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Addressee: Statistics Division, SPFII
Paragraph Number: 96
Session: 5 (2006)
Full Text:
Recalling the Workshop on Data Collection and Disaggregation for Indigenous Peoples (see E/C.19/2004/2 for the report of the Workshop), the Permanent Forum welcomes the ongoing collaboration with the United Nations Statistics Division in reviewing national practices in data collection and dissemination in the areas of ethnicity, language and religion. In the light of this work, as well as of the 2010 World Population and Housing Census Programme, the Permanent Forum reiterates its support to the Statistics Division as expressed in the report of the Permanent Forum on its fourth session and its recommendations contained in paragraphs 80 and 81of that report.
Area of Work: Data Collection and Indicators
Addressee: UN agencies, funds and programmes
Paragraph Number: 17
Session: 17 (2018)
Full Text:
The Permanent Forum urges all agencies, funds and programmes of the United Nations system to incorporate the recognition of the collective rights of indigenous peoples to lands, territories and resources into their policies and programmes at the country level and to report to the Forum on progress made at its eighteenth session.
Area of Work: Data Collection and Indicators, Lands and Resources
Addressee: ILO, IOM
Paragraph Number: 89
Session: 18 (2019)
Full Text:
The Permanent Forum expresses concern regarding indigenous young people in situations in which they are increasingly migrating from their communities because of poverty, lack of economic opportunities and climate change. With a focus on Sustainable Development Goal 8, the Forum encourages ILO and IOM, in cooperation with indigenous peoples, to conduct a study, by 2021, on good practices on, opportunities for and challenges in generating culturally appropriate, decent work for indigenous young people. The study should inform the development of programmes and initiatives for indigenous youth employment, both in their communities and in the context of migration.
Area of Work: Migration, 2030 Agenda
Paragraph Number: 106
Session: 2 (2003)
Full Text:
The Forum recommends that the United Nations Educational, Scientific and Cultural Organization, United Nations agencies and other relevant bodies provide more funds, through appropriate means, to help indigenous peoples for education, in particular, emphasizing the importance of bilingual and inter-cultural training for indigenous persons. Such funds should be used to facilitate the educational exchanges between indigenous peoples and others in order to make contributions to the cultural diversity of the world, as well as to preserve indigenous peoples’ cultural heritage.
Area of Work: Education
Addressee: UNESCO
Paragraph Number: 105
Session: 2 (2003)
Full Text:
The Forum recommends that UNESCO bring together indigenous experts and specialists to constitute an international network which integrates the domains of culture, education, science and communication in order to forge a partnership between UNESCO and indigenous peoples.
Area of Work: Culture
Addressee: Member States, UN System
Paragraph Number: 109
Session: 18 (2019)
Full Text:
The Permanent Forum thanks countries in Asia that have already incorporated indigenous languages into primary education and urges Member States and the United Nations system to provide funding to implement policies related to indigenous languages and ensure the incorporation of indigenous languages into the curricula at all education levels.
Area of Work: Indigenous Languages, Education
Addressee: Member States, UN Agencies, IPO
Paragraph Number: 135
Session: 9 (2010)
Full Text:
The Permanent Forum recommends that interested parties organize an international expert group meeting on the theme “Indigenous peoples: sacred plants and sites, articles 11, 24 and 31 of the United Nations Declaration on the Rights of Indigenous Peoples”, and requests that the conclusions of such a meeting be submitted to the Forum at its tenth session.
