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Addressee: UNICEF
Paragraph Number: 63
Session: 10 (2011)
Full Text:
The Permanent Forum requests that UNICEF operationalize and implement its strategic framework on indigenous and minority children and report to the Forum in 2012 on measures undertaken to that end.
Area of Work: Indigenous Children and Youth, Cooperation
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: UNAIDS, UNICEF, other relevant UN Agencies
Paragraph Number: 18
Session: 13 (2014)
Full Text:
The Permanent Forum recommends that the Joint United Nations Programme on HIV/AIDS, the United Nations Children’s Fund and other relevant United Nations entities collaborate with indigenous organizations in all regions to develop comprehensive guidelines, including best practices for culturally safe sex education by and for indigenous peoples. That type of comprehensive education may serve as an effective violence-prevention means.
Area of Work: Health, Indigenous Children and Youth, Cooperation
Addressee: World Bank, UNICEF, ILO
Paragraph Number: 15
Session: 2 (2003)
Full Text:
Aware of the massive exodus of indigenous youth to the alien environments of cities around the world and the discrimination, socio-economic hardships, weakened family networks and drug abuse, inter alia, affecting those youngsters and "street children", the Forum requests the World Bank, the ILO and UNICEF to conduct an in-depth comparative study of legal frameworks and social programmes addressing indigenous urban youth in selected countries. The study should assess key problems and best practices and should provide recommendations for the formulation of policies and strategies for future action.
Area of Work: Indigenous Children and Youth
Addressee: Member States and UN Agencies, Permanent Forum, Special Rapporteur and the Expert Mechanism
Paragraph Number: 136
Session: 18 (2019)
Full Text:
It is stated in article 4 of the Declaration that “Indigenous peoples, in exercising their right to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means of financing their autonomous functions”. The Permanent Forum welcomes the international seminar to assess the global status and trends with regard to indigenous autonomies, held in Mexico City in March 2019, which was organized by the Inter- American Commission on Human Rights, the Special Rapporteur on the rights of indigenous peoples, the Expert Mechanism on the Rights of Indigenous Peoples, the Permanent Forum and the International Work Group for Indigenous Affairs. The Forum calls upon States and United Nations entities to continue to discuss these issues in each region. The Forum also encourages the convening of a global conference on the state of indigenous autonomies by the three United Nations mechanisms on the rights of indigenous peoples (i.e., the Forum, the Special Rapporteur and the Expert Mechanism) and invites Member States to host the event.
Area of Work: Human rights, Autonomy and Self-determination
Addressee: UN System, Member States, NGOs
Paragraph Number: 58
Session: 5 (2006)
Full Text:
The Permanent Forum is deeply concerned that the problems and discrimination facing indigenous children and youth are not reflected in the Millennium Development Goals, and it urges States and United Nations organizations to develop culturally sensitive policies, programmes and projects that fully incorporate indigenous children and youth into achieving the Goals.
Area of Work: Indigenous Children and Youth, MDGs
Addressee: UNESCO
Paragraph Number: 114
Session: 2 (2003)
Full Text:
The Forum recommends that UNESCO invite indigenous experts and specialists to participate in its education forums, congresses, conferences and meetings to ensure the recognition and contribution of indigenous scientific and technological knowledge.
Area of Work: Education
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: UNICEF
Paragraph Number: 74
Session: 10 (2011)
Full Text:
The Permanent Forum recommends that UNICEF establish a particular budget and strengthen programmes and projects for indigenous children and youth.
Area of Work: Indigenous Children and Youth
Addressee: UNICEF
Paragraph Number: 16
Session: 14 (2015)
Full Text:
The Permanent Forum recommends that the United Nations Children’s Fund develop and adopt a comprehensive and distinct policy on indigenous children and young people, taking into account the human rights affirmed in the United Nations Declaration and in consultation and collaboration with indigenous peoples and indigenous children and youth organizations in particular.
Area of Work: Indigenous Children and Youth
Addressee: UN System, Member States
Paragraph Number: 57
Session: 5 (2006)
Full Text:
The Permanent Forum confirms its commitment to making indigenous children and youth an ongoing part of its work. In so doing, it acknowledges the efforts made by organizations representing indigenous peoples, United Nations bodies and States to address the urgent needs of indigenous children and youth, including in the areas of education, health, culture, extreme poverty, mortality, sexual exploitation, militarization, displacement, removal by missionaries, incarceration and labour, among others.
Area of Work: Indigenous Children and Youth
