Welcome to the United Nations
Displaying 73 - 84 of 160
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, UN systems
Paragraph Number: 47
Session: 4 (2005)
Full Text:
The Forum recognizes that:
(a) The right to education is a key instrument for achieving equitable development and respect for cultural diversity. Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) Indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity, and intercultural dialogue; c) Mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) Any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programs, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels. Obstacles are numerous and complex and include, among others, distance to schools, differences in lifestyles, for example, nomadic and semi-nomadic communities, discrimination, violence, extreme poverty and exclusion; (f) Education can be one of the most important tools for combating prejudice and discrimination. National curricula frequently ignore the cultures, treaties, histories, and spiritual values of indigenous peoples and reinforce stereotypes; (g) In many cases, current criteria to measure the achievement of Goal 2 regarding indigenous education are absent or are based on insufficient indicators which do not reflect indigenous educational specificities and are culturally inappropriate and insensitive
Area of Work: MDGs, Education
Addressee: ECOSOC, Member States and UN system.
Paragraph Number: 103
Session: 2 (2003)
Full Text:
The Forum recommends that the Economic and Social Council, States and the United Nations system promote the co-administration of archaeological sites which are administered by States in order to contribute to the care, preservation and conservation of those sites and to facilitate processes of development of indigenous peoples.
Area of Work: Culture
Addressee: Member States
Paragraph Number: 26
Session: 9 (2010)
Full Text:
The Permanent Forum recommends that States consider the document entitled “The human development framework and indigenous peoples’ self-determined development or development with culture and identity” (E/C.19/2010/CRP.4) and in particular pay attention to the conclusions and recommendations provided therein.
Area of Work: Economic and Social Development, Culture
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
Addressee: ECOSOC, UNGA
Paragraph Number: 60
Session: 18 (2019)
Full Text:
The Permanent Forum recommends that the Economic and Social Council and the General Assembly ensure the meaningful participation of indigenous peoples and the Forum at the meetings of the 2019 high-level political forum on sustainable development, to be convened under the auspices of the Council and the Assembly in July and September 2019, respectively. The Forum stresses that the contributions of indigenous peoples to the implementation of the 2030 Agenda should be adequately reflected in the outcome document of the high-level political forums convened under the auspices of the Council and of the Assembly.
Area of Work: 2030 Agenda, HLPF
Addressee: Member States
Paragraph Number: 95
Session: 2 (2003)
Full Text:
The Forum recommends that States consider constitutional and other legal reform and educational reform to recognize and respect cultural, religious and linguistic diversity and spiritual practices, within the framework of international human rights standards, and to eliminate all forms of discrimination and segregation that has deepened historic inequalities.
Area of Work: Culture
Addressee: Member States
Paragraph Number: 41
Session: 9 (2010)
Full Text:
The Permanent Forum recommends that States implement the principles contained in General Comment No. 21 (2009) of the Committee on Economic, Social and Cultural Rights on article 15, paragraph 1 (a), of the International Covenant on Economic, Social and Cultural Rights regarding the right of everyone to take part in cultural life. In its interpretation of the article, the Committee takes into account the United Nations Declaration on the Rights of Indigenous Peoples. It consequently distinguishes the right of indigenous peoples to take part in their own culture from the same right as it applies to minorities. This distinction is made in particular as a result of the extension of the concept of indigenous culture to material aspects such as territories and resources.
Area of Work: Human rights, Culture
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
Addressee: Member States, UN System, and IPOs
Paragraph Number: 137
Session: 5 (2006)
Full Text:
The Permanent Forum also recommends that States, United Nations organizations and indigenous peoples’ organizations strengthen the necessary communication, education and information infrastructure and support networks of educators on indigenous issues. Information and communication technologies (ICT) for indigenous peoples must be supported in order to close the technological and information gap.
Area of Work: Education, MDGs
Addressee: Member States
Paragraph Number: 27
Session: 3 (2004)
Full Text:
The Forum recommends that Member States adopt legislation acknowledging that the traditional knowledge of indigenous peoples is their inalienable cultural heritage and embodies their cultural identity and that they make available such legislation and information in local indigenous languages.
Area of Work: Culture
