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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
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, 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
Addressee: Member States, UN System
Paragraph Number: 28
Session: 15 (2016)
Full Text:
Consistent with articles 18 and 19 of the United Nations Declaration and in line with the implementation of the 2030 Agenda for Sustainable Development, with the call to “leave no one behind”, the Permanent Forum strongly recommend that States and funds, programmes and specialized agencies of the United Nations system ensure the disaggregation of data on the basis of indigenous identifiers/ethnicity and the full and effective participation of indigenous peoples in developing and monitoring national action plans and in all processes relating to the follow-up to and review of the implementation of the Sustainable Development Goals, including at the high-level political forum on sustainable development.
Area of Work: Economic and Social Development, Sustainable Development Goals (SDGs)
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
Addressee: Inter-Agency and Expert Group on SDG
Paragraph Number: 11
Session: 14 (2015)
Full Text:
The Permanent Forum recommends that the Inter-Agency and Expert Group on Sustainable Development Goal Indicators engage with indigenous peoples in developing key indicators relating to indigenous peoples’ rights to their lands, territories and resources, traditional knowledge, free, prior and informed consent, empowerment of indigenous women, access to justice and special measures addressing the particular circumstances of indigenous peoples regarding relevant poverty, health, education and socioeconomic development targets of the 17 goals.
Area of Work: Sustainable Development Goals (SDGs)
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
Paragraph Number: 20
Session: 3 (2004)
Full Text:
The Forum recommends that the United Nations system consider the following recommendations:
(a) The United Nations system should fully explore the protection, use and promotion of indigenous (including traditional) knowledge and ensure synergies across the relevant bodies currently investigating the issues (specifically the World Intellectual Property Organization, UNESCO, the United Nations Conference on Trade and Development, the World Health Organization, the Office of the United Nations High Commissioner for Human Rights and others) and furthermore should invite the Forum to participate;
(b) UNESCO should continue to investigate indigenous pedagogy and its application to indigenous education in collaboration with the Special Rapporteur on the human rights and fundamental freedoms of indigenous peoples and the Forum and other relevant bodies. The study should include the use of such strategies as boarding schools and both their negative and positive effects. To assist with this investigation into indigenous education, UNESCO is urged to facilitate regional conferences and a global forum on indigenous education to identify both barriers to educational equity and good practice;
(c) The Forum calls upon Governments and UNESCO to give more attention (by increasing their budgets) to developing quality indigenous education policies (with the participation of indigenous peoples) to achieve the Dakar objectives. “Education for all” is one of the fundamental objectives of the World Education Forum that should be achieved by 2015;
(d) The Forum encourages the United Nations Children’s Fund, UNESCO and other agencies to continue to support, in cooperation with indigenous peoples, intercultural and bilingual education programmes and to promote in particular the right of education for girls;
(e) The Forum should work with UNITAR to coordinate training for indigenous peoples within the United Nations system;
(f) UNESCO is requested to facilitate a world indigenous education conference, with appropriate United Nations partners (the Forum, UNESCO, UNITAR etc.), Member States and indigenous peoples. Furthermore, UNESCO should invite indigenous peoples and the Forum to participate in United Nations activities in the field of education. UNESCO has recently completed and distributed a publication on best practices for indigenous peoples education and this should be promoted throughout the international community;
(g) UNICEF advocates bilingual and cross-cultural education for indigenous peoples and conducts schools for girls and women’s literacy programmes in Latin America, and this initiative should be further encouraged and expanded;
(h) The Forum recommends that relevant agencies and Governments, on a regional basis, should provide technical services and the political and moral support needed for the creation, recognition and functioning of future international indigenous universities;
(i) Taking into account the importance of UNESCO national commissions, the Forum recommends that the Economic and Social Council and Governments facilitate the participation of indigenous peoples in the regional commissions with the incorporation of indigenous representation;
(j) The Forum, to underscore the crucial role of language skills to sustainable development and in celebration of the United Nations Year on Education for Sustainable Development (2005), recommends that the secretariat of the Forum, together with the United Nations Development Programme, UNICEF and UNESCO, explore the possibility of organizing a regional workshop in Asia or Africa on the theme “Indigenous children and language education”, to discuss policies, programmes and practical experiences with bilingual education to strengthen additive learning through the use of mother tongue and the “indigenization” of curricula in formal schooling, among members of the Forum, United Nations agencies, Governments (especially departments of education), indigenous and tribal representatives and indigenous education experts.
Area of Work: Education, Traditional Knowledge
Addressee: States, UN agencies, PFII
Paragraph Number: 28
Session: 5 (2006)
Full Text:
There generally appears to be positive recognition of the approach to Goal 1 suggested by the Permanent Forum, while there has been less attention paid to Goal 2. In both areas, there appears to be an increase in the number of projects being implemented in Latin America, with limited projects in Asia, and one or two projects in Africa. This is particularly the case under Goal 2, where there is a general lack of reporting from Asia or Africa on intercultural/bilingual education projects or programmes in this area.
Area of Work: MDGs, Education
Addressee: ECLAC, UNFPA, Regional Commissions
Paragraph Number: 90
Session: 16 (2017)
Full Text:
The Permanent Forum recognizes the importance of data disaggregation, as noted in target 17.18 of the 2030 Agenda, and in this regard, it is aware of the good practices promoted by the Economic and Social Commission for Latin America and the Caribbean (ECLAC). The Forum recommends that ECLAC, in cooperation with UNFPA and others, redouble efforts to ensure data disaggregation for indigenous peoples and promote the inclusion of complementary indicators on indigenous peoples’ rights in Governments’ national reports for the Sustainable Development Goals and the Montevideo Consensus on Population and Development, adopted at the Regional Conference on Population and Development in Latin America and the Caribbean. The Forum further recommends that ECLAC provide a guidance note and organize a mutual learning event, jointly with other regional commissions, in order to share best practices of data disaggregation on the basis of indigenous identifiers and self-identification, as used in the 2010 round of census in several countries in Latin America.
Area of Work: Sustainable Development Goals (SDGs), Data Collection and Indicators
