A/HRC/13/59 of the contribution that Afro-Ecuadorians have made to the history and culture of the country. In a meeting with academics, the experts were informed that, since 1988, the culture and specific educational needs of indigenous people have been systematically recognized, but not those of Afro-descendents, who have generally been viewed in terms of how closely they approximate to the indigenous or mestizo cultures. Interest has been shown by the Ministry of Education in introducing ethno-education for Afro-descendents, but a programme is yet to be developed. Any such programme would have to be tailored to the specific characteristics and needs of the Afro-Ecuadorian population and should not be simply an adapted version of that used for indigenous communities. 42. The experts were informed that, although at the Simon Bolivar Andean University there is an Afro-Ecuadorian documentation fund containing a collection of oral testimonies and photographs that could be used in the future as the basis for research and education, there is currently no research centre devoted to the study of Afro-Ecuadorian culture and history. The creation of such a centre would greatly advance knowledge of and respect for the heritage and culture of people of African descent in Ecuador. In the National Development Plan 2007–2010, it is stipulated that the Ministries of Education and of Culture will create a centre for study, investigation, production and dissemination of AfroEcuadorian thought and knowledge. Similarly, the plan envisages the creation by the Ministry of Education of an Afro-Ecuadorian commission for ethno-education and a university-level course of Afro-Ecuadorian studies. The experts are under the impression from their interviews, however, that these three measures have not yet been put into place and would encourage the relevant ministries to effect them as soon as possible. 43. The above-mentioned municipal ordinance for social inclusion, with an ethnocultural Focus, of the Afro-Ecuadorian community also stipulates that educational institutions in Quito must incorporate Afro-Ecuadorian history and culture in their curricula. D. Violence and people of African descent 44. During their visit to Esmeraldas province, the experts received information concerning alarming levels of violence that are affecting some communities there, particularly Afro-Ecuadorian youths, as a result of the influence of illegal armed actors from Colombia and the illicit drug trade. The experts were informed that members of illegal armed groups from Colombia are crossing into Ecuador and pressuring farmers to sell their land and recruiting young men from Afro-descendent communities. Also, young Ecuadorians are crossing into Colombia to work cultivating and harvesting coca. This situation is a source of violence that requires the urgent attention of the Ecuadorian authorities. 45. According to information received, domestic violence is prevalent in Ecuador, including within the Afro-Ecuadorian community. There appears to be a tacit cultural acceptance of this situation and recourse is also made to violence in other environments, such as the classroom, where some teachers use corporal punishment to reprimand children. It was explained to the experts that patterns of violence that are learned at home are repeated in other areas of daily life and, although this may be the case in Ecuadorian society in general, it was emphasized that this is of concern within the community of African decent. 46. As well as the case of the detention and mistreatment of 23 young men of African descent by the police in Carolina Park referred to above, the experts received anecdotal accounts of several cases of racially motivated violence against people of African descent. None of these cases, they were informed, had reached the stage of being decided upon in a court of law. One hindrance to adequately dealing with cases of racism and racial GE.10-10207 13