Welcome to the United Nations
Displaying 1 - 12 of 106
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: UNFPA, PAHO, IASG
Paragraph Number: 52
Session: 17 (2018)
Full Text:
The Permanent Forum recommends that the WHO End TB Strategy and the Global Partnership to Stop Tuberculosis, in collaboration with UNFPA, PAHO and the Inter-Agency Support Group on Indigenous Peoples ’ Issues, organize an expert group meeting on tuberculosis by 2020 to analyse the sociocultural an d economic determinants of health for the prevention, care and treatment of tuberculosis in indigenous communities, with the cooperation of the Forum, in order to ensure the realization of target 3 of Sustainable Development Goal 3. The Forum also recommends the review of the Moscow Declaration to End TB, which considers indigenous peoples to be disproportionately affected by tuberculosis.
Area of Work: Health, Sustainable Development Goals (SDGs)
Addressee: Member States
Paragraph Number: 92
Session: 16 (2017)
Full Text:
The Permanent Forum calls upon Governments to establish permanent, open and inclusive mechanisms for consultation, participation and representation of indigenous peoples in local, regional, national and international processes and bodies relating to the Sustainable Development Goals. It also calls upon Governments to allocate adequate resources towards implementation of plans that include indigenous peoples, as well as to ensure data disaggregation on the basis of indigenous identifiers.
Area of Work: Sustainable Development Goals (SDGs), Data Collection and Indicators
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, 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
