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Addressee: UNICEF
Paragraph Number: 53
Session: 4 (2005)
Full Text:
UNICEF is invited to report to the Forum at its fifth session on the result of the "25 by 2005" initiative on maximizing indigenous girls' education programs
Area of Work: MDGs
Addressee: Food and Agricultural Organization (FAO)
Paragraph Number: 33
Session: 4 (2005)
Full Text:
Furthermore, based on this plan and considering the contributions of FAO to the fight for the eradication of hunger and food insecurity and the implementation of sustainable agriculture and rural development, as well as the FAO contribution to indigenous rights through the adoption of the international treaty on genetic resources and the voluntary guidelines on the right to food, the Forum recommends that FAO consider the development of operational guidelines on indigenous peoples and a framework tool for the promotion of indigenous rights and sustainable rural development in the framework of the goals that emerged from the World Food Summit and the World Food Summit five years later, as well as those that emerged from other international conferences, summits and conventions which are relevant to indigenous peoples
Area of Work: MDGs, Economic and Social Development
Paragraph Number: 18
Session: 4 (2005)
Full Text:
The common country assessment/United Nations Development Assistance Framework, poverty reduction strategy papers and other development processes, national or international, should ensure the full and effective participation of indigenous peoples, including indigenous women
Area of Work: Cooperation, MDGs
Paragraph Number: 134
Session: 4 (2005)
Full Text:
The Forum recommends that in order to raise further awareness of indigenous peoples and the Millennium Development Goals, the Economic and Social Council High-level Segment to be held from 29 June to 1 July 2005, and the General Assembly Summit to be held in September 2005 allow presentations of recommendations of the Forum at its fourth session on the Millennium Development Goals by the Chairperson of the Forum
Area of Work: Methods of Work, MDGs
Addressee: Member States, UN system
Paragraph Number: 17
Session: 4 (2005)
Full Text:
The impact of the implementation of the Millennium Development Goals on indigenous peoples should be assessed and reported in Millennium Development Goals country reports and other relevant reports by States and the United Nations system. Progressive assessment of the situation of indigenous peoples in the process of implementation of the Millennium Development Goals should be reflected in the Millennium Development Goals country reports. Guidelines for the preparation of the Millennium Development Goals reports should be refined to ensure that the coverage of the poverty situation of indigenous peoples is integrated. The Millennium Development Goals country reports should be prepared, where relevant, with the full participation of indigenous peoples.
Area of Work: MDGs
Paragraph Number: 12
Session: 4 (2005)
Full Text:
States, the United Nations system and other intergovernmental organizations should support the efforts of indigenous peoples to build, articulate and implement their visions of and strategies for development. They should provide adequate funding, technical and institutional support and training to enable indigenous peoples to achieve the Millennium Development Goals and for indigenous peoples to participate effectively in the planning, design, implementation, monitoring and evaluation of policies, programmes and projects
Area of Work: MDGs, Cooperation
Addressee: Member States
Paragraph Number: 48
Session: 4 (2005)
Full Text:
States should:
(a) Endorse intercultural education as national policy priority to ensure equal access for indigenous children to quality and culturally appropriate primary education, as stipulated in the Convention on the Right of the Child; (b) Increase substantially State budgetary allocations in order to meet Millennium Development Goal 2 for indigenous children; c) Increase funding for Goal 2 for indigenous children through bilateral and multilateral cooperation; (d) Review current national curricula and textbooks to erase culturally discriminatory materials and enhance knowledge of indigenous cultures; (e) Establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, including in the designing and implementation of their own education at all levels, including developing appropriate teaching materials and methods; (f) Ensure an increase in the number of indigenous persons in the educational sectors, including in policy, administration, teaching indigenous culture, history and contemporary society, indigenous languages and production of educational materials; (g) Ensure that indigenous children have access to free primary quality education; (h) Eliminate national policies and practices that create further difficulties for indigenous children to enjoy their right to education, such as the request for birth certificates for the enrolment of children and the refusal to accept indigenous names and traditional dress in schools; (i) Develop bilingual and culturally appropriate primary education for indigenous children to reduce dropout rates. The mother tongue must be the first learning language and the national language the second language; curricula should reflect indigenous peoples' holistic worldviews, knowledge systems, histories, spiritual values and physical activities, physical education and sports; (j) Recognize that isolation is a major obstacle that prevents indigenous peoples from fully enjoying their right to education. States should establish best practices, such as residential or boarding schools, where they have worked positively, and mobile and seasonal schools or the use of technologies, such as remote teaching and the Internet, to reach the most isolated and remote indigenous communities; (k) support enrolment of indigenous persons in teacher-training programs, colleges and relevant higher educational institutions; (l) Develop school curricula for indigenous peoples in cooperation with other Governments at the regional level in order to maximize the sustainable use of resources in this area; (m) Develop monitoring guidelines and indicators for achieving Goal 2 regarding indigenous children and set benchmarks in that regard; (n) In the context of the Millennium Development Goals, particularly the achievement of primary universal education, the Forum recommends that States, the United Nations system and other intergovernmental organizations pay attention to intercultural bilingual education for indigenous peoples at the preschool, primary and tertiary levels
Area of Work: MDGs, Education
Addressee: Member States
Paragraph Number: 113
Session: 4 (2005)
Full Text:
Ensure that indigenous women's expertise is reflected in all national and international development strategies and that indigenous women, in consultation with their communities and organizations, are part of the formulation and decision-making processes of sustainable development initiatives. Efforts towards gender equality should be integrated as part of States' investments in all of the Millennium Development Goals
Area of Work: Indigenous Women and Girls, MDGs
Paragraph Number: 144
Session: 4 (2005)
Full Text:
The Forum encourages national committees for the Decade, where those exist, to invite members of the Forum to participate in the activities of these committees
Area of Work: Second Decade
Addressee: World Bank
Paragraph Number: 39
Session: 4 (2005)
Full Text:
The Forum welcomes the offer of the World Bank to host a workshop on indigenous peoples and poverty, and looks forward to receiving the results of the workshop in its fifth session
Area of Work: MDGs
Paragraph Number: 21
Session: 4 (2005)
Full Text:
States, the United Nations system and other intergovernmental organizations should ensure the participation of indigenous peoples in designing and formulation of poverty reduction strategies, programs and activities. Rights to indigenous land, forests, marine and other natural resources should be clearly identified in poverty reduction strategy papers, documents, the role of indigenous peoples should be specified and the control by indigenous peoples over traditional land, forests, marine and other natural resources and decisions on the type of development should be acknowledged
Area of Work: MDGs, Economic and Social Development
Paragraph Number: 16
Session: 4 (2005)
Full Text:
Governments, the United Nations system and other intergovernmental organizations should develop programs, in cooperation with indigenous peoples, to build the capacity and awareness of their staff to better understand and address indigenous issues
Area of Work: Cooperation, MDGs
