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Addressee: Member States
Paragraph Number: 44
Session: 4 (2005)
Full Text:
Furthermore, the Forum expresses its conviction that Governments should adopt special measures to achieve equitable educational outcomes for indigenous children, especially indigenous girls, and that special emphasis is required for headstart and early childhood programs for indigenous children
Area of Work: MDGs, Education
Addressee: UN agencies, Member States
Paragraph Number: 44
Session: 5 (2006)
Full Text:
The Platform for Action, adopted at the Fourth World Conference on Women, included indigenous women among those who had encountered particular barriers to full equality and advancement, both as women and as members of their communities. The review and appraisal of the Beijing Platform for Action acknowledged that indigenous women continued to face many obstacles and challenges, which included multiple forms of discrimination based on gender, race and ethnicity, as well as the impact of globalization and environmental degradation.
Area of Work: Indigenous Women
Addressee: UNFPA
Paragraph Number: 55, 56
Session: 17 (2018)
Full Text:
The Permanent Forum welcomes the study presented by UNFPA, in collaboration with CHIRAPAQ (Centro de Culturas Indígenas del Perú), entitled “Progress and challenges regarding the recommendations of the Forum on sexual and reproductive health and rights and gender-based violence”. The Permanent Forum invites UNFPA to make efforts to disseminate the findings of the study at the global, regional and country levels among Member States, United Nations mechanisms and indigenous organizations. The Forum also invites UNFPA to engage in concerted dialogue wit h the nine Member States that were part of the study on next steps to put into action the recommendations of the study, and to report to the Forum at its eighteenth session on progress made.
Area of Work: Indigenous Women, Health
Addressee: Member States
Paragraph Number: 45
Session: 13 (2014)
Full Text:
The Permanent Forum urges States to implement articles 11 and 13 of the Declaration on the Rights of Indigenous Peoples, in particular in relation to the practice and revitalization of indigenous peoples’ languages, cultural traditions and customs as a way of building resilience and preventing self-harm, violence and suicide.
Area of Work: Culture, Education, Health
Paragraph Number: 68
Session: 20 (2021)
Full Text:
The Permanent Forum welcomes the launch of online courses on the rights of indigenous peoples offered by Columbia University, OHCHR, Tribal Link Foundation, UNDP and Universidad Indígena Intercultural, and recommends that academic, indigenous and other organizations and the United Nations system seek ways to provide access to these courses for indigenous peoples living in remote areas without Internet or digital devices. Special efforts should be made to make such courses available in various languages, including indigenous languages, and to make them accessible to indigenous young people. The Forum also recommends incorporating more indigenous knowledge into universities, in consultation with the indigenous owners of the knowledge, with the design of online course content that addresses specific local and national indigenous issues in different countries, and increasing the participation and voices of indigenous peoples in online courses.
Area of Work: Education
Addressee: Member States, local authorities, UNESCO
Paragraph Number: 36
Session: 21 (2022)
Full Text:
The Permanent Forum encourages Member States, local authorities and UNESCO to assist indigenous peoples in establishing working groups on language planning, development and modernization, with financial support. Furthermore, the Permanent Forum recommends that UNESCO undertake a study on best practices for language curriculum development and publicize its findings by 2024.
Area of Work: Indigenous Languages, Education
Addressee: UNPFII
Paragraph Number: 129
Session: 2 (2003)
Full Text:
The Forum recommends that the special theme of its third session be "Indigenous women".
Area of Work: Indigenous Women
Addressee: Governments of Canada and the United States
Paragraph Number: 101
Session: 9 (2010)
Full Text:
The Permanent Forum urges the Governments of Canada and the United States to financially support indigenous community education systems and their efforts to protect and perpetuate indigenous languages, on a par with their dominant languages.
Area of Work: Education
Addressee: Member States
Paragraph Number: 42
Session: 4 (2005)
Full Text:
The Forum also recalls the Dakar Framework for Action, "Education for all: meeting our collective commitments", especially regarding indigenous children and in particular girls
Area of Work: Education
Paragraph Number: 9
Session: 3 (2004)
Full Text:
The Forum underlines the importance of technical cooperation and capacity-building programmes regarding and involving indigenous women, and in that respect recommends that such programmes conducted by the Office of the United Nations High Commissioner for Human Rights, the Department of Economic and Social Affairs, ILO, UNDP, among others, include projects regarding and involving indigenous women.
Area of Work: Indigenous Women
Addressee: ILO
Paragraph Number: 51
Session: 16 (2017)
Full Text:
The Permanent Forum reiterates the need for the implementation of its recommendation, contained in paragraph 12 of its report on its third session E/2004/43-E/C.19/2004/23), relating to the situation of indigenous women migrants. The Forum invites ILO to coordinate with other appropriate agencies, in cooperation with indigenous women’s organizations, to prepare a report on the situation of indigenous women with regard to informal work, migration and working conditions, for submission to the Forum at its eighteenth session.
Area of Work: Indigenous Women
Addressee: Member States
Paragraph Number: 107
Session: 2 (2003)
Full Text:
The Forum recommends that concerned State Governments conduct workshops, training courses and other programmes for indigenous peoples, on a regular basis, to enhance their interest in the cultural diversity of the world and thus increase awareness about preserving distinct indigenous peoples’ culture.
Area of Work: Education
