There are several land development programmes/schemes that have been implemented by the Government or private companies that involve indigenous customary land. However, such development can lead to misappropriation of customary lands if these have not been demarcated, thus impoverishing affected communities. There are also schemes on indigenous lands such as the development of land under Communal Titles in Sabah, the Agropolitan, Mesej, economic corridors that are linked to poverty eradication programmes through the introduction of plantations and infrastructure. However, the efficacy of these programmes in raising the income levels of Indigenous communities is questionable. Because of the small scale nature, family and community-based economic support of indigenous economic systems, these are often not given the recognition it deserves from the Government. The Economic Transformation Programme, for example, gives no mention and in fact only caters for profit-oriented activities. While there are training courses that provide the necessary knowledge and skills to IP in preparation for better occupational opportunities, there is a negative perception that IP are not employable. The number of IP entering higher institutions is still low due to the fact that they are among the impoverished groups and that, they are unable to pay for the fees. In this regard, opportunities for economic growth are very limited. Efforts to introduce traditional occupational skills in many training institutes have not been successful, and neither are there support for IP to establish their own educational institutions as provided for by Article 14 of the UNDRIP. 139 (v) Legal system IP possess their own traditional judicial system, which covers legal aspects including customary laws, conflict resolution and arbitration and their traditional institution that implements and monitor its legal system. 139 UNDRIP (n 48) Article 14: 14. Indigenous Peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. 51