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Addressee: SPFII, UNPFII, UNPFII Members
Paragraph Number: 70
Session: 6 (2007)
Full Text:
The Permanent Forum recognizes that the role of boarding schools for indigenous children has attracted considerable international attention. In some countries, boarding schools have had a very negative, even tragic, impact on the families, cultures and identities of indigenous peoples. At the same time, in some regions of the world, boarding schools are considered an important step for the successful social integration and education of indigenous children into mainstream society. The situation is complex. The Permanent Forum therefore recommends that an expert member conduct an in-depth comprehensive and comparative case study on this subject, with a focus on best practices. Furthermore, where negative impacts have occurred, the Permanent Forum supports the call of indigenous peoples for formal apologies from the States concerned.
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
Paragraph Number: 68
Session: 18 (2019)
Full Text:
The Permanent Forum encourages Member States, in particular those in Africa and Asia, to invite the Special Rapporteur on the rights of indigenous peoples to undertake country studies and promote best practices in realizing the rights of indigenous peoples.
Area of Work: Human rights
Addressee: Member States
Paragraph Number: 30
Session: 12 (2013)
Full Text:
While the concept of indigenous peoples in Africa has been conceptualized and adopted by African Union bodies, including at the Heads of State summits, there remains a need to raise awareness of indigenous peoples on the continent and for robust and effective measures, including legislative measures, to ensure recognition of and respect for their human rights. Likewise, while the rights of indigenous peoples have been supported in African courts and in decisions by the African Commission on Human and Peoples’ Rights and the African Court on Human and Peoples’ Rights, gaps in implementation remain widespread. The Permanent Forum urges the concerned States to implement the decision of the African Commission on Human and Peoples’ Rights, including in the Endorois case; the order of provisional measures of the African Court on Human and Peoples’ Rights in the Ogiek case; and the decision of the High Court of Botswana in the case concerning the Kalahari Game Reserve. These cases are important because they contribute to the development of jurisprudence on the implementation of the United Nations Declaration on the Rights of Indigenous Peoples.
Area of Work: Human rights