Area of Work: Environment, Culture
Addressee: United Nations Division of Statistics
Paragraph Number: 81
Session: 4 (2005)
Full Text:
The Forum recommends that the United Nations Statistics Division mainstream statistical issues pertaining to indigenous peoples in the development of handbooks and guidelines. The Forum also recommends that the Statistics Division continue to coordinate with the regional commissions and consider that part of their work that is relevant to indigenous people and census operations in the revision of the Principles and Recommendations for Population and Housing Censuses
Area of Work: Data Collection and Indicators
Addressee: Member States
Paragraph Number: 19
Session: 3 (2004)
Full Text:
Member States should consider the adoption and full implementation of comprehensive national indigenous education policies based on the following goals:
Participation:
a) Establishing effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members;
b) Increasing the number of indigenous people employed as educational administrators, teachers, coaches, officials, curriculum advisers, teacher’s assistants, home-school liaison officers and other education workers, including community members engaged in teaching indigenous culture, history and contemporary society, and indigenous languages;
c) Developing arrangements for the provision of independent advice from indigenous communities regarding educational decisions at all levels;
d) Achieving the participation of indigenous children, young people and adults in education for a period similar to that of other students;
Access:
e) Ensuring that indigenous children, young people and adults have access to all levels of education (including adult education) on a basis comparable to that available to other citizens;
Attainment:
f) Enabling indigenous students to attain skills and graduation rates up to the same standard as other students throughout the compulsory and non-compulsory schooling years;
g) Developing teaching forms and curricula based on mother tongue (additive learning) in primary and secondary education (should be mandatory in order to achieve goal (f) above);
h) Developing curricula for both primary and secondary education which reflect the insights and usefulness of indigenous knowledge systems and are sensitive to indigenous values. Curricula should:
i) Incorporate indigenous histories, traditional knowledge and spiritual values;
ii) Integrate indigenous oral traditions, myths and writings, acknowledging these as unique parts of world heritage;
Indigenous languages, proficiency in the national language, literacy and numeracy :
i) Developing programmes based on the child’s mother tongue (first language) as a foundation for learning and aiming at the maintenance and continued use of indigenous languages;
j) Enabling the attainment of proficiency in the commonly used national language and at least one international language, and numeracy competencies by all indigenous students, including indigenous adults, giving particular attention to indigenous women based on the framework of the United Nations Decade of Literacy;
Capacity-building:
k) Providing community education services which will enable indigenous peoples to develop the skills to manage the development of their communities;
l) Providing education and training services to develop the skills of indigenous people to participate in educational decision-making;
Appreciation, understanding and respect for indigenous cultures:
m) Enabling all students, both indigenous and non-indigenous, at all levels of education, to have an appreciation and understanding of and respect for traditional and contemporary indigenous histories, cultures and identities;
Anti-racism strategies:
n) Promoting anti-racism education, including strategies to empower young people to deal with racism in the compulsory schooling curriculum;
Cultural, social and economic development in education:
o) Indigenous peoples should be resourced and supported to establish their own education systems, including schools, should they so choose. Also, traditional indigenous education and its structures should be respected and supported;
Education for indigenous peoples in custody or detention:
p) Given the overrepresentation of indigenous youth and adults in detention, the Forum urges States to consider culturally relevant and appropriate education for indigenous peoples in detention centres;
q) The Forum asks that education plans, programmes and policies be implemented especially for indigenous girls, boys and women.
Area of Work: Education
Addressee: UN Agencies Funds and Programmes - UN System
Paragraph Number: 32
Session: 3 (2004)
Full Text:
All United Nations systems organizations should recognize that indigenous cultures are intrinsically connected to indigenous peoples’ traditional territories (lands, waters and natural resources).
Area of Work: Culture
Addressee: IFAD
Paragraph Number: 166
Session: 5 (2006)
Full Text:
The Permanent Forum supports the willingness of IFAD to consider continuing to operate the World Bank’s Grants Facility for Indigenous Peoples. It recommends that IFAD make every effort to substantially enhance this Facility through its own grant funding mechanism as well as through seeking the contributions of other international financial institutions as well as bilateral and multilateral donors.
Area of Work: Education
Addressee: Asia Indigenous Peoples' Caucus
Paragraph Number: 130
Session: 4 (2005)
Full Text:
The Forum supports the initiative of the Asia Indigenous Peoples' Caucus to undertake research and hold a regional conference on the question of indigenousness in Asia in order to bring about better dialogue and understanding on the issue
Area of Work: Culture
