnerable Indigenous Peoples (CISPAV) was formed by Order No. 22/A/MINAS/SG/DSN of 6 August 2013. 650- Actions were geared towards the socioeconomic inclusion of indigenous peoples, including access to basic social services such as education, governance, inclusion in legislative and policy reforms, land rights and combating early marriages (Rec. 22 to 27). 1: Access of Indigenous Peoples to Basic Social Services 651- In order to facilitate access of indigenous peoples and minority groups to citizenship, declaratory judgments of birth enabled the issuance of birth certificates to several children from indigenous communities. In 2016, for example, some 855 declaratory judgments of birth were delivered to Baka children in East Region and 200 in South Region. From August 2017 to August 2018, under the Pygmy Development Plan conducted by the National Communitydriven Programme, some 3,000 birth certificates, 1,500 identity cards and 83 marriage certificates were issued to the persons concerned. 652- With regard to access to education, Government and its partners continued to guarantee free access to primary education without discrimination to indigenous children (Pygmies and Mbororos), and ensure that every child has a birth certificate, a prerequisite to enrol in school. The Education and Training Sector Strategy Paper (2013-2020) lays down the main guidelines for the access of indigenous peoples to the education system. It provides: in terms of access, policies to support demand are especially addressed to people who are furthest away from school and who do not yet attend school (minority groups, pygmies, Mbororos, internally displaced persons and refugees), in addition traditional measures to increase intake capacity. 653- It is in this perspective that from the 2013/2014 academic year, the Rights and Dignity of Baka People Project was launched by MINEDUB and Plan Cameroon. The project of teaching of Baka children to read and write in their native language (Baka) first, before being initiated into the 2 official languages of Cameroon was experimented between 2015 and 2017. To support the Project, the International Linguistic Society (ILS) produced 421 textbooks comprising syllabaries and mathematics books incorporating Baka cultural values, 421 slates with the Baka alphabet on the back. Besides, 19 teachers were trained in Baka language including 5 women and 14 men. 654- At the end of the Project in 2017, the number of beneficiaries in the 32 communities covered stood at 19,984. During the period 2013-2017, the Project referred to above comprised 53 primary schools located in 3 Divisions namely, Boumba-and-Ngoko, Kadey, and Upper-Nyong Divisions in which 4,318 students were trained including 2,091 girls and 2,227 boys by 126 teachers, of which 121 trained in Baka and 5 untrained, the construction of 153 permanent classrooms and 24 semi-permanent classrooms with a total of 2,711 seats. 655- In addition to the project mentioned above, the following 2 projects were implemented for children from indigenous communities: the Accelerated Primary School Preparatory Curriculum Project (CAPEP) and Accelerated Curricula for the Reintegration of Out-ofSchool Children (CARED). 108