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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: Member States, local authorities, UNESCO
Paragraph Number: 36
Session: 21 (2022)
Full Text:
The Permanent Forum encourages Member States, local authorities and UNESCO to assist indigenous peoples in establishing working groups on language planning, development and modernization, with financial support. Furthermore, the Permanent Forum recommends that UNESCO undertake a study on best practices for language curriculum development and publicize its findings by 2024.
Area of Work: Indigenous Languages, Education
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: UNICEF, UNESCO
Paragraph Number: 86
Session: 7 (2008)
Full Text:
The Permanent Forum recommends that the United Nations Children’s Fund (UNICEF) and UNESCO reinforce quality education by building indigenous knowledge and culture into education programmes and curricula, including education for sustainable development and for natural disaster preparedness, and promoting the use of indigenous language as the medium of instruction. The important role of indigenous learning methodologies, including experiential learning with community members outside of the classroom, should also be included.
Area of Work: Education, Environment
Addressee: Member States
Paragraph Number: 40
Session: 15 (2016)
Full Text:
Consistent with the commitments in the outcome document of the high-level meeting of the General Assembly known as the World Conference on Indigenous Peoples (General Assembly resolution 69/2) and the standards for indigenous peoples’ survival, dignity and well-being contained in the United Nations Declaration, the Permanent Forum recommends that States fully engage indigenous peoples in good-faith negotiations of treaties, agreements and other constructive arrangements on the basis of the unequivocal recognition of indigenous peoples’ rights to lands, territories and resources and to fully reject the extinguishment of indigenous rights in form or result. Furthermore, the Forum recommends that States address the call for full and effective redress for the loss of lands, territories and resources and State breaches of treaties, agreements and other constructive arrangements. The Forum reiterates the urgent need for States to institute, in conjunction with indigenous peoples, high-level oversight bodies to guide and oversee the conduct of negotiations and implementation of treaties, agreements and other constructive arrangements in the light of ongoing negotiation and implementation issues. Building on the recommendations advanced at the eleventh session of the Forum, States are encouraged to support the resolution of disputes between indigenous peoples by providing financial and other methods of support to achieve peaceful resolution.
Area of Work: Human rights, Lands and Resources
Addressee: Member States
Paragraph Number: 8
Session: 17 (2018)
Full Text:
The Permanent Forum commends States for recognizing the collective rights of indigenous peoples to lands, territories and resources and at the same time urges them to take immediate steps for the implementation of those rights through programmes for mapping, titling or other actions and legislative reforms. The Forum urges States to report to it by its twentieth session on steps taken in that regard.
Area of Work: Lands and Resources, implementation
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: Tanzania
Paragraph Number: 61
Session: 21 (2022)
Full Text:
The Permanent Forum calls upon the Government of the United Republic of
Tanzania to immediately cease efforts to evict the Maasai people from the
Ngorongoro Conservation Area.
Area of Work: Human rights, lands and resources
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
