Welcome to the United Nations
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Paragraph Number: 59
Session: 18 (2019)
Full Text:
The Permanent Forum expresses concern that indigenous peoples are not receiving adequate information regarding the achievement of the Sustainable Development Goals at the national level and encourages Governments, United Nations entities, indigenous peoples and civil society organizations to convene workshops and other forums to ensure their effective participation in implementing the 2030 Agenda.
Area of Work: 2030 Agenda, Sustainable Development Goals (SDGs)
Addressee: FAO
Paragraph Number: 27
Session: 14 (2015)
Full Text:
The Permanent Forum recommends that FAO, in coordination with indigenous peoples, organize training and other capacity-building development, as well as establish mechanisms for engagement such as working groups and appropriate representation of indigenous peoples in relevant instruments and bodies of FAO, and provide a progress report on those activities to the Forum at its fifteenth session.
Area of Work: Education
Addressee: UNICEF, UNESCO
Paragraph Number: 75
Session: 10 (2011)
Full Text:
The Permanent Forum requests that UNICEF and UNESCO support intercultural and bilingual education programmes in conjunction with the indigenous peoples concerned, paying special attention to the right of girls to primary and secondary education.
Area of Work: Indigenous Children and Youth, Education
Addressee: Member States and UN System
Paragraph Number: 48
Session: 13 (2014)
Full Text:
The Permanent Forum recommends that member States and relevant United Nations agencies place employment, decent work, social protection and recognition of traditional occupations and livelihoods of indigenous peoples, including pastoralism, on the post-2015 development agenda. A focus on indigenous peoples’ access to decent work, livelihoods and social protection is of utmost importance in this context. It will provide the opportunity to work globally towards building the enabling conditions for capturing the opportunities of sustainable development for pastoralists.
Area of Work: Sustainable Development Goals (SDGs)
Addressee: Member States, IPO
Paragraph Number: 21
Session: 3 (2004)
Full Text:
Recognizing that States cannot address indigenous education issues alone or in isolation, indigenous representatives and organizations of indigenous peoples should prepare to engage with Governments to facilitate the indigenous education goals of participation, access, attainment, indigenous languages, proficiency in the national language and at least one international language and numeracy, capacity-building, appreciation, understanding and respect for indigenous cultures, and anti-racism strategies.
Area of Work: Education
Addressee: UNESCO
Paragraph Number: 69
Session: 6 (2007)
Full Text:
The Permanent Forum recommends that UNESCO, as the primary United Nations agency dealing with education, science and culture, implement and strengthen strategies based on recommendations from the Permanent Forum’s six sessions, placing emphasis on the quality of education and taking into account the visions and pedagogies of indigenous peoples. This recommendation should be reflected in the contents and activities of the global plan of action and in the medium-term financial strategy 2007-2013.
Area of Work: Education
Paragraph Number: 49
Session: 4 (2005)
Full Text:
The Forum notes that the Fifth World Indigenous Education Conference will be held in New Zealand in November and December 2005, and urges UNESCO to seek to be actively involved in this conference, in particular in dissemination of information on UNESCO projects, programs and activities relating to indigenous education and relevant to UNESCO responsibilities in pursuing Millennium Development Goal 2
Area of Work: MDGs, Education
Addressee: Member states
Paragraph Number: 35
Session: 20 (2021)
Full Text:
Since the adoption of the 2030 Agenda for Sustainable Development by Member States in 2015, the Permanent Forum has repeatedly highlighted the importance of ensuring the meaningful and full participation of indigenous peoples in the implementation of the 2030 Agenda. Unfortunately, the world is not on track to meet globally agreed targets. This has been particularly evident during the period of the COVID-19 pandemic, in which existing inequities have been exacerbated, placing the survival of indigenous peoples at greater risk. During the pandemic, indigenous peoples, in particular indigenous women and girls, have not only been left behind, but have been left even further behind.
Area of Work: Sustainable Development Goals (SDGs), Indigenous Women and Girls, Indigenous Children and Youth
Paragraph Number: 110
Session: 2 (2003)
Full Text:
The Forum recommends that the Economic and Social Council encourage States, specialized bodies and the United Nations system to consider creating international indigenous universities.
Area of Work: Education
Addressee: Member States, UNITAR
Paragraph Number: 55
Full Text:
The Permanent Forum urges Member States to contribute support to make possible the annual UNITAR training programme to enhance the conflict prevention and peacemaking capacities of indigenous peoples’ representatives so as to strengthen indigenous capacity to engage in negotiation, dialogue and peace processes to contribute to sustainable peace.
Area of Work: Education, Conflict Prevention and Peace
Paragraph Number: 9
Session: 18 (2019)
Full Text:
Regarding the negotiations taking place at the sessions of the Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore of the World Intellectual Property Organization (WIPO), the Permanent Forum reiterates the urgent need to develop an instrument that responds to the current lack of adequate protection of traditional knowledge and recognizes indigenous peoples as equal stakeholders and the legitimate holders of their knowledge. The Forum calls upon the Intergovernmental Committee to fast-track the negotiations and to use its core budget to fund indigenous peoples’ participation in the deliberations.
Area of Work: Intellectual Property, Traditional Knowledge
Addressee: Special Rapporteur on the right to education
Paragraph Number: 115
Session: 2 (2003)
Full Text:
The Forum recommends that the Special Rapporteur on the right to education pay special attention in her work to the right to education as contained in treaties, agreements, and other constructive arrangements between indigenous peoples, Nations and States.
Area of Work: Education
