Welcome to the United Nations
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Addressee: Member States
Paragraph Number: 89
Session: 10 (2011)
Full Text:
The Permanent Forum thanks the Governments of Canada and the United States of America for hosting its 2011 pre-sessional meeting, and thanks the Governments of the Plurinational State of Bolivia, Spain, Norway, Denmark and Greenland and China for having hosted previous pre-sessional meetings of the Forum. The Permanent Forum recommends that States that have not yet done so consider hosting future pre-sessional meetings. The Permanent Forum also requests that the Secretariat organize pre-sessional meetings for future sessions of the Forum.
Area of Work: Methods of Work
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: IASG, UN agencies
Paragraph Number: 77
Session: 12 (2013)
Full Text:
The Permanent Forum reiterates that the Inter-Agency Support Group on Indigenous Peoples’ Issues constitutes a key forum for the achievement of more effective coordination and coherence in supporting the preparations for and the participation of indigenous peoples in the World Conference and recommends stronger engagement and the participation of all agencies, programmes and funds in the work of the Group.
Area of Work: Methods of Work
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
Paragraph Number: 94
Session: 21 (2022)
Full Text:
In September 2024, 10 years will have passed since the adoption by the General Assembly of the outcome document of the high-level plenary meeting of the Assembly known as the World Conference on Indigenous Peoples, and of its annex, the Alta outcome document. The Permanent Forum calls upon the Secretary-General and the President of the General Assembly to hold a “World Conference on Indigenous Peoples Plus 10” in August 2024 to allow Member States, United Nations entities and indigenous peoples to report on implementation of the outcome document, with the full participation of indigenous peoples.
Area of Work: Methods of Work
Addressee: Permanent Forum, Secretariat of the Forum
Paragraph Number: 59
Session: 20 (2021)
Full Text:
With the COVID-19 pandemic preventing in-person meetings, the Permanent Forum held virtual regional dialogues with indigenous peoples from all seven sociocultural regions of the world in preparation for its twentieth session. The dialogues highlighted cross-cutting issues affecting indigenous peoples across the globe, including the adverse effects of the pandemic, discrimination, the need for disaggregated data, and indigenous peoples’ rights to lands, territories and resources. A full summary of the regional dialogues is available at the Permanent Forum website.[1] The Forum is committed to continuing to organize virtual regional dialogues in the context of building back better and the recovery from the pandemic. The Permanent Forum invites the secretariat of the Forum to continue to support these dialogues.
Area of Work: Methods of Work
Addressee: Member States
Paragraph Number: 48
Session: 4 (2005)
Full Text:
States should:
(a) Endorse intercultural education as national policy priority to ensure equal access for indigenous children to quality and culturally appropriate primary education, as stipulated in the Convention on the Right of the Child; (b) Increase substantially State budgetary allocations in order to meet Millennium Development Goal 2 for indigenous children; c) Increase funding for Goal 2 for indigenous children through bilateral and multilateral cooperation; (d) Review current national curricula and textbooks to erase culturally discriminatory materials and enhance knowledge of indigenous cultures; (e) Establish 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, including in the designing and implementation of their own education at all levels, including developing appropriate teaching materials and methods; (f) Ensure an increase in the number of indigenous persons in the educational sectors, including in policy, administration, teaching indigenous culture, history and contemporary society, indigenous languages and production of educational materials; (g) Ensure that indigenous children have access to free primary quality education; (h) Eliminate national policies and practices that create further difficulties for indigenous children to enjoy their right to education, such as the request for birth certificates for the enrolment of children and the refusal to accept indigenous names and traditional dress in schools; (i) Develop bilingual and culturally appropriate primary education for indigenous children to reduce dropout rates. The mother tongue must be the first learning language and the national language the second language; curricula should reflect indigenous peoples' holistic worldviews, knowledge systems, histories, spiritual values and physical activities, physical education and sports; (j) Recognize that isolation is a major obstacle that prevents indigenous peoples from fully enjoying their right to education. States should establish best practices, such as residential or boarding schools, where they have worked positively, and mobile and seasonal schools or the use of technologies, such as remote teaching and the Internet, to reach the most isolated and remote indigenous communities; (k) support enrolment of indigenous persons in teacher-training programs, colleges and relevant higher educational institutions; (l) Develop school curricula for indigenous peoples in cooperation with other Governments at the regional level in order to maximize the sustainable use of resources in this area; (m) Develop monitoring guidelines and indicators for achieving Goal 2 regarding indigenous children and set benchmarks in that regard; (n) In the context of the Millennium Development Goals, particularly the achievement of primary universal education, the Forum recommends that States, the United Nations system and other intergovernmental organizations pay attention to intercultural bilingual education for indigenous peoples at the preschool, primary and tertiary levels
Area of Work: MDGs, Education
Paragraph Number: 109
Session: 3 (2004)
Full Text:
The Forum, further recognizing the long-term benefits for indigenous peoples of training and education opportunities within the United Nations system, such as the establishment of an indigenous fellowship network by the Office of the United Nations High Commissioner for Human Rights, requests the Office to invite Permanent Forum Members and the secretariat of the Forum to the meeting of the indigenous fellowship network, scheduled to be held August 2004 in Barcelona.
Area of Work: Methods of Work, Cooperation
Addressee: General Assembly
Paragraph Number: 52
Session: 13 (2014)
Full Text:
The Permanent Forum reiterates that the United Nations Declaration on the Rights of Indigenous Peoples is the normative framework for the high-level plenary meeting/World Conference on Indigenous Peoples, to be convened during the sixty-ninth session of the General Assembly. The provisions of resolution 66/296 must be given the widest and most generous interpretation possible in order to ensure the full and effective participation of indigenous peoples.
Area of Work: Methods of Work
Addressee: OAS
Paragraph Number: 27
Session: 20 (2021)
Full Text:
The Permanent Forum recommends that the Organization of American States establish a consultation mechanism, composed of experts from indigenous peoples, as part of the effort to ensure national implementation of the American Declaration on the Rights of Indigenous Peoples, the United Nations Declaration on the Rights of Indigenous Peoples and the Indigenous and Tribal Peoples Convention, 1989 (No. 169).
Area of Work: Methods of Work, Human Rights
Paragraph Number: 122
Session: 4 (2005)
Full Text:
The Forum expresses its appreciation to all those who contributed to the Trust Fund for the support of the Forum and calls upon Governments, intergovernmental organizations, foundations and non-governmental organizations to give generously to the Fund
Area of Work: Second Decade, Methods of Work
Addressee: Member States, UN agencies
Paragraph Number: 79
Session: 11 (2012)
Full Text:
The Permanent Forum recommends that joint regional and/or thematic preparatory conferences, workshops or other events be organized with the support of Member States, United Nations agencies, funds and programmes and indigenous peoples, with the full participation of indigenous peoples and Member States, as well as the Expert Mechanism on the Rights of Indigenous Peoples, the Special Rapporteur on the rights of indigenous peoples and the Permanent Forum.
Area of Work: Methods of Work
